'Inclusion' is a term used within the care and education sectors to describe the process of ensuring equal opportunities for all children to learn, regardless of their disabilities or disadvantages. The disability discrimination law defines a disabled person as someone who has a physical or mental impairment that has had a significant effect or long-term ability to engage in everyday activities.
Planning is essential to give every child equal opportunities. The purpose of inclusion is to ensure that all children are able to participate in activities and experiences. If this is not possible, consideration needs to be given to how the activities can be adapted to meet the needs of each child. Small adjustments may need to be made, such as considering whether the books contain a variety of stories from other cultures and include stories about children from single parent families, for example? Are there any pictures or stories of children who are blind, walking with the help of crutches or in a wheelchair? Do some of the stories feature pictures of Asian or black children or parents? Are there pictures of single parents looking after children? Some adaptations are more complex and will require time and money to carry out, for example a new ramp and handrail may be required.
These changes need to be planned for so that all children have the same opportunity to develop skills and gain confidence. Activities and games will also need to be carefully planned to include all children. Planning for access and resources often follows meetings with outside agencies and other professionals. Sometimes the planning takes place with the help of the parents as they are the ones who know their child best and if a good relationship is established between the carers and parents, the children will receive care of the highest quality.
Specific additional needs can have a serious impact on the holistic learning, growth and development of children and it is important that the childcare worker understands these effects so that each individual child can be supported.
Physical disabilities can have a major influence on a child's ability to develop and learn. On the other hand, children with physical disabilities can be very intellectual in their ability. Examples of physical disability are:
Cerebral Palsy: This affects muscles and body movements because the brain cannot receive messages correctly.
Epilepsy: Neurons in the brain do not work properly and can cause the child to have a stroke or seizure with the body moving gently or shaking. The child will usually be given medication to control the condition.
Hydrocephalus: Fluid is created regularly in the brain and this can cause fits, learning needs, inability to concentrate, possibly a visual impairment or breathing difficulties. The condition varies in children.
Spina Bifida: A disorder affecting the spinal cord affecting the central nervous system. Yet, the disorder will have a different effect on children but they are usually in a wheelchair.
A child may have a disability that prevents them from learning and prevents them from taking part in activities normally done by other children. It is important to identify a learning difficulty in order to provide the appropriate intervention at an early stage.
Autism: Autism is a lifelong condition that affects the way the child communicates and interacts with others and the world around them. The disability is referred to as a 'hidden' disability as the child's appearance does not indicate the disorder. Children will have difficulty with social, language and communication and behavioural skills.
Additional health needs: Additional health needs can affect a child's education because he/she is unable to attend school for health reasons. This can be because of a short-term illness such as a cold, ear pain, or a medical condition that requires hospital treatment. Whatever the condition there is a need to ensure that children who miss much of school and children who are unable to attend school receive a high quality education like every other child.
Sensory loss: Sensory loss can include hearing impairment, visual impairment, specific language impairment, selective dumbness, cleft lip or palate.
Emotional and behavioural difficulties: This can be due to the loss of a loved one, such as a family member or the loss of a pet. The child will have difficulty dealing with emotions and expressing feelings.
Attention Deficit Hyperactivity Disorder (ADHD): The child will have difficulty concentrating and will not have short-term memory skills. He/she will act impulsively, become frustrated and have difficulty forming relationships with peers.
Dyslexia: Difficulty with words that affect the ability to read, spell and write. It can also affect a child's memory and the way the child processes information. Dyslexia is a condition that can run in the family.
Dyspraxia: Children have difficulty with movement, language and developing ideas. The child may seem awkward and run into objects and people.
Handwriting will be messy and although the child will often have good ideas, they will not be able to record them on paper. They will have difficulty maintaining order and will be unable to get used to a routine in school and at home.
Multiple Complex Needs: The child will have severe learning needs and may also have physical difficulties or sensory impairments. They will need adults to look after them both educationally and personally. Sensory stimulation will need to be offered.
Attachment disorder: Lack of attachment to the primary carer as a toddler causes problems with mood, behaviour and ability to build relationships with others. The child may look sad and seem withdrawn and scared for no particular reason.
Mae ‘cynhwysiant’ yn derm a ddefnyddir o fewn sectorau gofal ac addysg i ddisgrifio’r broses o sicrhau cyfleoedd cyfartal i bob plentyn i ddysgu, beth bynnag fo’u hanableddau neu eu hanfanteision. Mae’r ddeddf gwahaniaethu ar sail anabledd yn diffinio person anabl fel rhywun sydd â nam corfforol neu feddyliol sydd wedi cael effaith sylweddol neu hirdymor ar ei allu i ymwneud â gweithgareddau bob dydd.
Mae'n hollbwysig cynllunio er mwyn rhoi cyfleoedd cyfartal i bob plentyn. Pwrpas cynhwysiant yw sicrhau bod pob plentyn yn medru cymryd rhan mewn gweithgareddau a phrofiadau. Os nad yw hyn yn bosib mae angen ystyried sut y gellir addasu’r gweithgareddau er mwyn diwallu anghenion pob plentyn. Efallai bydd angen gwneud addasiadau bach megis ystyried ydy'r llyfrau'n cynnwys amrywiaeth o straeon o ddiwylliannau eraill ac yn cynnwys hanesion am blant o deuluoedd un rhiant, er enghraifft? Oes yna luniau neu straeon am blant sy'n ddall, sy'n cerdded gyda chymorth baglau neu sydd mewn cadair olwyn? Ydy rhai o'r straeon yn cynnwys lluniau plant neu rieni/gofalwyr Asiaidd neu ddu? Oes 'na luniau o rieni sengl yn gofalu am blant? Mae rhai addasiadau'n fwy cymhleth a bydd angen amser ac arian er mwyn eu cyflawni, er enghraifft efallai y bydd angen codi ramp a chanllaw newydd.
Rhaid cynllunio ar gyfer y newidiadau hyn er mwyn i'r holl blant gael yr un cyfle i ddatblygu sgiliau a magu hyder. Bydd hefyd angen cynllunio gweithgareddau a gemau'n ofalus er mwyn cynnwys pob plentyn. Yn aml iawn, bydd y cynllunio ar gyfer mynediad ac adnoddau'n digwydd yn dilyn cyfarfodydd gydag asiantaethau allanol a gweithwyr proffesiynol eraill. Weithiau, bydd y cynllunio'n digwydd gyda chymorth y rhieni/gofalwyr gan mai nhw yw'r rhai sy'n adnabod eu plentyn orau ac os bydd perthynas dda'n cael ei meithrin rhwng y gofalwyr a'r rhieni, bydd y plant yn cael gofal o'r ansawdd gorau.
Gall anghenion ychwanegol penodol gael effaith ddifrifol ar ddysgu, twf a datblygiad cyfannol plant ac mae’n bwysig bod yr gweithiwr gofal plant yn deall yr effeithiau hyn er mwyn gallu cefnogi pob plentyn unigol.
Gall anableddau corfforol gael dylanwad mawr ar allu’r plentyn i ddatblygu a dysgu. Ar y llaw arall, gall plant ag anableddau corfforol fod yn alluog iawn o ran eu gallu deallusol. Enghreifftiau o anabledd corfforol yw:
Parlys yr ymennydd: Mae’n effeithio ar y cyhyrau a symudiadau’r corff gan nad yw’r ymennydd yn medru derbyn negeseuon yn gywir.
Epilepsi: Nid yw’r niwronau yn yr ymennydd yn gweithio’n iawn a gall achosi’r plentyn i gael trawiad neu ffit ble fydd y corff yn symud yn ysgafn neu’n ysgwyd. Fel arfer bydd y plentyn yn derbyn meddyginiaeth i reoli’r cyflwr.
Hydrocephalus: Mae hylif yn cael ei greu’n rheolaidd yn yr ymennydd a gall achosi’r plentyn i gael ffitiau, bod ag anghenion dysgu, methu canolbwyntio, efallai â nam ar y golwg, anawsterau anadlu. Mae’r cyflwr yn amrywio mewn plant.
Spina Bifida: Anhwylder sy’n effeithio ar linyn y cefn sy’n effeithio ar y brif system nerfol. Eto, bydd yr anhwylder yn cael effaith wahanol ar blant ond byddant fel arfer mewn cadair olwyn.
Efallai bydd gan blentyn anabledd sydd yn ei atal rhag dysgu ac yn ei rwystro rhag cymryd rhan mewn gweithgareddau a wneir yn arferol gan blant eraill. Mae’n bwysig adnabod anhawster dysgu er mwyn darparu’r ymyrraeth briodol yn ddigon cynnar.
Awtistiaeth: Cyflwr gydol oes yw awtistiaeth sy’n effeithio ar y ffordd y mae’r plentyn yn cyfathrebu ac yn ymwneud ag eraill a’r byd o’u cwmpas. Mae’r anabledd yn cael ei gyfeirio ato fel anabledd ‘cudd’ gan nad yw edrychiad y plentyn yn datgan yr anhwylder. Bydd plant yn cael anhawster gyda sgiliau cymdeithasol, iaith a chyfathrebu ac ymddygiad.
Anghenion iechyd ychwanegol: Mae anghenion iechyd ychwanegol yn gallu effeithio ar addysg plentyn yn dilyn methu a bod yn bresennol yn yr ysgol am resymau iechyd. Gall hyn fod oherwydd salwch tymor byr megis annwyd, poen yn y glust, neu gyflwr meddygol sydd angen triniaeth yn yr ysbyty. Beth bynnag yw’r anhwylder mae angen sicrhau fod plant sy’n colli llawer o’r ysgol a phlant sy’n methu mynychu’r ysgol yn cael addysg o safon uchel fel pob plentyn arall.
Colli synhwyrau: Gall golli synhwyrau gynnwys nam ar y clyw, nam ar y golwg, nam iaith benodol, mudandod dewisol, gwefus neu daflod hollt.
Anawsterau emosiynol ac ymddygiadol: Gallu hyn fod yn sgil colli rhywun agos, megis aelod o’r teulu neu golli anifail anwes. Bydd y plentyn yn cael anhawster ymdrin ag emosiynau ac yn mynegi teimladau.
Anhwylder diffyg canolbwyntio a gorfywiogrwydd (ADHD): Bydd y plentyn yn cael hi’n anodd canolbwyntio ac nid fydd yn berchen ar sgiliau cof tymor byr. Bydd yn ymddwyn yn fyrbwyll, yn teimlo’n rhwystredig ac yn cael anhawster ffurfio perthynas gyda chyfoedion.
Dyslecsia: Anhawster gyda geiriau sy’n effeithio ar y gallu i ddarllen, sillafu ac ysgrifennu. Gall hefyd effeithio ar gof y plentyn a’r ffordd mae’r plentyn yn prosesu gwybodaeth. Gall dyslecsia fod yn gyflwr sy’n rhedeg yn y teulu.
Dyspracsia: Caiff plant anhawster gyda symudiadau, iaith a datblygu syniadau. Efallai bydd y plentyn i’w weld yn lletchwith ac yn bwrw i mewn i wrthrychau a phobl. Bydd y llawysgrifen yn anniben ac er bydd y plentyn yn aml yn berchen ar syniadau da, ni fydd yn medru eu cofnodi ar bapur. Bydd yn cael anhawster cadw trefn ar waith a methu cyfarwyddo â threfn o fewn yr ysgol ac yn y cartref.
