Attachment difficulties that may be experienced by children with additional needs

Anawsterau ymlyniad y gall plant ag anghenion ychwanegol eu profi

A happy mother and baby in the sun

Attachment disorders

The emotional bond that the baby develops with his or her primary carers during the first 18 months of life is important in providing stability and security for the baby. Attachment between the baby and its mother begins immediately after birth as the baby responds to the love and attention it receives. A positive attachment gives the baby a good foundation for emotional development and life in general.

If a child does not have a secure attachment to their primary carer their needs will not be met. This can lead to confusion about their identity and difficulties in learning and engaging with others in later life.

Signs of insecure attachment in babies:

  • avoiding eye contact
  • not smiling
  • not reaching out to be picked up
  • not appearing to notice or worry when left alone
  • not making noises
  • not following other people with their eyes
  • no interest in playing interactive games or playing with toys
  • spend a lot of time rocking or comforting themselves.

Attachment disorder or social engagement disorder

Attentional attachment disorder has recently been renamed social engagement disorder. Children with social engagement disorder may be over-enthusiastic in forming attachments with others. They may wander with strangers, or behave in and all too familiar way with adults who are unknown to them. This can put children at risk of abuse or bullying.

Reactive attachment disorder

Children with a responsive attachment disorder are less likely to interact with other people because of negative experiences with adults in their early years. They do not show much emotion or show remorse, having done something wrong. Children with a reactive attachment disorder will show no emotion in situations that would normally elicit a response, for example when another child steals their toy. A child with a reactive attachment disorder may not be able to form close attachments to others, or demonstrate the need for comfort or support from carers.

Further reading:

https://bit.ly/2khernF

Anhwylderau ymlyniad

Mae’r cwlwm emosiynol y mae’r babi yn datblygu gyda'i brif ofalwyr yn ystod 18 mis cyntaf eu bywyd yn bwysig gan roi sefydlogrwydd a diogelwch i’r babi. Mae ymlyniad rhwng y babi â’i fam yn dechrau yn syth ar ôl geni wrth i’r babi ymateb i’r cariad a’r sylw mae’n ei dderbyn. Mae ymlyniad cadarn yn rhoi sylfaen da i’r babi ar gyfer datblygiad emosiynol a bywyd yn gyffredinol.

Os na fydd gan blentyn ymlyniad sicr â’i ofalwr sylfaenol ni fydd ei anghenion yn cael eu bodloni. Gall hyn arwain at ddryswch ynghylch ei hunaniaeth ac anawsterau wrth ddysgu ac ymwneud ag eraill wrth fynd yn hŷn.

Arwyddion o ymlyniad ansicr mewn babanod:

  • osgoi cyswllt llygaid
  • heb fod yn gwenu
  • peidio estyn allan i gael eu codi
  • heb ymddangos eu bod yn sylwi na phoeni pan fyddant yn cael eu gadael ar eu pennau eu hunain
  • heb fod yn gwneud synau
  • heb fod yn dilyn pobl eraill â'u llygaid
  • dim diddordeb mewn chwarae gemau rhyngweithiol na chwarae gyda theganau
  • yn treulio llawer o amser yn siglo neu'n cysuro eu hunain.

Anhwylder ymlyniad ataliol neu anhwylder ymgysylltu cymdeithasol

Mae anhwylder ymlyniad ataliol wedi cael ei ail-enwi fel anhwylder ymgysylltu cymdeithasol yn ddiweddar. Gall blant sydd ag anhwylder ymgysylltu cymdeithasol fod yn rhy frwdfrydig wrth ffurfio ymlyniad ag eraill. Gallant grwydro â phobl ddiarth, neu ymddwyn mewn ffordd rhy gyfarwydd gydag oedolion sy’n ddieithr iddynt. Gall hyn roi plant mewn perygl o gael eu cam-drin neu fwlio.

