CHCIC512A - Relating Principles To Best Practice & Whole Child
Posted: Wed Aug 07, 2013 11:37 am
Your Assignment Module Number and Heading: CHCIC512a plan and implement inclusion of children with additional needs
Your Assignment Type: Standard Question
Currently Working in Childcare? Yes
Your knowledge: Basic Knowledge
Your Question?
CHCIC512A- Inclusion in practices
hi i am a little stuck on this question, i thought i was on the right track butr the further down i got the more i wondered if i had it completely wrong, first two that have the asterics around them are my answers
any feedback would be greatly appreciated
1. Inclusion in practice:
Suggest how each principle relates to early childhood best practice and the concept of the 'whole child'
principle
A diagnosis, a label, or a category does not define a child, but pertains to a subset of his/her capabilities. -* a child is not the “autistic child” but the child with autisim. They need to be seen as an individual and not as the need*.
Diagnostic catergories may be of greatest value to professionals (medical, educational) and may be least important in the child's life –* the catergories may help practitioners to plan for a childs needs but the child just wants to have fun and knowing what catergory they fit in is not going to change that want*.
All children, regardless of their developmental status, have the same needs for inclusion, acceptance, interaction, play, stimulation and attention -
-Normal child development in all facets and domains serves as the springboard in understanding the nature m and course of atypical development, and in planning experiences, for development is on a continuum of a hierarchical and progressively complex organisation.
-The line between typical and atypical development may be an arbitrary one either because of the childs immense powers of resillience and ability to compensate for a dysfunction, or because assessment processes may be inaccurate.
-The most predictable aspect of development is change. The nature of change in atypical development may depend mainly on the compatibility of the environment with the needs of the child and the family.
-The child lives in the social context of the family which exists in a community.
- See more at: CHCIC512A- Inclusion in practices.qUeY1Ms1.dpuf
What is your answer so far or What have you done so far as an attempt to solve this question?
A diagnosis, a label, or a category does not define a child, but pertains to a subset of his/her capabilities. -* a child is not the “autistic child” but the child with autisim. They need to be seen as an individual and not as the need*.
Diagnostic catergories may be of greatest value to professionals (medical, educational) and may be least important in the child's life –* the catergories may help practitioners to plan for a childs needs but the child just wants to have fun and knowing what catergory they fit in is not going to change that want*.
Description and Message:
Your Assignment Type: Standard Question
Currently Working in Childcare? Yes
Your knowledge: Basic Knowledge
Your Question?
CHCIC512A- Inclusion in practices
hi i am a little stuck on this question, i thought i was on the right track butr the further down i got the more i wondered if i had it completely wrong, first two that have the asterics around them are my answers
any feedback would be greatly appreciated
1. Inclusion in practice:
Suggest how each principle relates to early childhood best practice and the concept of the 'whole child'
principle
A diagnosis, a label, or a category does not define a child, but pertains to a subset of his/her capabilities. -* a child is not the “autistic child” but the child with autisim. They need to be seen as an individual and not as the need*.
Diagnostic catergories may be of greatest value to professionals (medical, educational) and may be least important in the child's life –* the catergories may help practitioners to plan for a childs needs but the child just wants to have fun and knowing what catergory they fit in is not going to change that want*.
All children, regardless of their developmental status, have the same needs for inclusion, acceptance, interaction, play, stimulation and attention -
-Normal child development in all facets and domains serves as the springboard in understanding the nature m and course of atypical development, and in planning experiences, for development is on a continuum of a hierarchical and progressively complex organisation.
-The line between typical and atypical development may be an arbitrary one either because of the childs immense powers of resillience and ability to compensate for a dysfunction, or because assessment processes may be inaccurate.
-The most predictable aspect of development is change. The nature of change in atypical development may depend mainly on the compatibility of the environment with the needs of the child and the family.
-The child lives in the social context of the family which exists in a community.
- See more at: CHCIC512A- Inclusion in practices.qUeY1Ms1.dpuf
What is your answer so far or What have you done so far as an attempt to solve this question?
A diagnosis, a label, or a category does not define a child, but pertains to a subset of his/her capabilities. -* a child is not the “autistic child” but the child with autisim. They need to be seen as an individual and not as the need*.
Diagnostic catergories may be of greatest value to professionals (medical, educational) and may be least important in the child's life –* the catergories may help practitioners to plan for a childs needs but the child just wants to have fun and knowing what catergory they fit in is not going to change that want*.
Description and Message:
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