Anghenion cymhleth lluosog: Bydd gan y plentyn anghenion dysgu difrifol ac efallai hefyd anawsterau corfforol neu nam ar y synhwyrau. Bydd angen oedolion i ofalu ar eu hôl yn addysgol ac yn bersonol. Bydd angen cynnig symbyliad sy’n cwmpasu’r synhwyrau.
Anhwylder ymlyniad: Yn sgil diffyg creu ymlyniad gyda’r prif ofalwr pan yn blentyn bach mae problemau o ran hwyliau’r plentyn, ei ymddygiad a’r gallu i greu perthynas gydag eraill. Efallai bydd y plentyn yn edrych yn drist gan ymddangos yn encilgar ac yn ofnus heb unrhyw reswm penodol.
It is essential that all childcare workers in child care and education settings are aware of child development norms. This will allow them to identify if a child is not developing according to their age and expected stage of development.
It must be considered that children with additional needs are not able to participate in all activities. This can affect physical and intellectual development and impair their ability to develop holistically and independently. It will therefore be necessary to set realistic expectations that will suit the needs of each individual child. Every child is different and a child who is unable to participate in physical activity in the outdoor area may excel in maths in the classroom.
Children with additional needs will need to receive more support and guidance so that they can participate in the activities like other children. The childcare worker needs to act in a way that takes into account the welfare of the child. Sometimes slower development in one area of learning and development will affect the ability to learn skills in other areas.
A child's language level can affect all other areas of development. If the child has difficulty with language and communication he or she may feel upset, anxious and frustrated which often leads to negative behaviour in order to gain attention. This will cause more frustration and prevent them from completing the task or activity that has been set. Because their communication skills are not good the child will also often have difficulty reading and writing. Concentration is a difficulty for the children and they will find it difficult to understand instructions about the work that needs to be done. Lack of concentration will prevent them from successfully participating in team, physical and problem solving activities.
Special dietary needs affect children's growth and development. By not getting the right amount of nutrients the children will not grow to be healthy. This in turn will have an impact on all areas of development as children will lack the energy and confidence to take part in tasks and activities across the areas of learning.
Children with additional needs sometimes find it difficult to play freely with other children. Children learn new skills developing mentally, socially and physically while playing. Difficulties with fine and fine motor skills can affect a child's ability to hold a pencil or paintbrush and therefore have little control over their marking skills.
Children with visual needs will have difficulty exploring the environment safely. This has an impact on their ability to understand how things work due to a lack of opportunities to experience within the environment.
Children with auditory needs will have difficulty responding to others creating a situation where their peers may think they are not interested in interacting and joining in their play. This has a major impact on the ability of these children to socialize.
Socializing with peers is sometimes difficult for children with additional needs. A child may have specific physical needs that make him/her feel unable to do the same as other children. This can affect a child's self-confidence, self-worth and academic success. Children with physical needs are at risk of becoming emotionally unstable. They may have difficulty expressing their feelings which will affect their ability to form relationships.
Mae’n hanfodol bod pob gweithiwr gofal plant mewn lleoliadau gofal ac addysg plant yn ymwybodol o normau datblygiad plant. Bydd hyn yn eu caniatáu i adnabod os nad yw plentyn yn datblygu yn unol â'i oedran a'i gam datblygu disgwyliedig.
Rhaid ystyried nad yw plant sydd ag anghenion ychwanegol yn gallu cymryd rhan ym mhob gweithgaredd. Gall hyn effeithio ar ddatblygiad corfforol a deallusol gan amharu ar eu gallu i ddatblygu’n gyfannol ac yn annibynnol. Bydd felly angen gosod disgwyliadau realistig a fydd yn addas ar gyfer anghenion pob plentyn unigol. Mae pob plentyn yn wahanol ac efallai bydd plentyn sy’n methu cymryd rhan mewn gweithgaredd corfforol yn yr ardal allanol yn rhagori mewn mathemateg o fewn y dosbarth.
Bydd angen i blant sydd ag anghenion ychwanegol dderbyn mwy o gefnogaeth ac arweiniad er mwyn iddynt allu cymryd rhan yn y gweithgareddau fel plant eraill. Mae angen i’r gweithiwr gofal plant weithredu mewn ffordd sy’n ystyried lles y plentyn. Weithiau bydd datblygiad arafach mewn un maes dysgu a datblygiad yn effeithio ar y gallu i ddysgu sgiliau mewn meysydd eraill.
Gall lefel iaith plentyn effeithio ar bob maes datblygiad arall. Os yw’r plentyn yn cael anhawster gydag iaith a chyfathrebu gall deimlo’n ofidus, yn bryderus a rhwystredig sy’n arwain yn aml at ymddygiad negyddol er mwyn cael sylw. Bydd hyn yn achosi mwy o rwystredigaeth gan ei atal rhag gorffen y dasg neu’r gweithgaredd a osodwyd. Gan nad yw’r sgiliau cyfathrebu’n dda bydd y plentyn hefyd yn aml yn cael anhawster wrth ddarllen ac ysgrifennu. Mae canolbwyntio’n anhawster i’r plant a byddant yn ei chael yn anodd deall cyfarwyddiadau ynglŷn â’r gwaith sydd angen ei wneud. Bydd diffyg canolbwyntio yn eu hatal rhag cymryd rhan yn llwyddiannus mewn gweithgareddau tîm, gweithgareddau corfforol a gweithgareddau datrys problemau.
Mae anghenion dietegol arbennig yn effeithio ar dwf a datblygiad plant. Wrth beidio derbyn y cyfanswm cywir o faetholion ni fydd y plant yn tyfu’n iach. Bydd hyn yn ei dro yn cael effaith ar bob maes datblygiad gan na fydd gan y plant egni na hyder i gymryd rhan mewn tasgau a gweithgareddau ar draws y meysydd dysgu.
Bydd plant sydd ag anghenion ychwanegol weithiau’n cael anhawster chwarae’n rhydd gyda phlant eraill. Wrth chwarae mae plant yn dysgu sgiliau newydd gan ddatblygu’n feddyliol, yn gymdeithasol ac yn gorfforol. Gall anawsterau gyda sgiliau motor bras a mân effeithio ar allu plentyn i ddal pensil neu frws paent ac felly ni fydd ganddynt lawer o reolaeth dros eu sgiliau marcio.
Bydd plant sydd ag anghenion gweledol yn cael anhawster archwilio’r amgylchedd yn ddiogel. Caiff hyn effaith ar eu gallu i ddeall sut mae pethau yn gweithio yn sgil diffyg cyfleoedd i dderbyn profiadau o fewn yr amgylchedd.
Bydd plant sydd ag anghenion clywedol yn cael anhawster ymateb i eraill gan greu sefyllfa lle gall eu cyfoedion feddwl nad oes diddordeb ganddynt i ryngweithio ac ymuno yn eu chwarae. Caiff hyn effaith fawr ar allu’r plant yma i gymdeithasu.
Mae cymdeithasu gyda chyfoedion weithiau yn anodd i blant sydd ag anghenion ychwanegol. Efallai bydd gan blentyn anghenion corfforol penodol sy’n gwneud iddo deimlo nad yw’n gallu gwneud yr un peth â phlant eraill. Gall hyn effeithio ar hunanhyder, hunan-werth ac ar lwyddiant academaidd y plentyn. Mae risg y bydd plant ag anghenion corfforol yn datblygu’n ansefydlog o ran eu hemosiynau. Gallant gael anhawster dangos eu teimladau a fydd yn effeithio ar eu gallu i ffurfio perthynas ag eraill.
Each child develops at a different rate, and childcare workers need to meet the needs of each individual child. A child may have been diagnosed by the health visitor, doctor or any other professional as having additional needs. They will then be able to refer the child to the appropriate support.
By observing children childcare workers will be able to find out what their needs are and how they can best promote their development. By identifying children's needs and extending and supporting their learning the childcare worker will treat them with dignity and respect. They will be able to put together a plan that is specific to each individual child. Childcare workers observe children daily as they undertake activities to ensure they are safe and their needs are met. Time is required to make observations, as it involves watching the child closely and recording what they do and say. There are a number of different methods of observing and assessing children to monitor and identify holistic stages of learning, growth and development. The childcare worker should be familiar with the different methods so that they can choose which method is fit for purpose.
This method is also known as the 'written' or 'narrative' method. The observer will focus on the child's activities and write down what they see over a period of time. This method is useful as it will give a detailed picture of what is happening. A free description tends to be quite short and helps to detail areas where children have difficulty, for example holding a pencil or a paintbrush. Sometimes observing and recording can be difficult and it is necessary to use abbreviations and keywords and to write the notes neatly again. It is important to concentrate and just write about what is being observed. Actions and behaviour, facial expressions and verbal and non-verbal communication can be recorded.
This is an effective method of recording large amounts of information simply by using a tick chart. A checklist will need to be drawn up focusing on a particular skill or area of development such as fine motor skills: holding a pencil, threading beads, buttoning a coat, turning a page, cutting with scissors or what schemas they operate. The observer will tick them off as they see them. The checklist can be used to observe several children of the same age to compare their developmental progress. It is useful to include a column where further comments can be made. The checklist can be reused with different children and the findings are easy to interpret.
The observer will determine the time period to observe, maybe a 2 hour period or a morning session in a playgroup. The child's activity will need to be observed every two, ten or fifteen minutes to track what the child is doing or saying. The childcare worker can choose the length of observation and the interval between each observation. A variety of activities and areas of development can be observed but this approach may mean that you miss some events if they are not within your specified time period.
This approach can be used when the childcare worker needs to see how a child behaves when undertaking particular activities or to find out how often an aspect of behaviour or development occurs, for example, being aggressive towards others. The childcare worker will need to create a new form each time the child displays the behaviour or development, the time and circumstances will need to be recorded. Although this approach focuses on a specific aspect of behaviour or development it will not give a reason for those responses.
These can give a visual picture of the information gathered. Flowcharts and snapshots can be used to track and discover the child's movements. It will show what activities the child prefers and highlight what the child does not like doing. A sociogram can be used to find out how a child socializes within a group. Growth charts can be used to identify children's height and weight.
Diary - can be completed daily to keep track of individual child's progress.
Notebook - everyone within the setting can use this booklet recording any progress or event.
Sticky notes - if the childcare worker observes a child's achievements they can be recorded by collecting notes at the end of the session/day and then passing the information to the children's records.
Technology - photographs, audio and video tapes can be used to record children's achievements and development.
The process of creating an Early Years Development and Assessment Framework (EYDCP) was initiated by the Welsh Government in 2013. The aim of the EYDCP is to ensure consistency of assessments made on the development of children up to the age of 7 years across the education and health sectors.
The Foundation Phase Profile is designed to assist childcare workers in carrying out assessments of children. It helps to identify if there are any delays in a child's development and needs at an early stage. The delay may be due to special educational needs (SEN) or additional learning needs (ALN). This will ensure that children with needs receive appropriate support.
The Foundation Phase Profile is divided into two parts: The Summary Profile and the Full Profile.
The Summary Profile is used as a basic assessment in school when the child is 5 years old. There is a list of skills to use to support the child's learning and to find out if there is a delay in development or learning. The skills are purposefully chosen and organized as they are skills that are easy to observe when the child starts school or any other setting.
The Full Profile has been created to support assessments of children through the Foundation Phase and at the end of Year 2. There are more skills in the full profile to give a holistic overview of the child's development. If there is a concern about a child’s development the full profile with more detail can be used.
You can use the paper recording form or record using the appropriate software. This form is not mandatory but offers consistent evidence of the child's development.