Anhwylder ymlyniad ymatebol

Mae plant ag anhwylder ymlyniad ymatebol yn llai tebygol o ryngweithio â phobl eraill oherwydd profiadau negyddol gydag oedolion yn eu blynyddoedd cynnar. Nid ydynt yn dangos llawer o emosiwn nac yn dangos edifeirwch, wedi iddynt wneud rhywbeth o’i le. Ni fydd plant ag anhwylder ymlyniad ymatebol yn dangos unrhyw emosiwn mewn sefyllfaoedd a fyddai fel arfer yn ennyn ymateb, er enghraifft wrth i blentyn arall ddwyn eu tegan. Efallai na fydd plentyn ag anhwylder ymlyniad ymatebol yn gallu ffurfio ymlyniadau agos ag eraill, na dangos eu bod angen cysur neu gefnogaeth gan ofalwyr.

Darllen pellach:

https://bit.ly/2khernF

Support for children with additional needs through periods of change and transition

Cefnogaeth i blant ag anghenion ychwanegol drwy gyfnodau o newid a thrawsnewid

A child in a wheelchair and carers

Children have to cope with many changes in their lives. The changes may involve moving from one organization to another or changing a carer. The change can affect a child's lifestyle, for example if there has been a bereavement or the need to accept a new sibling. Whatever the change, it is vital that the child feels safe.

Children react differently to changes or disruption to their daily routine and some may be anxious or distressed. Children with additional needs may need more support before, during and after periods of change and transition.

Changes and transitions may include:

  • change in activity
  • change in worker
  • change to a routine
  • change in the weather
  • change to the menu
  • moving from one area to another
  • starting at a new setting
  • moving setting i.e. from nursery to primary school
  • the birth of a brother or sister
  • moving home
  • the death of a loved one
  • adolescence or long-term health conditions
  • the breakdown of parental relationships
  • experiencing abuse.

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 in working with staff and parents/carers as a child goes through periods of change.

In order to support children with additional needs before a period of change and transition childcare workers need to work with parents/carers to plan in detail. A positive relationship between parents/carers and the setting is essential for sharing information about the child and developing a plan to support the child during a time of change. The setting should arrange to meet the parents/carers before the child starts attending to discuss their needs and what support may be required. Consideration will need to be given to the child's individual needs, and how best to support them during the transition.

Starting in a new setting such as a playgroup, or moving to a new school can cause anxiety for the child. Childcare workers need to understand these concerns and the children should be involved in planning for change and transformation. Children with additional needs will respond more positively to change if they are involved in the planning and preparation process. Childcare workers should work with them to identify small achievable steps during the transition journey, evaluating each stage as the journey progresses.

Children usually have the opportunity to visit the new setting before starting there and it is good practice for children with additional needs to visit the new setting several times to become more familiar with the environment and the staff. Children with additional needs can be involved in preparing for new school visits and taster sessions by looking at brochures or the website beforehand. Allowing children to choose who to go with when they visit the new school can lead to positive feelings about the visit. Following the visit it is important to discuss the experience with the children in order to consider whether any adjustments need to be made before the next visit.

Staff from the new organization can also visit the child at their current home or location. This will help build a positive relationship between the child and his/her family and staff before any change occurs. This will also enable childcare workers to prepare to ensure that they can meet the child's needs in the new organization. Staff may need to attend training, such as Makaton, to be able to respond to the child's needs.

The child will need support in the new setting when undertaking daily routines and new activities. Children with additional needs, especially those with autistic spectrum disorders, may find it difficult to cope with the changes. Circle time is a great opportunity to discuss changes and to identify any concerns that children may have.

Many children with additional needs have communication difficulties and childcare workers can use the Picture Exchange Communication System (PECS) to support children during times of change. Visual clues can help the children predict what will happen and prepare them for the changes.

Children can cope with changes better if adults:

  • respond to the needs of the child in order to develop a relationship that demonstrates trust
  • ensure that children are supported
  • are a positive role model for social behaviour
  • establish clear routines and expectations
  • encourage children to control and express their feelings
  • encourage children to develop strategies to deal with situations effectively
  • teach children about strategies to deal with stress and manage their behaviour
  • are sensitive and responsive to their communication methods.

