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Peers interact in the class with the questions

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Peers interact in the class with the questions

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I believe that all children are unique and have all sorts of abilities'. From Ramzia

Yes we are all different, we are all unique and yet we all share so much too. We all have special interest, dreams, and bring something special to this world WE ALL DO.   From Janet Souter

I strongly believe every child is different and unique, yet all have the same amount of special rights. From Jiordann

Children with special rights are powerful, intelligent, creative and wonderful. From Janet Souter

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What is your perspective about children’s special rights Do you think/believe every child is different Can we change the way we see children

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Here is a fabulous TED TALK by Temple Grandin, who diagnosed with autism as a child, here talks about how her mind works -- sharing her ability to "think in pictures," which helps her solve problems that neurotypical brains might miss. She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids.
https://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds?language=en

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Temple Grandin, diagnosed with autism as a child, talks about how her mind works -- sharing her ability to “think in pictures,” which helps her solve problems that neurotypical brains might miss. She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids.

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Identifying and Responding to all forms of Abuse in Early Childhood Services

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Identifying and Responding to all forms of Abuse in Early Childhood Services

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https://www.education.vic.gov.au/Documents/about/programs/health/protect/EarlyChildhood_Guidance.pdf

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https://www.youtube.com/watch?v=4p5286T_kn0

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Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

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https://www.youtube.com/watch?v=rkRyetRMrjQ

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See what children with disabilities can do

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Ebbeck & Waniganayake (2003) has provided some useful tools to equip us as children’s champion, which we could  intend to use in our role as an advocate and activist when working as an early childhood teacher:
1.     Content knowledge.

It requires us as educators to have enough knowledge reserved to master events and grasp the key concerns, be the child and take that perspective to look at the overall.

2.     Operational Context.

Participate in system formulation as a stakeholder. Make sure to follow and learn about government regulations, such as NQS, and EYLF. This is critical to achieving success as an advocate.

3.     Communication skills.

Communication is the main component of effective leadership. This skill allows us to build strong alliances and teams that are able to negotiate and discuss issues across the community.

4.     Personal disposition.

Strong personal beliefs and values can more effectively drive the action of the team and appeal to the people around as successful advocates and activists.

5.     Strategic planning.

Always make a thorough implementation plan after setting the goal to facilitate the further achievement of the goal.

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Variety reasons of children's additional needs

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Variety reasons of children's additional needs

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What conditions do you think might be present around you or in your centre? (You can copy and paste them into your new post)

having a disability

are Aboriginal or Torres Strait Islander

are recent arrivals in Australia

have a culturally and linguistically diverse background

live in isolated geographic locations

are experiencing difficult family circumstances or stress

are at risk of abuse and neglect

have a medical or health condition

demonstrate challenging behaviours

are gifted or have special talents

have other extra support needs.

living in complex or vulnerable circumstances

their cultural, linguistic or family background

having a home language other than English

experiencing more than one cultural context, or being gifted, are in fact strengths

settling into a new service

moving to a new group within the service

having a new baby in the family

being the only child who is ‘different’ in some way—skin colour, gender or age

a parent’s temporary absence, be it planned or unexpected

a parent’s illness

family separation and divorce

a death in the family.