The SOGS (Schedule of Growing Skills) assessment is a process of screening children's development by looking at their achievement of milestones. This approach was introduced by the Welsh Assembly Government in 2007 for the assessment of 2 and 3 year olds in Flying Start. It is a way of assessing development that highlights any delay that exists in pre-school children. In the past it was only used by health visitors following concerns about child development.
The assessment measures skills in specific areas such as sight, hearing, speech and language, social skills, self-care, manipulative skills, movement skills and interaction. The results will be shown in a chart that is mapped to the chronological age of the child. A score will indicate whether or not the child meets the developmental milestones. Sometimes children are seen to be above the age norms but if a child is two steps down the norm line there may be developmental delays or there are other problems that need attention.
Each setting should have an additional learning needs policy as well as a competent person who co-ordinates and implements the policy. This person is known as the Additional Learning Needs Coordinator (ALNCo) and they have a special role as they are responsible for liaising with professionals and offering advice to staff and parents/carers. If the parent/carer thinks their child needs extra help a meeting will be held to discuss how to meet their needs. An action plan will be prepared which will include an individual development plan for the child. The individual development plan will be regularly monitored and the needs of the child will be regularly assessed. A statement will be made on the child.
Following the introduction of the Special Educational Needs Code of Practice, schools need to develop a Special Educational Needs policy and appoint a Special Educational Needs Co-ordinator (SENCO) to identify and assess special educational needs, maintain a register of children with special educational needs and work closely with parents and other professionals.
The legislation was changed in 2001 (Special Educational Needs Code of Practice 2001) to include private nurseries, accredited childminders and other groups.
Recording is the method of keeping observations and assessments and the way the child's progress is recorded. The record can be a simple file with dates and examples of the child's work, narrative and anecdotal reports or more complex systematic analyses that focus on specific learning aspects. The childcare worker has a duty to record the results of observations and assessments in accordance with setting policies and procedures and national guidelines. Whatever the method of observation used the background details for each observation will be common. You must include:
If the delay is an issue that can be resolved within the setting and home then steps can be taken to do this. If the child has difficulty identifying letters, flashcards can be prepared and letter or word and picture reading books offered. Parents/carers should also be supporting the child.
Whatever the delay, it is essential that the childcare worker acts inclusively and allows the child to participate in all the setting's activities. If this is not possible the activities need to be adapted to meet the needs of each child.
Most children and families who need extra help will receive it from professionals working within the setting, school or health centre. Sometimes multi-agency workers need to join together to find the best way forward for the child. This will avoid numerous appointments with different services. Before making a referral the childcare worker will need to obtain the consent of the parents/carers and the discussions must be clear and understandable to all.
Planning for access and resources often follows meetings with outside agencies and other professionals. Planning will take place with the help of parents/carers as they are the ones who know their child best. Childcare workers will need to work in a way that nurtures good relationships with parents/carers so that the children receive the highest quality care and intervention.
https://www.gl-assessment.co.uk/products/schedule-of-growing-skills-sgs/
Mae pob plentyn yn datblygu ar raddfa wahanol ac mae angen i gweithwyr gofal plant gwrdd ag anghenion pob plentyn unigol. Efallai bydd plentyn wedi derbyn diagnosis gan yr ymwelydd iechyd, y meddyg neu unrhyw weithiwr proffesiynol arall yn nodi fod ganddo anghenion ychwanegol. Byddant wedyn yn gallu atgyfeirio’r plentyn at y gefnogaeth briodol.
Wrth arsylwi ar blant bydd gweithwyr gofal plant yn medru darganfod beth yw eu hanghenion a sut gallant hyrwyddo eu datblygiad yn y ffordd orau posib. Trwy adnabod anghenion plant ac ymestyn a chefnogi eu dysgu bydd yr gweithiwr gofal plant yn eu trin ag urddas a pharch. Byddant yn medru rhoi cynllun at ei gilydd sydd yn benodol ar gyfer pob plentyn unigol. Mae gweithwyr gofal plant yn arsylwi ar blant yn ddyddiol wrth iddynt ymgymryd â gweithgareddau er mwyn sicrhau eu bod yn ddiogel a bod eu hanghenion yn cael eu cwrdd. Mae’n ofynnol i neilltuo amser i wneud arsylwadau gan ei fod yn golygu gwylio’r plentyn yn fanwl a chofnodi beth mae’n gwneud a dweud. Mae yna nifer o wahanol ddulliau o arsylwi ac asesu plant er mwyn monitro a nodi camau dysgu, twf a datblygiad cyfannol. Dylai’r gweithiwr gofal plant gyfarwyddo â’r gwahanol ddulliau er mwyn gallu dewis pa ddull sy’n addas ar gyfer y pwrpas.
Gelwir y dull yma hefyd yn ddull ‘ysgrifenedig’ neu ‘naratif’. Bydd yr arsylwr yn canolbwyntio ar weithgaredd y plentyn gan ysgrifennu popeth mae’n gweld dros gyfnod o amser. Mae’r dull hwn yn ddefnyddiol gan y bydd yn rhoi darlun manwl o’r hyn sy’n digwydd. Mae disgrifiad rhydd yn dueddol o fod yn eithaf byr ac mae’n gymorth wrth fanylu ar ardaloedd ble mae plant yn cael anhawster, er enghraifft dal pensil neu frws paent. Weithiau bydd arsylwi a chofnodi yn anodd ac fe fydd angen defnyddio byrfoddau a geiriau allweddol gan ysgrifennu’r nodiadau yn daclus eto. Mae’n bwysig canolbwyntio a dim ond ysgrifennu am yr hyn sy’n cael ei arsylwi. Gellir cofnodi gweithredoedd ac ymddygiad, mynegiant wyneb a chyfathrebu geiriol a di-eiriol.
Dyma ddull effeithiol i gofnodi llawer o wybodaeth yn syml drwy ddefnyddio siart dicio. Bydd angen llunio rhestr wirio gan ganolbwyntio ar sgil neu faes datblygiad penodol megis sgiliau motor mân: dal pensil, edafu gleiniau, botymu cot, troi tudalen, torri â siswrn neu pa sgemâu maent yn gweithredu. Bydd yr arsylwr yn eu ticio i ffwrdd wrth eu gweld. Gallwch ddefnyddio’r rhestr wirio i arsylwi nifer o blant o’r un oedran er mwyn cymharu eu cynnydd datblygiadol. Mae’n ddefnyddiol i gynnwys colofn ble gellir cynnig sylwadau pellach. Gellir ailddefnyddio’r rhestr wirio gyda phlant gwahanol ac mae’r darganfyddiadau yn hawdd i’w dehongli.
Bydd yr arsylwr yn penderfynu ar gyfnod amser i arsylwi, efallai cyfnod o 2 awr neu sesiwn bore mewn cylch meithrin. Bydd angen arsylwi gweithgaredd y plentyn bob dwy, deg neu bymtheg munud er mwyn tracio’r hyn mae’r plentyn yn gwneud neu yn ei ddweud. Gall yr gweithiwr gofal plant ddewis am ba hyd i arsylwi a faint o egwyl sydd rhwng pob arsylwad. Gellir arsylwi amrywiaeth o weithgareddau a meysydd datblygiad ond gall y dull hwn olygu eich bod yn colli rhai digwyddiadau os nad ydynt o fewn eich cyfnod amser penodedig.
Gellir defnyddio’r dull yma pan fydd yr gweithiwr gofal plant angen gweld sut mae plentyn yn ymddwyn wrth ymgymryd â gweithgaredd penodol neu i ddarganfod pa mor aml mae ymddygiad o fath arbennig yn digwydd, megis efallai bod yn ymosodol tuag at eraill. Bydd angen creu ffurflen sy’n dynodi’r ymddygiad sy’n cael ei arsylwi, a bob tro mae’r plentyn yn dangos yr ymddygiad neu’r datblygiad bydd angen cofnodi’r amser a’r amgylchiadau. Er fod y dull hwn yn canolbwyntio ar agwedd benodol o ymddygiad neu ddatblygiad ni fydd yn rhoi rheswm am yr ymatebion hynny.
Mae’r rhain yn medru rhoi darlun gweledol o’r wybodaeth a gesglir. Gall siartiau llif a chiplun eu defnyddio i ddilyn a darganfod symudiadau’r plentyn. Bydd yn dangos pa weithgareddau mae’r plentyn yn ffafrio gan dynnu sylw at yr hyn nad yw’r plentyn yn hoffi ei wneud. Gall sosiogram ei ddefnyddio i ddarganfod sut mae plentyn yn cymdeithasu o fewn grŵp. Er mwyn nodi taldra a phwysau plant gellir defnyddio siartiau twf.
Dyddiadur - gellir ei lenwi’n ddyddiol er mwyn cadw golwg manwl ar gynnydd y plentyn unigol.
Llyfr nodiadau - gall pob un o fewn y lleoliad ddefnyddio’r llyfryn hwn gan gofnodi unrhyw gynnydd neu ddigwyddiad.
Nodiadau gludiog - os fydd yr gweithiwr gofal plant yn arsylwi ar gyflawniadau plentyn gellir eu cofnodi gan gasglu’r nodiadau ar ddiwedd y sesiwn/diwrnod gan yna drosglwyddo’r wybodaeth i gofnodion y plant.
Technoleg - gellir defnyddio ffotograffau, tapiau sain a fideo er mwyn cofnodi cyflawniadau a datblygiad plant.
Dechreuwyd ar y broses o greu Fframwaith Datblygu ac Asesu’r Blynyddoedd Cynnar (FfDABC) gan Lywodraeth Cymru yn 2013. Nod y FfDABC yw sicrhau cysondeb yr asesiadau a wneir ar ddatblygiad plant hyd at 7 oed ar draws y sectorau addysg ac iechyd.
Mae Proffil y Cyfnod Sylfaen wedi ei gynllunio i fod o gymorth i gweithwyr gofal plant wrth gynnal asesiadau o blant. Mae’n helpu i nodi’n ddigon cynnar os oes unrhyw oedi o ran datblygiad ac anghenion plentyn. Gall yr oedi ddigwydd oherwydd anghenion addysgol arbennig (AAA) neu anghenion dysgu ychwanegol (ADY). Bydd hyn yn sicrhau bod y plant sydd ag anghenion yn derbyn y gefnogaeth briodol.
Mae Proffil y Cyfnod Sylfaen wedi ei rannu i ddwy ran sef Y Proffil Cryno a’r Proffil Llawn.
Defnyddir y Proffil Cryno fel asesiad sylfaenol yn yr ysgol pan fydd y plentyn yn 5 oed. Ceir rhestr o sgiliau sydd i’w defnyddio i gefnogi dysgu’r plentyn ac i ddarganfod a oes oedi mewn datblygiad neu ddysgu. Mae’r sgiliau wedi’u dewis a’u trefnu yn bwrpasol gan eu bod yn sgiliau sydd yn hawdd eu harsylwi pan fydd y plentyn yn dechrau mewn ysgol neu unrhyw leoliad arall.
Mae’r Proffil Llawn wedi’i greu i gefnogi asesiadau o blant drwy'r Cyfnod Sylfaen ac ar ddiwedd Blwyddyn 2. Mae mwy o sgiliau yn y proffil llawn er mwyn rhoi trosolwg holistig ar ddatblygiad y plentyn. Os oes pryder am ddatblygiad plentyn gellir defnyddio’r proffil llawn sy’n cynnwys mwy o fanylder.
Gellir defnyddio ffurflen gofnodi ar bapur neu gofnodi gyda’r meddalwedd pwrpasol. Nid yw’r ffurflen hon yn orfodol ond mae’n cynnig tystiolaeth gyson o ddatblygiad y plentyn.