Childcare workers need to develop the ability to reflect on practice and consider the practice in order to evaluate interventions that support children with additional needs during periods of change and transition.

This means learning from the experiences and adapting the practice through critical analysis.

Feedback from staff, the manager, parents/carers or from the children themselves can be a starting point for evaluating the practice. The feedback, both positive and negative, will provide ideas for future changes and improvements. A parent may have noted that an intervention used was particularly effective in supporting their child in a new placement, for example a visit to the child at home. It is important that the childcare worker records these comments so that the same strategy can be used in the future.

Reviewing the practice will give the childcare worker a better understanding of effective ways to support individual children. For example, a childcare worker may have used circle time to discuss changes and identify any concerns that children may have, but a child with additional needs had not contributed to the discussion. The childcare worker will need to consider the reasons for this, and how to change their practice to support the child more effectively.

Evaluating interventions that support children with additional needs is a whole team responsibility, and staff meetings are an effective way of discussing the effectiveness of the support provided.

Mae plant yn gorfod ymdopi â llawer o newidiadau yn ystod eu bywyd. Gall y newidiadau ymwneud â symud o un sefydliad i un arall neu newid gofalwr. Gall y newid effeithio ar ffordd plentyn o fyw, er enghraifft os bu profedigaeth neu’r angen i dderbyn brawd neu chwaer newydd. Beth bynnag yw'r newid, mae'n hanfodol bod y plentyn yn teimlo'n ddiogel.

Mae plant yn ymateb yn wahanol i newidiadau neu aflonyddwch i’w trefn dyddiol a gall rhai fod yn bryderus neu’n ofidus. Gall plant ag anghenion ychwanegol fod angen mwy o gefnogaeth cyn, yn ystod ac ar ôl cyfnodau o newid a thrawsnewid.

Gall newidiadau a thrawsnewidiadau gynnwys:

  • newid gweithgaredd
  • newid gweithiwr
  • newid i’r drefn arferol
  • newid i’r tywydd
  • newid i’r fwydlen
  • mynd o un ardal i un arall
  • dechrau mewn lleoliad newydd
  • symud lleoliad e.e. o’r cylch meithrin i’r ysgol gynradd
  • genedigaeth brawd neu chwaer
  • symud tŷ
  • marwolaeth anwylyd
  • glasoed neu gyflyrau iechyd hirdymor
  • perthynas rhieni/gofalwyr yn chwalu
  • profi camdriniaeth.

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 wrth gyd-weithio â staff a’r rhieni/gofalwyr wrth i blentyn fynd drwy gyfnodau o newid.

Er mwyn cefnogi plant ag anghenion ychwanegol cyn cyfnod o newid a thrawsnewid mae angen i gweithwyr gofal plant gyd-weithio â rhieni/gofalwyr i gynllunio’n fanwl. Mae perthynas gadarnhaol rhwng y rhieni/gofalwyr a’r lleoliad yn hanfodol er mwyn rhannu gwybodaeth am y plentyn a datblygu cynllun i gefnogi’r plentyn yn ystod cyfnod o newid. Dylai’r lleoliad drefnu i gyfarfod y rhieni/gofalwyr cyn i'r plentyn ddechrau mynychu'r lleoliad i drafod ei anghenion a pha gefnogaeth fydd ei angen. Bydd angen ystyried anghenion unigol y plentyn, a’r ffordd orau i’w gefnogi yn ystod y cyfnod o newid.

Gall dechrau mewn lleoliad newydd megis cylch meithrin, neu symud i ysgol newydd beri pryder i'r plentyn. Mae angen i gweithwyr gofal plant ddeall y pryderon hyn a dylid cynnwys y plant wrth gynllunio ar gyfer newid a thrawsnewid. Bydd plant ag anghenion ychwanegol yn ymateb yn fwy cadarnhaol i newid os ydynt yn rhan o'r broses cynllunio a pharatoi. Dylai gweithwyr gofal plant weithio gyda nhw i nodi camau bach cyraeddadwy yn ystod y daith bontio, gan werthuso pob cam wrth i’r daith fynd yn ei flaen.

Fel arfer bydd plant yn cael y cyfle i ymweld â’r lleoliad newydd cyn cychwyn yno ac mae’n arfer da i blant ag anghenion ychwanegol ymweld â’r lleoliad newydd sawl gwaith er mwyn dod yn fwy cyfarwydd â’r amgylchedd a’r staff. Gall blant ag anghenion ychwanegol fod yn rhan o baratoi ar gyfer ymweliadau a sesiynau blasu ysgol newydd drwy edrych ar lyfrynnau neu’r safle we o flaenllaw. Gall gadael i blant ddewis pwy fydd yn mynd gyda nhw pan yn ymweld â’r ysgol newydd arwain at deimladau positif am yr ymweliad. Yn dilyn yr ymweliad mae’n bwysig trafod y profiad gyda’r plant er mwyn ystyried os oes angen gwneud unrhyw addasiadau cyn yr ymweliad nesaf.

Gall staff o’r sefydliad newydd hefyd ymweld â’r plentyn yn ei gartref neu ei leoliad presennol. Bydd hyn yn gymorth i adeiladu perthynas gadarnhaol rhwng y plentyn a’i deulu/gofalwyr â’r staff cyn i unrhyw newid digwydd. Bydd hyn hefyd yn galluogi gweithwyr gofal plant i baratoi er mwyn sicrhau eu bod yn gallu cwrdd ag anghenion y plentyn yn y sefydliad newydd. Efallai bydd angen i staff fynychu hyfforddiant, megis Makaton, er mwyn iddynt allu ymateb i anghenion y plentyn.

Bydd angen cefnogaeth ar y plentyn yn y lleoliad newydd wrth ymgymryd â threfn ddyddiol a gweithgareddau newydd. Gall plant ag anghenion ychwanegol, yn enwedig rhai ag anhwylderau ar y sbectrwm awtistig , ei chael yn anodd dygymod â’r newidiadau. Mae amser cylch yn gyfle gwych i drafod newidiadau ac i adnabod unrhyw bryderon sydd gan blant.

Mae gan lawer o blant ag anghenion ychwanegol anawsterau cyfathrebu a gall gweithwyr gofal plant ddefnyddio System Cyfathrebu Cyfnewid Lluniau (PECS - Picture Exchange Communication System) i gefnogi plant yn ystod cyfnodau o newid. Gall cliwiau gweledol helpu’r plant i ragweld beth fydd yn digwydd a’u paratoi ar gyfer y newidiadau.

Gall blant ymdopi â newidiadau yn well os bydd oedolion yn:

  • ymateb i anghenion y plentyn er mwyn datblygu perthynas sy’n dangos ymddiriedaeth
  • sicrhau bod plant yn cael cefnogaeth
  • bod yn fodel rôl bositif o ran ymddygiad cymdeithasol
  • sefydlu trefn a disgwyliadau clir
  • annog plant i reoli a mynegi eu teimladau
  • annog plant i ddatblygu strategaethau i ddelio â sefyllfaoedd yn effeithiol
  • dysgu plant am strategaethau i ddelio â straen a rheoli eu hymddygiad
  • bod yn sensitif ac ymateb i’w dulliau cyfathrebu.

Mae angen i weithwyr gofal plant ddatblygu’r gallu i fyfyrio ac ystyried yr ymarfer er mwyn gwerthuso ymyriadau sy’n cefnogi plant ag anghenion ychwanegol yn ystod cyfnodau o newid a thrawsnewid.

Mae hyn yn golygu dysgu o’r profiadau ac addasu’r ymarfer trwy ei ddadansoddi’n feirniadol.