Mae asesiad SOGS (Schedule of Growing Skills) yn broses o sgrinio datblygiad plant drwy edrych ar eu cyrhaeddiad o’r cerrig milltir. Cafodd y dull hwn ei gyflwyno gan Lywodraeth Cynulliad Cymru yn 2007 er mwyn i blant 2 a 3 oed sydd o dan adain Dechrau’n Deg gael eu hasesu. Mae’n ffordd o asesu datblygiad sy’n amlygu unrhyw oediad sy’n bodoli mewn plant cyn oed ysgol. Yn y gorffennol dim ond ymwelwyr iechyd oedd yn ei ddefnyddio yn dilyn pryderon am ddatblygiad plant.
Mae’r asesiad yn mesur sgiliau mewn meysydd penodol megis golwg, clyw, iaith a lleferydd, sgiliau cymdeithasol, hunanofal, sgiliau llawdriniol, sgiliau symud a rhyngweithiad. Bydd y canlyniadau’n cael eu dangos ar ffurf siart sydd wedi ei fapio i oed cronolegol y plentyn. Bydd sgôr yn dangos a yw’r plentyn yn cwrdd â’r cerrig milltir datblygiad ai peidio. Weithiau gwelir fod plant yn uwch na’r normau am eu hoedran ond os bydd plentyn dau gam i lawr o’r llinell norm gall fod oediad mewn datblygiad neu mae problemau eraill sydd angen sylw.
Dylai fod gan bob lleoliad bolisi anghenion addysgu ychwanegol yn ogystal â pherson cymwys sydd yn cydlynu ac yn gweithredu’r polisi. Gelwir y person hwn yn Gydlynydd Anghenion Dysgu Ychwanegol (ALNCo - Additional Learning Needs Coordinator) ac mae ganddynt rôl arbennig gan mai hwy sydd yn gyfrifol am gysylltu â phobl broffesiynol a chynnig cyngor i’r staff a’r rhieni/gofalwyr. Os yw’r rhiant/gofalwr o’r farn bod angen cymorth ychwanegol ar eu plentyn caiff cyfarfod ei gynnal i drafod sut i gwrdd â’r anghenion. Bydd cynllun gweithredu yn cael ei baratoi fydd yn cynnwys cynllun datblygiad unigol i’r plentyn. Bydd y cynllun datblygiad unigol yn cael ei fonitro’n gyson a bydd anghenion y plentyn yn cael eu hasesu’n rheolaidd. Bydd datganiad yn cael ei wneud ar y plentyn.
Wedi cyflwyno Côd Ymarfer Anghenion Addysgol Arbennig daw angen i ysgolion ddatblygu polisi Anghenion Addysg Arbennig a phenodi Cydlynydd Anghenion Addysg Arbennig (CADY) i adnabod ac i asesu anghenion addysg arbennig, cadw cofrestr o blant sydd ag anghenion addysg arbennig a gweithio’n agos gyda rhieni/gofalwyr a phobl broffesiynol eraill. Cafodd y ddeddf ei newid yn 2001 (Côd Ymarfer Anghenion Addysgol Arbennig 2001) i gynnwys meithrinfeydd preifat, gwarchodwyr plant achrededig a grwpiau eraill.
Cofnodi yw’r dull o gadw arsylwadau ac asesiadau a’r modd y nodir cynnydd y plentyn. Gall y cofnod fod yn ffeil syml gyda dyddiadau ac esiamplau o waith y plentyn, adroddiadau naratif ac anecdotaidd neu ddadansoddiadau systematig mwy cymhleth fydd yn canolbwyntio ar agweddau dysgu penodol. Mae gan yr gweithiwr gofal plant rôl i gofnodi canlyniadau arsylwadau ac asesiadau yn unol â pholisïau a gweithdrefnau’r lleoliad a chanllawiau cenedlaethol. Beth bynnag yw’r dull arsylwi a ddefnyddir bydd y manylion cefndirol ar gyfer pob arsylwad yn gyffredin. Mae angen cynnwys:
Os yw’r oediad yn fater y mae modd ei ddatrys o fewn y lleoliad a’r cartref yna gellir cymryd camau i wneud hyn. Os yw’r plentyn yn cael anhawster adnabod llythrennau gellir paratoi cardiau fflach a chynnig llyfrau darllen llythyren neu air a llun. Dylai’r rhieni/gofalwyr fod yn cefnogi’r plentyn hefyd.
Beth bynnag yw’r oediad mae’n hanfodol bod yr gweithiwr gofal plant yn gweithredu’n gynhwysol gan ganiatáu i’r plentyn gymryd rhan yn holl weithgareddau’r lleoliad. Os nad yw hyn yn bosib mae angen addasu’r gweithgareddau er mwyn diwallu anghenion pob plentyn.
Bydd y mwyafrif o blant a theuluoedd/gofalwyr sydd angen cymorth ychwanegol yn ei dderbyn gan bobl broffesiynol sy’n gweithio o fewn y lleoliad, yr ysgol neu’r ganolfan iechyd. Weithiau bydd angen i weithwyr amlasiantaethol ymuno â’i gilydd er mwyn darganfod y ffordd orau ymlaen i’r plentyn. Bydd hyn yn osgoi apwyntiadau niferus gyda gwahanol wasanaethau. Cyn gwneud cyfeiriad bydd rhaid i’r gweithiwr gofal plant dderbyn caniatâd y rhieni/gofalwyr a bydd rhaid sicrhau bod y trafodaethau yn glir ac yn ddealladwy i bawb.
Yn aml iawn, bydd y cynllunio ar gyfer mynediad ac adnoddau'n digwydd yn dilyn cyfarfodydd gydag asiantaethau allanol a gweithwyr proffesiynol eraill. Bydd y cynllunio'n digwydd gyda chymorth y rhieni/gofalwyr gan mai nhw yw'r rhai sy'n adnabod eu plentyn orau. Bydd angen i’r gweithwyr gofal plant weithio mewn ffordd sy’n meithrin perthynas dda gyda’r rhieni/gofalwyr fel bod y plant yn cael y gofal a’r ymyrraeth o'r ansawdd gorau.
https://www.gl-assessment.co.uk/products/schedule-of-growing-skills-sgs/
If a successful individual development plan is to be created then the child must be central to the process. The setting should have adopted a 'child-centred' approach and put the child at the centre of the learning process. To meet the needs of each individual child it is necessary to look at things from the child's perspective and allow him to participate in the planning of activities and events within the setting. Focusing on the child provides an opportunity to look at the child's interests, experiences they have already received and listen to their ideas. The additional needs that some children have should influence the way the plan is created. The role of the childcare worker is to give the children choices and listen to their ideas and opinions, and in doing so the children will be involved in the planning. This helps to ensure that the children develop as independently as possible which will be very important to them in the future.
A childcare worker needs to work in a way that contributes to individual development plans. Learning, growth and development phases will need to be recorded as well as individual development plans evaluated. If a parent/carer thinks that a child needs extra help a meeting will be held to discuss how best to respond to the child’s needs. The family's trust will need to be developed as they will be able to provide information about the challenges the child is facing. In order to determine whether the child will need an individual development plan the child will need to be observed using a variety of different methods. An action plan will be prepared which will include an individual development plan for the child. The following may be considered when looking at a child who needs an individual development plan:
The results of any observations will need to be discussed with the parents / carers, as they know the child best. In addition, discussions will need to take place with a key worker or any member of staff who works closely with the child. This will ensure that the individual development plan created for the child has taken into account everyone's views.
The purpose of the individual development plan is to target support for children with additional needs. The document does not need to be large, and one A4 size page will suffice as it focuses on the child's development over a short period of time. The plan will focus on the short-term targets and the child's priorities while also taking into account the difficulties. The targets will help the childcare worker and parents/carers to help the child cope with different skills. It is essential that the targets are realistic so that the child can achieve them successfully. Dedicated software is available to develop the plans on a computer.
You can use the 'SMART targets' which make workers think carefully about the targets set for the children whilst creating an individual development plan.
The letters SMART represent the following:
The whole process will be observed and assessed to consider whether the individual development plan is effective, and if necessary the plans should be reviewed by the childcare worker.
The needs of the child will be assessed regularly and the targets of the previous plan will be used to set a way forward for the next plan.
Observations are very important with any progress or change being recorded. It is good practice for parents/carers to be kept informed of the outcomes of the observations so that they can best support their child. The other professionals involved with the child will also need to be aware of the observations so that they can tailor their knowledge and advice as required.
Os am greu cynllun datblygu unigol llwyddiannus yna rhaid i’r plentyn fod yn ganolog i’r broses. Dylai’r lleoliad fod wedi mabwysiadu dull o weithio sy’n ‘blentyn-ganolog’ gan roi’r plentyn yng nghanol y broses dysgu. Os am gyfarfod ag anghenion pob plentyn unigol rhaid edrych ar bethau o bersbectif y plentyn gan ganiatáu iddo gymryd rhan wrth gynllunio gweithgareddau a digwyddiadau o fewn y lleoliad. Wrth ganolbwyntio ar y plentyn daw cyfle i edrych ar ddiddordebau’r plentyn, y profiadau maent eisoes wedi derbyn a gwrando ar ei syniadau. Dylai’r anghenion ychwanegol sydd gan rai plant ddylanwadu ar y ffordd mae’r cynllun yn cael ei greu. Rôl yr gweithiwr gofal plant yw rhoi dewisiadau i’r plant a gwrando er eu syniadau a’u safbwyntiau, a thrwy wneud hyn bydd y plant yn rhan o’r cynllunio. Mae hyn yn gymorth i sicrhau fod y plant yn datblygu mor annibynnol â phosib a fydd yn bwysig iawn iddynt yn y dyfodol.
Mae angen i gweithiwr gofal plant weithio mewn ffordd sy’n cyfrannu at gynlluniau datblygu unigol. Bydd angen cofnodi cyfnodau dysgu, twf a datblygiad yn ogystal â gwerthuso’r cynlluniau datblygu unigol. Os yw rhiant/gofalwr o’r farn bod plentyn angen cymorth ychwanegol caiff cyfarfod ei gynnal i drafod sut i ymateb orau i anghenion y plentyn. Bydd angen datblygu ymddiriedaeth y teulu/gofalwyr gan y byddant yn gallu darparu gwybodaeth am yr heriau mae’r plentyn yn ei wynebu. Er mwyn penderfynu a fydd y plentyn angen cynllun datblygiad unigol bydd rhaid arsylwi’r plentyn gan ddefnyddio amryw o ddulliau gwahanol. Bydd cynllun gweithredol yn cael ei baratoi a fydd yn cynnwys cynllun datblygiad unigol i’r plentyn. Gall y canlynol gael eu hystyried wrth edrych ar blentyn sydd angen cynllun datblygu unigol:
Bydd angen trafod canlyniadau unrhyw arsylwad gyda’r rhieni/gofalwyr, gan mai nhw sy’n adnabod y plentyn orau. Yn ogystal, bydd angen cynnal trafodaethau â gweithiwr allweddol neu unrhyw aelod o staff sydd yn gweithio’n agos gyda’r plentyn. Bydd hyn yn sicrhau bod y cynllun datblygiad unigol sy’n cael ei greu ar gyfer y plentyn wedi ystyried safbwyntiau pawb.