Gall adborth gan staff, y rheolwr, rhieni/gofalwyr neu gan y plant eu hunain fod yn fan cychwyn ar gyfer gwerthuso’r ymarfer. Bydd yr adborth, boed gadarnhaol neu negyddol, yn cynnig syniadau ynglŷn â newidiadau a gwelliannau ar gyfer y dyfodol. Efallai bod rhiant/gofalwr wedi nodi bod ymyriad a ddefnyddiwyd yn arbennig o effeithiol wrth gefnogi eu plentyn mewn lleoliad newydd, er enghraifft ymweliad â’r plentyn yn ei gartref. Mae’n bwysig bod y gweithiwr gofal plant yn cofnodi’r sylwadau hyn er mwyn gallu defnyddio’r un strategaeth yn y dyfodol.

Bydd adolygu’r ymarfer yn rhoi gwell dealltwriaeth i’r gweithiwr gofal plant o ffyrdd effeithiol i gefnogi plant unigol. Er enghraifft efallai bod gweithiwr gofal plant wedi defnyddio amser cylch i drafod newidiadau ac i adnabod unrhyw bryderon sydd gan blant, ond nid oedd plentyn ag anghenion ychwanegol wedi cyfrannu at y drafodaeth. Bydd angen i’r gweithiwr gofal plant ystyried y rhesymau dros hyn, a sut i newid eu hymarfer er mwyn cefnogi’r plentyn yn fwy effeithiol.

Mae gwerthuso ymyriadau sy’n cefnogi plant ag anghenion ychwanegol yn gyfrifoldeb tîm cyfan, ac mae cyfarfodydd staff yn ffordd effeithiol o drafod effeithiolrwydd y gefnogaeth a ddarparwyd.

How to support children with additional needs and their families / carers to develop resilience, emotional intelligence and self-belief

Cefnogi plant ag anghenion ychwanegol a'u teuluoedd/gofalwyr i feithrin gwydnwch, deallusrwydd emosiynol a hunan-gred

A child buttoning their own shirt

Resilience is the ability to deal with stress, conflict, failure and challenges. Children with a sense of security and belonging and with high levels of self-esteem and self-confidence are more resilient and better able to cope with life as they get older.

Children with additional needs and their families/carers need to be supported to build resilience to help them deal with stressful situations, such as moving to a new school, dealing with bullying, grief or parents that are separating. Promoting resilience can have positive outcomes for children enabling them to cope with new and challenging situations.

Childcare workers need to build and maintain caring and supportive relationships to help inspire the trust of children and their families. If children with additional needs and their families/carers trust in the childcare worker, their resilience, emotional intelligence and self-belief will develop.

Child-centred practice is an important part of building relationships with children and their families/carers, as childcare workers demonstrate that they take their wishes, needs and concerns seriously, and act in accordance with their views. This will support the self-awareness and social skills of children with additional needs.

As children's resilience, emotional intelligence and self-belief increase their social skills will also increase and they will become more independent. Resilience, emotional intelligence and self-belief support children with additional needs to feel positive about themselves. They will feel comfortable about themselves and can experience a range of emotions without being overwhelmed.

Children with high levels of resilience usually have the following characteristics:

  • the ability to empathize with others
  • problem solving skills
  • communication skills
  • the ability to socialize with others
  • independence
  • the ability to concentrate on school work
  • a sense of humour
  • high levels of self-concept, self-esteem and self-confidence.

Emotional intelligence is the ability to understand our own and others' emotions. having emotional intelligence means that children can notice, understand and respond to emotions. Promoting emotional intelligence amongst children with additional needs is particularly important as they are then better able to face the challenges that lie ahead on a daily basis.

Children with additional needs can become frustrated with everyday tasks. A child with emotional intelligence will be able to recognize when they are feeling frustrated and find ways to deal with the situation.

Childcare workers can support the emotional intelligence of children with additional needs by encouraging them to discuss the challenges. When talking about their feelings the children can identify their emotions such as sadness, anger and disappointment and consider why they are feeling those emotions. Books and stories containing emotional stories can be discussed to see what emotions others are showing in different situations.