Pwrpas y cynllun datblygiad unigol yw targedu cefnogaeth ar gyfer plant ag anghenion ychwanegol. Nid oes angen i’r ddogfen fod yn un fawr, a bydd un dudalen maint A4 yn ddigonol gan mai canolbwyntio ar ddatblygiad y plentyn dros gyfnod byr o amser a wneir. Bydd y cynllun yn canolbwyntio ar dargedau tymor byr a blaenoriaethau’r plentyn gan ystyried hefyd yr anawsterau. Bydd y targedau yn cynorthwyo’r gweithiwr gofal plant a’r rhieni/gofalwyr i gynorthwyo’r plentyn i ymdopi â sgiliau gwahanol. Mae’n hanfodol bod y targedau yn realistig fel y gall y plentyn eu cyflawni’n llwyddiannus. Mae meddalwedd pwrpasol ar gael er mwyn datblygu’r cynlluniau ar gyfrifiadur.
Wrth greu cynllun datblygu unigol gellir defnyddio’r amcanion ‘CAMPUS’ (SMART targets) sydd yn gwneud i weithwyr feddwl yn ofalus am y targedau a osodir i’r plant.
Mae’r llythrennau CAMPUS yn cynrychioli’r canlynol:
Bydd y broses gyfan yn cael ei harsylwi a’i hasesu er mwyn ystyried a yw’r cynllun datblygiad unigol yn effeithiol, ac os oes angen dylai’r gweithiwr gofal plant adolygu’r cynlluniau.
Bydd anghenion y plentyn yn cael eu hasesu’n rheolaidd ac fe fydd targedau’r cynllun blaenorol yn cael eu defnyddio fel ffordd ymlaen ar gyfer y cynllun nesaf.
Mae’r arsylwadau yn bwysig iawn gydag unrhyw gynnydd neu newid yn cael ei gofnodi. Mae’n arfer da bod rhieni/gofalwyr yn cael gwybodaeth gyson am ganlyniadau’r arsylwadau fel eu bod hwythau yn medru cynnig y gefnogaeth orau i’w plentyn. Bydd hefyd angen i’r gweithwyr proffesiynol eraill sydd ynghlwm â’r plentyn fod yn ymwybodol o’r arsylwadau er mwyn iddynt allu teilwra eu gwybodaeth a’u cyngor yn ôl y gofyn.
Children need to learn, grow and develop in a safe, caring, stimulating and supportive environment that focuses on them as individuals. The childcare worker must understand and work in a way that ensures that the environment is accessible, inclusive and one that develops and challenges each individual child. Providing such environments that nurture and support play, learning, growth and development is important in helping children grow and develop. A positive environment will promote children's development, so there is a need to provide furniture, resources and activities appropriate to their age and stage of development.
Providing a positive environment depends on the commitment of staff with regards to meeting children's needs and rights. The childcare worker must consider the needs of each child. Children are individuals and each person's needs are different and so must be flexible and sensitive in responding to the requirements. This can include health and emotional needs as well as children's cultural and social needs.
It is important that settings demonstrate that they recognize the value of every individual regardless of their socio-economic status, ethnic origin, gender, marital status, religion or disability. Every child's cultural background must be valued whilst taking into account their customs, values and beliefs.
It is very important for the childcare worker to promote positive images to help children and families feel positive about themselves. Equipment, pictures, books and activities at the setting should reflect all children in a positive way. The books in the setting should show strong and capable characters from many different cultures as well as children with disabilities. This is particularly important in settings where there are no multicultural children or children with special needs. Positive images help children of ethnic origin, as each child needs to feel proud of who they are. Another example of this is that children who wear glasses see images of other children wearing glasses.
A positive setting environment encourages the holistic development of all children. The physical environment will affect how children learn and develop. It is important to use the outside area, as well as the inside area. Children need fresh air and play opportunities in the outdoor area in order to learn, grow and develop. By taking part in play activities in the indoor or outdoor area, children socialize with adults and other children in a fun way. Fresh air gives energy and encourages the children to take part in more physical activity. Being out in the sun helps the body create vitamin D, which is important for healthy bones and teeth.
An effective environment requires consideration of each child's needs, not just their individual stages of development and interests, but also any health, cultural, emotional and social needs they may have. There is a need to ensure that the environment and activities are inclusive of all children ensuring that everyone is fully involved in the activities. This means that activities need to be adapted to meet specific needs, such as language needs or disability.
Children learn when they feel safe, stimulated, challenged, and able to relate well to others. Play provides all these opportunities. During play opportunities, children can explore their environment, practice their skills, explore their emotions, express their feelings, and relate their home to their care setting. Children will learn how other children behave and how to socialize if they have opportunities to play with other children. Active play can support children's physical development, for example coordination and balance skills. It can also support mental health and the ability to deal with stress. To encourage independence children need to have opportunities to make their own decisions, for example choosing where they want to play.
Children, whatever their needs, learn by succeeding. They learn whilst thinking, listening, doing, using their senses, testing, making mistakes, repeating and having fun. There is a need, therefore, to create an environment that is designed for play and that allows the child to develop skills. Resources and activities that are relevant to children's interests and experiences, and build on what they already know, need to be provided.
We can learn about the child's strengths and weaknesses, likes and dislikes, through observing them. This will help to provide activities and resources that meet their individual needs. It is important for children to be as independent as possible and have opportunities to make choices to support their emotional and social development. Children should be informed of all the activities and experiences available to them so that they can make choices and take part in activities according to their ability.
Displays are part of the positive environment and inform children, parents / carers and visitors of the setting's values. Settings can share information for parents/carers about current themes which then gives them the opportunity to participate in their children's education which strengthens the links with the home. Showing children's work in exhibitions encourages self-esteem and shows appreciation for their work. Displays can also encourage children to look, think, consider, explore, research and talk about their interests. It is always the children's work that needs to be displayed, not the work of the childcare workers.
Childcare workers should promote children's confidence and independence skills by providing tools and resources that are suitable for, and accessible to, their stage of development. Planning is needed to ensure that all children are able to access all available resources. In order to promote independence childcare workers should encourage and praise children in tidying up equipment and toys after use. It is important to consider the individual needs of the children, because sometimes there is a big difference between the stages of development amongst children of the same age. The book area, displays and activities that encourage children to research and discuss will support them in developing their knowledge and understanding of the world, and mathematical concepts, such as time and shape.
Children eat well if they are in a safe and stimulating environment. Food should be presented to them in various, fun and engaging ways. Mealtimes are an ideal opportunity to learn independence skills that are important to the child's development. During mealtimes a child will also develop motor and hand-eye coordination skills using knife and fork and other eating utensils. The equipment must therefore be suitable for the age and stage of child development. Mealtimes can be an opportunity for a child to develop social skills and show good manners by taking turns.
Children should be encouraged to be independent in personal care routines, for example dressing, hand washing, brushing teeth and using the toilet. Childcare workers need to support children as they learn these skills by providing age appropriate equipment and equipment that is appropriate for the stage of child development and supporting them according to their individual needs.
Mae angen i blant ddysgu, tyfu a datblygu mewn amgylchedd diogel, gofalgar, ysgogol a chefnogol sy'n canolbwyntio arnynt fel unigolion. Rhaid bod yr gweithiwr gofal plant yn deall ac yn gweithio mewn ffordd sydd yn sicrhau bod yr amgylchedd yn hygyrch, yn gynhwysol ac yn un sydd yn ymestyn ac yn herio pob plentyn unigol. Mae darparu amgylcheddau o’r fath sy’n meithrin ac yn cefnogi chwarae, dysgu, twf a datblygiad yn bwysig er mwyn helpu plant i dyfu a datblygu. Bydd amgylchedd gadarnhaol yn hyrwyddo datblygiad plant, felly mae angen darparu dodrefn, adnoddau a gweithgareddau sy’n addas ar gyfer eu hoed a cham datblygiad.
Mae darparu amgylchedd cadarnhaol yn dibynnu ar ymrwymiad staff i ddiwallu anghenion a hawliau plant. Rhaid i’r gweithiwr gofal plant ystyried anghenion pob plentyn. Mae plant yn unigolion ac mae anghenion pob un yn wahanol ac felly rhaid bod yn hyblyg ac yn sensitif wrth ymateb i’r gofynion. Gall hyn gynnwys anghenion o ran iechyd ac emosiwn yn ogystal â gofynion diwylliannol a chymdeithasol plant.
Mae’n bwysig bod lleoliadau yn dangos eu bod yn cydnabod gwerth pawb heb ystyried eu statws economaidd cymdeithasol, tarddiad ethnig, rhyw, statws priodasol, crefydd neu anabledd. Rhaid gwerthfawrogi cefndir diwylliannol pob plentyn gan ystyried eu harferion, eu gwerthoedd a’u credoau.
Mae’n bwysig iawn i’r gweithiwr gofal plant hybu delweddau cadarnhaol er mwyn helpu plant a theuluoedd/gofalwyr i deimlo'n bositif amdanynt eu hunain. Dylai cyfarpar, lluniau, llyfrau a gweithgareddau yn y lleoliad adlewyrchu pob plentyn mewn ffordd bositif. Dylai’r llyfrau yn y lleoliad fod yn dangos cymeriadau cryf a galluog o sawl diwylliant gwahanol yn ogystal â phlant ag anableddau. Mae hyn yn bwysig iawn mewn lleoliadau lle nad oes plant amlddiwylliannol neu blant gydag anghenion arbennig. Mae delweddau positif yn helpu plant sydd o dras ethnig, gan fod angen i bob plentyn deimlo’n falch o bwy ydynt. Enghraifft arall o hyn yw bod plant sy’n gwisgo sbectol yn gweld delweddau o blant eraill sy’n gwisgo sbectol.
Mae amgylchedd positif mewn lleoliad yn annog datblygiad holistig pob plentyn. Bydd yr amgylchedd ffisegol yn effeithio ar y ffordd y mae plant yn dysgu ac yn datblygu. Mae’n bwysig defnyddio’r ardal tu allan, yn ogystal â’r ardal tu mewn. Mae plant angen awyr iach a chyfleoedd chwarae yn yr ardal tu allan er mwyn dysgu, tyfu a datblygu. Drwy gymryd rhan mewn gweithgareddau chwarae yn yr ardal dan do neu du allan, bydd plant yn cymdeithasu gydag oedolion a phlant eraill mewn ffordd hwyliog. Mae awyr iach yn rhoi egni ac yn annog y plant i wneud mwy o ymarfer corff. Mae bod allan yn yr haul yn helpu’r corff i greu fitamin D, sy’n bwysig ar gyfer creu esgyrn a dannedd iach.
Er mwyn sicrhau amgylchedd effeithiol mae angen ystyried anghenion pob plentyn, nid dim ond eu camau datblygiad a'u diddordebau unigol, ond hefyd unrhyw anghenion iechyd, diwylliannol, emosiynol a chymdeithasol sydd ganddynt. Mae angen sicrhau bod yr amgylchedd a’r gweithgareddau yn cynnwys pob plentyn gan sicrhau bod pawb yn cymryd rhan yn llawn yn y gweithgareddau. Golyga hyn fod angen addasu gweithgareddau i ddiwallu anghenion penodol, megis anghenion iaith neu anabledd.