Independence skills

Independence skills can include eating and drinking, washing, dressing, mouth care, using the toilet and tidying up or putting things away. The childcare worker has a duty to promote the development of independence skills in children and this can be done by providing sufficient opportunities during the day so that they can practice different skills according to their age and stage of development.

It is important to support children with additional needs to be as independent as possible in their self-care as this helps to build resilience and self-belief. This will be a gradual process depending on the child's ability, stage of development and age.

Some children are more confident than others and it is important that those who are full of confidence do not dominate the actions and prevent some from taking up opportunities to develop independence. Some children will be so worried about not succeeding, that they won't get involved.

Confidence and resilience is something that will develop over time and often get a boost as children experience success. Children need opportunities to experience activities where they succeed independently which will give them good feelings.

How can the childcare worker support children with additional needs?

  • encouraging children to do things for themselves takes a little time and patience
  • encouraging children to take responsibility for tasks e.g. dressing, feeding, tidying up helps self-reliance skills
  • learning to manage tasks is a process that children will achieve more easily when adults are relaxed and giving encouragement, rather than rushing the children
  • it is important to think ahead and observe children individually so that you are sure that the task is appropriate
  • children thrive on success and are likely to become frustrated if the task is too difficult
  • tasks can be divided into stages as desired
  • children can be helped to become self-reliant by preparing activities that they will be able to achieve themselves and that encourage them to make choices.

Stimulating children

  • Whatever the age of the child, motivation is needed to develop self-care skills. The role of the adult is crucial in this.
  • Adults need to be supportive and recognize children's efforts as they seek to be independent, whatever their age.
  • It is important that adults look for situations where children can help themselves successfully.
  • Success is important as it motivates the child to try again.
  • You can motivate children through encouragement, rewards such as stickers, though they are better motivated themselves to do an activity.
  • It is important that children want to learn. The children will therefore need to be encouraged to be enthusiastic.

Consistent care routines help children become familiar with skills on a regular basis. By showing respect for children during care routines they will develop their self-esteem. This will enable them to practice and master skills that will contribute to their independent development.

Children can develop independence skills while playing. It is important that children have plenty of opportunity to choose their own play opportunities that will force them to think about what to use and how to organize their play.

Childcare workers can:

  • provide freedom for children to be independent
  • be aware of the individual's needs, as each child is different and needs encouragement which is appropriate to their level of development
  • encourage them to wear their own aprons before painting
  • encourage them to choose equipment and games
  • allow ample opportunity to practice dressing skills with dressing up clothes
  • allow opportunities to practice role-playing skills such as pouring juice into the cup, setting a table, dressing a doll or teddy
  • be patient and give children time to do things for themselves
  • encourage children to tidy up after play
  • praise children when they are trying to be independent.

Gwydnwch yw'r gallu i ddelio gyda straen, gwrthdaro, methiant a heriau. Mae plant sydd ag ymdeimlad o ddiogelwch a pherthyn ac sydd â lefelau uchel o hunan-barch a hunanhyder yn fwy gwydn ac yn gallu ymdopi â bywyd yn well wrth iddynt fynd yn hŷn.

Mae angen cefnogi plant ag anghenion ychwanegol a’u teuluoedd/gofalwyr i feithrin gwydnwch er mwyn eu helpu i ddelio â sefyllfaoedd sy'n peri straen, megis symud i ysgol newydd, delio â bwlio, galar neu rieni/gofalwyr yn gwahanu. Gall hyrwyddo gwydnwch arwain at ganlyniadau positif i blant gan eu galluogi i ymdopi â sefyllfaoedd newydd a heriol.

Mae angen i weithwyr gofal plant feithrin a chynnal cydberthnasau gofalgar a chefnogol er mwyn helpu i ysbrydoli ymddiriedaeth plant a’u teuluoedd/gofalwyr. Os yw’r plant ag anghenion ychwanegol a’u teuluoedd/gofalwyr yn ymddiried yn y gweithiwr gofal plant bydd eu gwydnwch, deallusrwydd emosiynol a hunan-gred yn datblygu.

Mae ymarfer plentyn-ganolog yn rhan bwysig o feithrin cydberthnasau â phlant a’u teuluoedd/gofalwyr, wrth i weithwyr gofal plant ddangos eu bod yn cymryd eu dymuniadau, eu hanghenion a'u pryderon o ddifrif, ac yn gweithredu yn unol â'u barn. Bydd hyn yn cefnogi hunanymwybyddiaeth a sgiliau cymdeithasol plant ag anghenion ychwanegol.

Wrth i wydnwch, deallusrwydd emosiynol a hunan-gred plant gynyddu bydd eu sgiliau cymdeithasol hefyd yn cynyddu a byddant yn dod yn fwy annibynnol. Mae gwydnwch, deallusrwydd emosiynol a hunan-gred yn cefnogi plant ag anghenion ychwanegol i deimlo’n bositif am eu hunain. Byddant yn teimlo’n gyfforddus am eu hunain ac yn gallu profi ystod o emosiynau heb gael eu llethu.

Mae gan blant â lefelau uchel o wydnwch fel arfer y nodweddion canlynol:

  • y gallu i ddangos empathi gydag eraill
  • sgiliau datrys problemau
  • sgiliau cyfathrebu
  • y gallu i gymdeithasu ag eraill
  • annibyniaeth
  • y gallu i ganolbwyntio ar waith ysgol
  • synnwyr digrifwch
  • hunan-gysyniad, hunan-barch a hunanhyder uchel.

Deallusrwydd emosiynol yw’r gallu i ddeall ein hemosiynau ein hunain ac emosiynau pobl eraill. Mae bod â deallusrwydd emosiynol yn golygu bod plant yn sylwi, yn deall ac yn gallu ymateb i emosiynau. Mae hyrwyddo deallusrwydd emosiynol gyda phlant ag anghenion ychwanegol yn arbennig o bwysig gan eu bod wedyn yn gallu wynebu yn well yr heriau sydd o’u blaen yn ddyddiol.

Gall plant ag anghenion ychwanegol deimlo’n rhwystredig wrth gyflawni tasgau bob dydd. Bydd plentyn sydd â dealltwriaeth emosiynol yn gallu adnabod pan fyddant yn teimlo’n rhwystredig a dod o hyd i ffyrdd i ddelio â’r sefyllfa.

Gall gweithwyr gofal plant gefnogi deallusrwydd emosiynol plant ag anghenion ychwanegol drwy eu hannog i drafod yr heriau. Wrth siarad am eu teimladau gall y plant adnabod eu hemosiynau megis tristwch, dicter a siom gan ystyried pam eu bod yn teimlo’r emosiynau hynny. Gellir trafod llyfrau a storïau sy'n cynnwys straeon emosiynol er mwyn gweld pa emosiynau a ddangosir gan eraill mewn gwahanol sefyllfaoedd.

Sgiliau annibyniaeth

Gall sgiliau annibyniaeth gynnwys bwyta ac yfed, ymolchi, gwisgo, gofal y geg, defnyddio’r toiled a thacluso neu roi pethau gadw. Mae gan y gweithiwr gofal plant rôl i hybu’r broses o feithrin sgiliau annibyniaeth ymysg plant a gellir gwneud hyn drwy roi digon o gyfleoedd yn ystod y dydd fel eu bod yn cael ymarfer sgiliau gwahanol yn unol â’u hoedran a’u cam datblygiad.

Mae’n bwysig cefnogi plant ag anghenion ychwanegol i fod mor annibynnol ag y gallant wrth ofalu am eu hunain gan fod hyn yn gymorth i feithrin gwydnwch a hunan-gred. Bydd hyn yn broses raddol a fydd yn dibynnu ar allu, cam datblygiad ac oed y plentyn.