Bydd plant yn dysgu pan fyddant yn teimlo'n ddiogel, yn cael eu hysgogi, eu herio, a phan fyddant yn gallu ymwneud yn dda ag eraill. Mae chwarae yn darparu'r holl gyfleoedd hyn. Wrth chwarae, gall plant archwilio eu hamgylchedd, ymarfer eu sgiliau, archwilio eu hemosiynau, mynegi eu teimladau, a chysylltu eu cartref â'u lleoliad gofal. Bydd plant yn dysgu sut mae plant eraill yn ymddwyn a sut i gymdeithasu os cânt gyfleoedd i chwarae â phlant eraill. Gall chwarae gweithredol gefnogi datblygiad corfforol plant, er enghraifft sgiliau cydlynu a chydbwysedd. Gall hefyd gefnogi iechyd meddwl a’r gallu i ddelio gyda straen. Er mwyn annog annibyniaeth mae angen i blant gael cyfleoedd i wneud penderfyniadau eu hunain, er enghraifft dewis ble maent eisiau chwarae.
Mae plant, beth bynnag yw eu hanghenion, yn dysgu drwy lwyddo. Dysgant wrth feddwl, gwrando, gwneud, defnyddio eu synhwyrau, profi, gwneud camgymeriadau, ailadrodd a chael hwyl. Felly mae angen creu amgylchedd sydd wedi’i gynllunio ar gyfer chwarae ac sy’n caniatáu i sgiliau ddatblygu. Mae angen darparu adnoddau a gweithgareddau sy’n berthnasol i ddiddordebau a phrofiadau plant, ac sy’n adeiladu ar yr hyn maent eisoes yn gwybod.
Wrth arsylwi plant mae modd dysgu am eu cryfderau a'u gwendidau, eu hoffterau a'u cas bethau, a fydd yn gymorth i ddarparu gweithgareddau ac adnoddau a fydd yn cwrdd â'u hanghenion unigol. Mae’n bwysig fod plant yn cael bod mor annibynnol â phosib ac yn cael cyfleoedd i wneud dewisiadau er mwyn cefnogi eu datblygiad emosiynol a chymdeithasol. Dylai plant gael gwybod am yr holl weithgareddau a’r profiadau sydd ar gael iddynt fel eu bod yn medru gwneud dewisiadau ac ymgymryd â gweithgareddau yn unol â’u gallu.
Mae arddangosfeydd yn rhan o’r amgylchedd cadarnhaol ac yn rhoi gwybodaeth i blant, rhieni/gofalwyr ac ymwelwyr am werthoedd y lleoliad. Gall lleoliadau rannu gwybodaeth i rieni/gofalwyr am y themâu cyfredol sydd wedyn yn rhoi cyfle iddynt gymryd rhan yn addysg eu plant sy’n atgyfnerthu’r cysylltiadau â’r cartref. Mae dangos gwaith y plant mewn arddangosfeydd yn annog hunan-barch ac yn dangos gwerthfawrogiad o’u gwaith. Gall arddangosfeydd hefyd annog plant i edrych, meddwl, ystyried, archwilio, ymchwilio a siarad am eu diddordebau. Gwaith y plant sydd angen ei arddangos bob tro, ac nid gwaith yr gweithwyr gofal plant.
Dylai gweithwyr gofal plant hybu hyder a sgiliau annibyniaeth plant drwy ddarparu offer ac adnoddau sy’n addas ar gyfer eu cam datblygiad, ac sy’n gyraeddadwy iddynt. Mae angen cynllunio er mwyn sicrhau bod pob plentyn yn gallu cael mynediad at yr holl adnoddau sydd ar gael. Er mwyn hybu annibyniaeth dylai gweithwyr gofal plant annog plant i dacluso offer a theganau ar ôl eu defnyddio, a’u canmol am wneud hynny. Mae’n bwysig ystyried anghenion unigol y plant, oherwydd weithiau mae gwahaniaeth mawr rhwng cam datblygiad plant o’r un oed. Bydd yr ardal lyfrau, arddangosfeydd a gweithgareddau sy’n annog i blant ymchwilio a thrafod yn eu cefnogi i ddatblygu eu gwybodaeth a dealltwriaeth o’r byd, a chysyniadau mathemategol, megis amser a siâp.
Mae plant yn bwyta'n dda os ydynt mewn amgylchedd diogel ac ysgogol. Dylid cyflwyno bwyd iddynt mewn dulliau amrywiol, hwyliog a deniadol. Mae amser bwyd yn gyfle delfrydol i ddysgu sgiliau annibyniaeth sy’n bwysig i ddatblygiad y plentyn. Yn ystod amser bwyd bydd plentyn hefyd yn datblygu sgiliau echddygol a sgiliau cydsymud llaw a llygad drwy ddefnyddio cyllell a fforc ac offer bwyta eraill. Rhaid felly sicrhau bod yr offer yn addas ar gyfer oedran a cham datblygiad plant. Gall amser bwyd fod yn gyfle i blentyn ddatblygu sgiliau cymdeithasol a dangos cwrteisi drwy gymryd tro.
Dylid annog plant i fod yn annibynnol wrth gymryd rhan mewn arferion gofal personol, er enghraifft gwisgo, golchi dwylo, brwsio dannedd a defnyddio’r toiled. Mae angen i gweithwyr gofal plant gefnogi plant wrth iddynt ddysgu’r sgiliau hyn gan ddarparu offer addas ar gyfer oedran a cham datblygiad plant a’u cefnogi yn ôl eu hanghenion unigol.
Children learn best if they are properly supported to be able to research and learn through their experiences. Such opportunities to learn and develop are based on stable and caring relationships. Having a suitable environment requires consideration of space and equipment, hygiene and safety, as well as staffing levels, and the ability and knowledge that staff have to support each child in all aspects of his/her development. Childcare workers need to secure a wide range of activities and arrange opportunities and equipment for play and learning that will help a child to develop fully. This can be indoors or outdoors, but it should always be safe, clean and comfortable.
The environment and activities must be planned to ensure that every child can participate. Activities will therefore need to be adapted to respond to specific needs, for example language or disability needs. Providing positive environments that foster and support children's emotional, physical and mental well-being is important to help them grow and develop. The Foundation Phase statutory framework states that opportunities must be provided for children to realize their holistic development by offering a curriculum that focuses on the needs of each individual child. We must consider the experiences of children, the knowledge they have and what they have already learned. When planning an appropriate curriculum to further support learning.
With the right support at the right time, children with speech, language and communication difficulties can make good progress. As the brains of young children continue to develop, the long-term effects can be reduced with early intervention. In identifying the difficulties, childcare workers are able to support children to improve their communication, which will have a positive impact on their development. A positive environment supports language development by providing suitable areas for communicating with other adults or children. Examples of good practice include:
A positive environment supports children's cognitive development by providing a wide range of resources, activities and experiences appropriate to each child's stage of development. It is important to consider the individual needs of the children, because sometimes there is a big difference between the stages of development amongst children of the same age. In order to provide a positive and inclusive environment there is a need to plan for continuous provision, which is what is provided for children in terms of permanent learning opportunities. The provisions need to be suitable for all children. Examples of areas of continuous provision are:
Children with additional needs can have difficulty coping with activities within areas and will need adjustments, for example changing buttons on dress up clothes to velcro and installing special mats that prevent resources such as dough or jigsaw from slipping.
A positive environment can support children's social and emotional development. Sometimes children with additional needs develop obsessions with certain habits and behaviours that can prevent them from participating in activities. Examples of good practice include:
By providing furniture, resources and activities appropriate to the age and stage of child development, the setting will support children's physical development. The layout of the room and the height of the tables and chairs will need to be adjusted, as well as care taken with obstructions such as stairs and lighting. Examples of good practice include:
Planning is essential to give every child equal opportunities. Specialist equipment and aids will be available for children with additional needs. It must be ensured that the equipment is safe and that the equipment is easily accessible and that the equipment is used in accordance with guidelines and risk assessments. Such equipment can help the children with their mobility and dexterity as well as help with visual, aural or sensory disability. Equipment and aids can include a standing frame, hoist, callipers, large grip equipment including cups, writing equipment and hearing and visual devices.
Small adjustments, such as considering the books available, may need to be made. Do the books contain a variety of stories from other cultures and a selection relating to children from single parent families? Are there any pictures and stories of children who are blind, walking with the help of crutches or in a wheelchair? Do some of the stories feature pictures of Asian or black children or parents? Are there pictures of single parents looking after children? It is good practice for the team to discuss the activities, resources and books available at the setting to consider their inclusiveness.
Carrying out a risk assessment in early years settings, whether at school, playgroup, day nursery, or within the home is extremely important. A risk assessment of the equipment and aids can minimize any risk and the chance of accidents occurring. Risk assessment needs to be done inside and outside the venue throughout the day. Not all risk assessments need to be recorded, but childcare workers need to be aware of hazards on an ongoing basis.
It is very important that childcare workers (and others such as volunteers and students) work as a team so that everyone is aware of the purpose of each piece of equipment and how to use it. Advice on disability equipment can be obtained from the occupational therapist or physiotherapist to ensure that equipment is suitable. Suitable toys can also be borrowed from the local authority or local toy library.
Some adaptations are more complex and costly. Assistance with major works such as a ramp and handrail or a higher or lower table may be required.
Activities and games will also need to be carefully planned to include all children and to allow all children to take part if they wish to do so. Planning for access and resources often follows meetings with outside agencies and other professionals. Sometimes the planning takes place with the help of the parents as they are the ones who know their child best and if a good relationship is established between the carers and parents, the children will receive care of the highest quality.
Mae plant yn dysgu orau os cânt y gefnogaeth briodol i fedru ymchwilio a dysgu trwy eu profiadau. Mae cyfleoedd fel hyn i ddysgu a datblygu yn seiliedig ar berthnasoedd sefydlog a gofalgar. Er mwyn cael amgylchedd addas, mae angen ystyried gofod a chyfarpar, hylendid a diogelwch, yn ogystal â lefelau staffio, a'r gallu a'r wybodaeth sydd gan y staff i gefnogi pob plentyn ym mhob agwedd ar ei ddatblygiad. Mae angen i gweithwyr gofal plant sicrhau amrywiaeth eang o weithgareddau gan drefnu cyfleoedd a chyfarpar ar gyfer chwarae a dysgu a fydd yn gymorth i blentyn ddatblygu'n llawn. Gall hyn fod dan do neu yn yr awyr agored, ond dylai bob tro fod yn ddiogel, yn saff, yn lân ac yn gyfforddus.
Rhaid cynllunio’r amgylchedd a’r gweithgareddau er mwyn sicrhau fod pob plentyn yn gallu cymryd rhan. Bydd angen felly addasu gweithgareddau er mwyn ymateb i anghenion penodol, er enghraifft anghenion iaith neu anabledd. Mae darparu amgylcheddau cadarnhaol sy’n meithrin ac yn cefnogi llesiant emosiynol, corfforol a meddyliol plant yn bwysig er mwyn eu helpu i dyfu a datblygu. Mae fframwaith statudol y Cyfnod Sylfaen yn nodi bod rhaid darparu cyfleoedd i blant wireddu eu datblygiad cyfannol trwy gynnig cwricwlwm sy’n canolbwyntio ar anghenion pob plentyn unigol. Rhaid ystyried profiadau plant, y wybodaeth sydd ganddynt a’r hyn maent eisoes wedi ei ddysgu. Wrth gynllunio cwricwlwm priodol er mwyn cefnogi’r dysgu ymhellach.
Gyda’r gefnogaeth gywir ar yr adeg gywir gall blant sydd ag anawsterau iaith, lleferydd a chyfathrebu wneud cynnydd da. Gan fod ymennydd plant ifanc yn parhau i ddatblygu, gall yr effeithiau hirdymor gael eu lleihau gydag ymyrraeth gynnar. Wrth adnabod yr anawsterau gall gweithwyr gofal plant gefnogi plant i wella eu cyfathrebu a fydd yn cael effaith gadarnhaol ar eu lles. Mae amgylchedd cadarnhaol yn cefnogi datblygiad ieithyddol drwy ddarparu ardaloedd addas ar gyfer cyfathrebu gydag oedolion neu blant eraill. Dyma enghreifftiau o arfer da:
Mae amgylchedd cadarnhaol yn cefnogi datblygiad gwybyddol plant drwy ddarparu ystod eang o adnoddau, gweithgareddau a phrofiadau sy’n addas ar gyfer cam datblygiad pob plentyn. Mae’n bwysig ystyried anghenion unigol y plant, gan fod weithiau wahaniaeth mawr rhwng cam datblygiad gwybyddol plant sydd yr un oed. Er mwyn paratoi amgylchedd cadarnhaol a chynhwysol mae angen cynllunio ar gyfer darpariaeth barhaus, sef yr hyn sy’n cael ei ddarparu i blant o ran cyfleoedd dysgu yn barhaol. Mae angen bod y darpariaethau yn addas ar gyfer pob plentyn. Enghreifftiau o ardaloedd sy’n rhan o ddarpariaeth barhaus yw:
Gall blant ag anghenion ychwanegol gael anhawster ymdopi â gweithgareddau o fewn ardaloedd ac fe fydd angen gwneud addasiadau megis newid botymau ar ddillad gwisgo i fyny i felcro, a gosod matiau arbennig sy’n atal adnoddau megis toes neu jig-so rhag llithro.
Mae amgylchedd cadarnhaol yn gallu cefnogi datblygiad cymdeithasol ac emosiynol plant. Weithiau gwelir plant ag anghenion ychwanegol yn datblygu obsesiynau gyda rhai arferion ac ymddygiad sy’n gallu eu rhwystro rhag cymryd rhan mewn gweithgareddau. Dyma enghreifftiau o arfer da:
Wrth ddarparu dodrefn, adnoddau a gweithgareddau sy’n addas ar gyfer oed a cham datblygiad plant, bydd y lleoliad yn cefnogi datblygiad corfforol plant. Bydd angen sicrhau bod cynllun yr ystafell ac uchder byrddau a’r cadeiriau yn addas, yn ogystal â chymryd gofal gyda rhwystrau megis grisiau a golau. Dyma enghreifftiau o arfer da:
Mae'n hollbwysig cynllunio er mwyn rhoi cyfleoedd cyfartal i bob plentyn. Bydd cyfarpar a chymhorthion arbenigol ar gael ar gyfer plant ag anghenion ychwanegol. Rhaid sicrhau bod y cyfarpar yn ddiogel a bod mynediad at yr offer yn hwylus a bod yr offer yn cael ei ddefnyddio yn unol â chanllawiau ac asesiadau risg. Mae cyfarpar o’r fath yn gallu cynorthwyo’r plant gyda’u symudedd a’u deheurwydd (dexterity) yn ogystal â bod yn gymorth gydag anabledd synhwyraidd, gweledol neu glywedol. Gall cyfarpar a chymhorthion gynnwys ffrâm sefyll, teclyn codi (hoist), caliperau, offer gafael mawr gan gynnwys cwpanau, offer ysgrifennu a dyfeisiau clyw a gweledol.
Efallai mai addasiadau bach sydd angen eu gwneud megis ystyried y llyfrau sydd ar gael. Ydy'r llyfrau'n cynnwys amrywiaeth o straeon o ddiwylliannau eraill a detholiad sy'n ymwneud â phlant o deuluoedd un rhiant? Oes yna luniau a straeon am blant sy'n ddall, sy'n cerdded gyda chymorth baglau neu sydd mewn cadair olwyn? Ydy rhai o'r straeon yn cynnwys lluniau plant neu rieni/gofalwyr Asiaidd neu ddu? Oes yna luniau o rieni sengl yn gofalu am blant? Mae’n ymarfer da i’r tîm drafod y gweithgareddau, yr adnoddau a’r llyfrau sydd ar gael yn y lleoliad er mwyn ystyried pa mor gynhwysol ydynt.
Mae cynnal asesiad risg o fewn lleoliadau blynyddoedd cynnar, boed yn ysgol, yn gylch meithrin, meithrinfa ddydd, neu o fewn y cartref yn hynod o bwysig. Wrth gynnal asesiad risg o’r cyfarpar a’r cymhorthion gellir lleihau unrhyw berygl a’r cyfle i ddamweiniau ddigwydd. Mae angen gwneud asesiad risg tu mewn a thu allan i’r lleoliad drwy gydol y dydd. Nid oes rhaid i bob asesiad risg gael ei gofnodi, ond mae’n rhaid i gweithwyr gofal plant fod yn ymwybodol o beryglon yn barhaol.
Mae’n bwysig iawn bod gweithwyr gofal plant (ac eraill megis gwirfoddolwyr a myfyrwyr) yn gweithio fel tîm fel bod pawb yn ymwybodol o bwrpas pob darn o gyfarpar a sut mae ei ddefnyddio. Gellir cael cyngor gan y therapydd galwedigaethol neu’r ffisiotherapydd ynglŷn â chyfarpar anabledd er mwyn sicrhau bod yr offer yn addas. Gellir hefyd fenthyg teganau addas o’r awdurdod lleol neu lyfrgell deganau lleol.
Mae rhai addasiadau'n fwy cymhleth a chostus. Efallai y bydd angen gofyn am gymorth gyda gwaith mawr megis codi ramp a chanllaw neu fwrdd uwch neu is.
Bydd hefyd angen cynllunio gweithgareddau a gemau'n ofalus er mwyn cynnwys pob plentyn ac er mwyn i'r plant i gyd gymryd rhan os ydynt yn dymuno gwneud hynny. Yn aml iawn, bydd cynllunio ar gyfer mynediad ac adnoddau'n digwydd yn dilyn cyfarfodydd gydag asiantaethau allanol a gweithwyr proffesiynol eraill. Weithiau, bydd y cynllunio'n digwydd gyda chymorth y rhieni/gofalwyr gan mai nhw yw'r rhai sy'n adnabod eu plentyn orau ac os bydd perthynas dda'n cael ei meithrin rhwng y gofalwyr a'r rhieni, bydd y plant yn cael gofal o'r ansawdd gorau.
The first contact comes from health professionals when a parent is expecting a baby. One purpose of the meetings is to assess whether the baby has a learning or physical disability. If the child and family need help it is not always clear where the support will come from. By the time the child is three and a half years old, the process of assessing and diagnosing a learning disability will usually be done. Once a child has been diagnosed with a recognized disability the local authority will have a responsibility to make an assessment of the child and family's needs. The type of support provided for them will vary according to the needs of the child and family. The aim is to make life easier for the whole family.
The Healthy Child Wales Programme has been in place by Welsh health boards since 2016. This programme is for all families with children aged 0-7. It includes preventative measures and early intervention, based on evidence as well as advice and guidance to support parents, and help them make choices to live a healthy life. The contact between children, their families and the health boards involves three areas of intervention, screening, immunization and monitoring and supporting child development.
At the age of 13 months, babies are recommended to have the following vaccinations:
Two months: diphtheria, tetanus, pertussis (whooping cough), polio, Haemophilus influenzae type b (Hib), pneumococcal infection – DTaP/IPV/Hib and PCV
Three months: diphtheria, tetanus, pertussis (whooping cough), polio, Haemophilus influenzae type b (Hib), meningitis C ( meningococcal group C) - DTaP/IPV/Hib and MenC
Four months: diphtheria, tetanus, pertussis, polio, Haemophilus influenzae type b (Hib), pneumococcal infection – DTaP/IPV/Hib and PCV
12 months: Haemophilus influenzae type b (Hib), meningitis C - Hib / MenC
13 months: Measles, mumps, rubella (German measles), pneumococcal infection - MMR and PCV.
The following screening, immunization, monitoring and child development links are those that babies aged 0-2 years, and the parent can expect:
Immunization can save children's lives. The World Health Organization estimates that 3 million lives are saved each year worldwide through immunization. It is essential that children are fully immunized to protect them from serious diseases. Diphtheria and tetanus are now rare in the UK due to immunization.
Although polio has been eradicated in Europe, diseases such as measles and meningitis persist in the UK to this day. If parents or carers have concerns about immunizing their children, they need to discuss it with their doctor, health visitor or practice nurse.
Newborns are offered screening tests in the first 6 to 8 weeks of birth. Most babies are born healthy, but for those with a health problem, screening is very beneficial. Early treatment can improve their health and prevent serious disability or death.
Screening tests are simple and quick and do not harm the baby in any way. It is recommended that babies have these tests, but parents have the right to refuse.
Newborn physical examination
The tests include screening to find out if the baby has any problems with their eyes, heart, hips, and in boys, the testicles. These tests are carried out 72 hours after the birth, and again at 6 to 8 weeks.
Newborn Hearing Screening Test
This screening test is done before the baby is 4 weeks old, and finds out as soon as possible if the baby has permanent hearing loss. This is done in order to provide the advice and support needed from the outset. Early detection provides a better opportunity to develop the child's language, oracy and communication, as well as maintaining good relationships with parents and carers.
Newborn Bloodspot Screening
This screening test recognizes babies with rare but serious conditions. All newborns are offered this screening test by heel injection when they are between 5 and 8 days old. The injection looks for one of nine rare but serious health conditions. Early treatment can improve their health and prevent serious disability or even death.
Every individual has the right to choose which activities they want to participate in and the childcare worker needs to work in a way that follows individual development plans for the healthcare activities.
The child will need to be led as developing health care practice is good practice and contributes to developing independence. It is important that support providers, health and social care teams and any other professionals offer the appropriate support to the child and family so that the child becomes a pupil at mainstream school.
The child needs to be able to make choices and professionals have a responsibility to ensure that these choices do not cause any harm to the child. This will allow the child to develop socially and interact with others. Many people will contribute to the planning of the child's healthcare activities and the child needs to be at the centre of all decisions made for them. You will also need to involve the family as they know the child best and can offer information about the child's strengths and weaknesses.
The purpose of the individual development plan is to target support that children with additional needs require. A single page document will suffice, as this will be a plan focusing on short-term healthcare activities. Short-term targets and priorities for the child, taking into account any difficulties, will be addressed. The targets will help the childcare worker and parents/carers to help the child cope with different skills. Realistic targets must be included so that the child can achieve and succeed.
The plan will need to be evaluated through observation and assessment and it is important that the childcare worker gives careful consideration to whether the individual development plan is effective. The needs of the child will be assessed regularly and the targets of the previous plan will be used to prepare for the next plan. Changes to the plan will need to be made as the child's needs change.
Observations should be consistent so that any progress or change can be recorded. It is good practice for parents/carers to be kept informed of the outcomes of the observations so that they can best support their child. Other professionals involved with the child will also need to be informed so that they too can tailor their advice and support to the child.
https://www.nhs.uk/conditions/pregnancy-and-baby/newborn-blood-spot-test/
https://phw.nhs.wales/topics/immunisation-and-vaccines/
http://www.screeningforlife.wales.nhs.uk/newborn-bloodspot-screening-wales
Daw’r cyswllt cyntaf gan weithwyr iechyd proffesiynol pan fydd rhiant yn disgwyl baban. Un pwrpas i’r cyfarfodydd yw asesu os oes gan y baban anabledd dysgu neu anabledd corfforol. Os oes angen cymorth ar y plentyn a’r teulu/gofalwyr nid yw bob amser yn glir o ble y daw’r gefnogaeth. Erbyn i’r plentyn gyrraedd tair a hanner blwydd oed bydd y broses o asesu a rhoi diagnosis o anabledd dysgu fel arfer wedi digwydd. Pan fydd plentyn wedi derbyn diagnosis o anabledd cydnabyddedig bydd cyfrifoldeb gan yr awdurdod lleol i wneud asesiad o anghenion y plentyn a’r teulu/gofalwyr. Bydd y math o gymorth a ddarperir ar eu cyfer yn amrywio yn ôl anghenion y plentyn a’r teulu/gofalwyr. Y bwriad yw gwneud bywyd yn haws i’r teulu cyfan.
Mae Rhaglen Plant Iach Cymru ar waith gan fyrddau iechyd Cymru er 2016. Rhaglen ar gyfer pob teulu/gofalwr sydd â phlant rhwng 0-7 oed yw hwn. Mae’n cynnwys mesurau ataliol ac ymyrraeth gynnar, yn seiliedig ar dystiolaeth yn ogystal â chyngor a chanllawiau i gefnogi rhieni/gofalwyr, a’u helpu i wneud dewisiadau i fyw bywyd iach. Mae’r cysylltiad rhwng plant, eu teuluoedd/gofalwyr a’r byrddau iechyd yn ymwneud â thri maes o ymyrraeth sef sgrinio, imiwneiddio a monitro a chefnogi datblygiad plentyn.
Erbyn 13 mis oed, argymhellir bod babanod wedi cael y brechiadau canlynol:
Dau fis oed: difftheria, tetanws, pertwsis (y pas), polio, Haemophilus influenzae math b (Hib), haint niwmococaidd – DTaP/IPV/Hib a PCV
Tri mis: difftheria, tetanws, pertwsis, polio, Haemophilus influenzae math b (Hib), llid yr ymennydd C (grŵp meningococaidd C) - DTaP/IPV/Hib a MenC
Pedwar mis: Difftheria, tetanws, pertwsis, polio, Haemophilus influenzae math b (Hib), llid yr ymennydd C, haint niwmococaidd – DTaP/IPV/Hib, MenC a PCV
12 mis: Haemophilus influenzae math b (Hib), llid yr ymennydd C – Hib/MenC
13 mis: Y frech goch, clwy’r pennau, rwbela (y frech Almaeneg), haint niwmococaidd - MMR a PCV.
Y cysylltiadau sgrinio, imiwneiddio, monitro a hybu datblygiad plant canlynol yw’r rhai y gall babanod rhwng 0-2 oed, a’r rhiant ddisgwyl eu cael:
Gall imiwneiddio achub bywydau plant. Mae Sefydliad Iechyd y Byd yn amcangyfrif y caiff 3 miliwn o fywydau eu hachub bob blwyddyn ar draws y byd drwy imiwneiddio. Mae’n hanfodol bod plant yn cael eu himiwneiddio yn llawn er mwyn eu diogelu rhag clefydau difrifol. Mae difftheria a thetanws bellach yn brin yn y DU oherwydd imiwneiddio.
Er bod polio wedi cael ei ddileu yn Ewrop, mae clefydau megis y frech goch a llid yr ymennydd yn parhau yn y DU hyd heddiw. Os oes gan rieni neu ofalwyr bryderon ynglŷn ag imiwneiddio eu plant, maent angen ei drafod gyda’u meddyg, ymwelydd iechyd neu nyrs y feddygfa.
Mae babanod newydd-anedig yn cael cynnig profion sgrinio yn y 6 i 8 wythnos cyntaf o’u genedigaeth. Mae’r rhan fwyaf o fabanod yn cael eu geni’n iach, ond i’r rhai sydd â phroblem iechyd, mae sgrinio o fudd mawr. Gall triniaeth gynnar wella eu hiechyd ac arbed anabledd difrifol neu farwolaeth.
Mae profion sgrinio yn syml a sydyn ac nid ydynt yn niweidio’r babi mewn unrhyw ffordd. Argymhellir fod babanod yn cael y profion hyn, ond mae gan rieni’r hawl i wrthod.
Archwiliad corfforol newydd-anedig
Mae’r profion yn cynnwys sgrinio i ddarganfod os oes gan y babi unrhyw broblemau gyda’i lygaid, y galon, y cluniau, ac mewn bechgyn, y ceilliau. Mae’r profion hyn yn cael eu cynnal 72 awr yn dilyn yr enedigaeth, ac eto ymhen 6 i 8 wythnos.
Prawf Sgrinio Clyw babi newydd-anedig
Mae’r prawf sgrinio yma yn cael ei wneud cyn bod y babi yn 4 wythnos oed, ac yn canfod mor fuan â phosib os yw’r babi wedi colli ei glyw yn barhaol. Gwneir hyn er mwyn cynnig cyngor a chymorth sydd ei angen o’r dechrau. Mae darganfyddiad cynnar yn rhoi gwell cyfle o ddatblygu iaith, llefaredd a chyfathrebu’r plentyn, yn ogystal â chynnal perthynas dda gyda rhieni a gofalwyr.
Sgrinio Smotyn Gwaed newydd-anedig
Mae’r prawf sgrinio yma’n cydnabod y babanod sydd â chyflyrau sy’n brin ond yn ddifrifol. Mae pob babi newydd-anedig yn cael cynnig y prawf sgrinio yma drwy bigiad sawdl pan maent rhwng 5 a 8 diwrnod oed. Mae’r pigiad yn chwilio am un o naw cyflwr iechyd prin ond difrifol. Gall triniaeth gynnar wella eu hiechyd, ac atal anabledd difrifol neu hyd yn oed farwolaeth.
Mae gan bob unigolyn yr hawl i ddewis pa weithgareddau maent am gymryd rhan ynddynt ac mae angen i’r gweithiwr gofal plant weithio mewn ffordd sy’n dilyn cynlluniau datblygu unigol ar gyfer y gweithgareddau gofal iechyd.
Bydd rhaid i’r plentyn dderbyn arweiniad gan fod datblygu arferion gofal iechyd yn ymarfer da ac yn cyfrannu tuag at ddatblygu annibyniaeth. Mae’n bwysig bod darparwyr cymorth, timau iechyd a gofal cymdeithasol ac unrhyw weithwyr proffesiynol eraill yn cynnig y cymorth priodol i’r plentyn a’r teulu/gofalwyr er mwyn i’r plentyn fod yn ddisgybl yn yr ysgol brif ffrwd.
Mae angen i’r plentyn allu gwneud dewisiadau ac mae gan weithwyr proffesiynol gyfrifoldeb i sicrhau nad oes unrhyw niwed i’r plentyn yn sgil y dewisiadau hyn. Bydd hyn yn caniatáu i’r plentyn ddatblygu’n gymdeithasol gan ryngweithio gydag eraill. Bydd nifer o bobl yn cyfrannu at gynllunio gweithgareddau gofal iechyd y plentyn ac mae angen i’r plentyn fod yn ganolog i bob penderfyniad a wneir ar ei gyfer. Bydd hefyd angen cynnwys y teulu/gofalwyr gan mai nhw sydd yn adnabod y plentyn orau ac sy’n gallu cynnig gwybodaeth am gryfderau a gwendidau’r plentyn.
Pwrpas y cynllun datblygiad unigol yw targedu cefnogaeth y mae plant ag anghenion ychwanegol ei angen. Bydd dogfen un dudalen yn ddigon, gan mai cynllun sy’n canolbwyntio ar weithgareddau gofal iechyd dros gyfnod byr fydd hwn. Targedau tymor byr a blaenoriaethau’r plentyn, gan ystyried unrhyw anawsterau, fydd yn cael sylw. Bydd y targedau yn cynorthwyo’r gweithiwr gofal plant a’r rhieni/gofalwyr i gynorthwyo’r plentyn i ymdopi â sgiliau gwahanol. Rhaid cynnwys targedau realistig fel gall y plentyn eu cyflawni a llwyddo.
Bydd angen gwerthuso’r cynllun trwy arsylwi ac asesu ac mae’n bwysig bod yr gweithiwr gofal plant yn ystyried yn ofalus os yw’r cynllun datblygiad unigol yn effeithiol. Bydd anghenion y plentyn yn cael eu hasesu’n rheolaidd ac fe fydd targedau’r cynllun blaenorol yn cael eu defnyddio i baratoi ar gyfer y cynllun nesaf. Bydd angen gwneud newidiadau i’r cynllun wrth i anghenion y plentyn newid.
Dylai arsylwadau fod yn gyson fel y gellir cofnodi unrhyw gynnydd neu newid. Mae’n arfer da bod rhieni/gofalwyr yn cael gwybodaeth gyson am ganlyniadau arsylwadau fel eu bod hwythau yn medru cynnig y gefnogaeth orau i’w plentyn. Bydd hefyd angen hysbysu gweithwyr proffesiynol eraill sydd ynghlwm â’r plentyn fel y gallant hwythau hefyd deilwra eu cyngor a’u cefnogaeth i’r plentyn.
https://www.nhs.uk/conditions/pregnancy-and-baby/newborn-blood-spot-test/
https://icc.gig.cymru/pynciau/imiwneiddio-a-brechlynnau/
http://www.screeningforlife.wales.nhs.uk/sgrinio-smotyn-gwaed-newydd-anedig-cymru
There is a great deal of information and support available to support childcare workers and families/carers of children with additional needs. A directory of the local children's services teams including telephone numbers should be available at the setting.
The web contains a lot of information, especially if you need to find out more about a particular condition. Information about the children's needs and how to support them can be found at different stages of their lives.
Networking is a way of finding up-to-date information that is often available from a professional when attending meetings or training days. This can help you develop a relationship with a professional in your area who supports children and their families.
Libraries and GP surgeries provide information on local networks and groups. They can also display current information on the notice boards.
A number of website addresses are available in the Qualification Handbook. These units are also packed with relevant websites for all aspects of the work. The referrals could be shared with other workers within the setting as well as families who need support.
Mae cryn dipyn o wybodaeth a chefnogaeth ar gael i gefnogi gweithwyr gofal plant a theuluoedd/gofalwyr sydd â phlant ag anghenion ychwanegol. Dylai cyfeiriadur o’r timau gwasanaethau plant lleol gan gynnwys rhifau ffôn fod ar gael yn y lleoliad.
Mae’r we yn cynnwys llawer o wybodaeth, yn enwedig os oes angen darganfod mwy am gyflwr penodol. Gellir darganfod gwybodaeth am anghenion y plant a sut mae eu cynorthwyo ar adegau gwahanol o’u bywydau.
Mae rhwydweithio yn ffordd o ganfod gwybodaeth gyfredol sy’n aml ar gael gan weithiwr proffesiynol wrth fynychu cyfarfodydd neu ddiwrnodau hyfforddiant. Gall hyn eich cynorthwyo i ddatblygu perthynas gyda gweithiwr proffesiynol yn eich ardal sydd yn cefnogi plant a’u teuluoedd/gofalwyr.
Mae llyfrgelloedd a meddygfeydd yn darparu gwybodaeth am rwydweithiau a grwpiau lleol. Gallant hefyd arddangos gwybodaeth gyfredol ar yr hysbysfyrddau.
Mae nifer o gyfeiriadau gwefannau ar gael yn Llawlyfr y Cymhwyster. Mae’r unedau yma hefyd yn frith o wefannau perthnasol ar gyfer pob agwedd o’r gwaith. Gellid rhannu’r cyfeiriadau gyda gweithwyr eraill o fewn y lleoliad yn ogystal â theuluoedd/gofalwyr sydd angen cefnogaeth.