Mae rhai plant yn fwy hyderus na’i gilydd ac mae’n bwysig nad yw’r rhai sy’n llawn hyder yn dominyddu’r gweithredoedd gan atal rhai rhag derbyn cyfleoedd i ddatblygu annibyniaeth. Bydd rhai plant mor bryderus ynglŷn â pheidio llwyddo, fel na fyddant yn cymryd rhan.

Mae hyder a gwydnwch yn rhywbeth a fydd yn datblygu gydag amser ac yn aml yn cael hwb wrth i blant brofi llwyddiant. Mae angen i blant gael cyfleoedd i brofi gweithgareddau ble maent wedi llwyddo’n annibynnol a fydd yn rhoi teimladau da iddynt.

Sut gall y gweithiwr gofal plant gefnogi plant ag anghenion ychwanegol?

  • mae annog plant i wneud pethau dros eu hunain yn cymryd ychydig o amser ac amynedd
  • bydd annog plant i gymryd cyfrifoldeb dros dasgau e.e. gwisgo, bwydo, tacluso yn helpu sgiliau hunanddibyniaeth
  • dysgu rheoli tasgau yn broses y bydd plant yn eu cyflawni’n haws pan fydd oedolion wedi ymlacio gan roi anogaeth, yn hytrach na brysio’r plant
  • mae’n bwysig i feddwl ymlaen ac arsylwi ar blant yn unigol fel eich bod yn sicr bod y dasg yn addas
  • mae plant yn ffynnu ar lwyddiant ac yn debygol o fod yn rhwystredig os yw’r dasg yn rhy anodd
  • gall tasgau gael eu rhannu i gamau fel y dymunir
  • gellir helpu plant i fod yn hunan-ddibynnol drwy baratoi gweithgareddau y byddant yn medru cyflawni eu hunain a rhai sy’n eu hannog i wneud dewisiadau.

Symbylu plant

  • Beth bynnag yw oedran y plentyn mae angen symbyliad er mwyn datblygu sgiliau hunanofal. Mae rôl yr oedolyn yn hanfodol gyda hyn.
  • Mae angen i oedolion fod yn gefnogol a chydnabod ymdrechion plant wrth iddynt geisio bod yn annibynnol, beth bynnag yw eu hoed.
  • Mae’n bwysig bod oedolion yn edrych am sefyllfaoedd ble gall blant helpu eu hunain yn llwyddiannus.
  • Mae llwyddiant yn bwysig gan ei fod yn symbylu’r plentyn i roi cynnig arall.
  • Gallwch symbylu plant drwy anogaeth, gwobrau megis sticeri, er ei fod yn well eu bod wedi’u symbylu eu hunain i wneud gweithgaredd.
  • Mae’n bwysig fod plant eisiau dysgu. Bydd felly angen annog y plant i fod yn frwdfrydig.

Mae arferion gofal cyson yn cynorthwyo plant i gyfarwyddo ag ymwneud â sgiliau yn rheolaidd. Wrth ddangos parch at blant yn ystod rwtinau gofal byddant yn datblygu eu hunan-barch. Bydd hyn yn eu galluogi i ymarfer sgiliau a’u meistroli a fydd yn cyfrannu tuag at ddatblygu’n annibynnol.

Gall blant feithrin sgiliau annibyniaeth wrth chwarae. Mae’n bwysig fod gan blant ddigon o gyfle i ddewis cyfleoedd chwarae eu hunain fydd yn eu gorfodi i feddwl beth i’w ddefnyddio a sut i drefnu eu chwarae.

Gall gweithwyr gofal plant:

  • ddarparu rhyddid i blant fod yn annibynnol
  • fod yn ymwybodol o anghenion yr unigolyn, gan fod pob plentyn yn wahanol ac angen anogaeth sy’n addas i’w lefel o ddatblygiad
  • eu hannog i wisgo ffedogau eu hunain cyn paentio
  • eu hannog i ddewis offer a gemau
  • caniatáu digon o gyfle i ymarfer sgiliau gwisgo gyda dillad gwisgo i fyny
  • caniatáu cyfleoedd i ymarfer sgiliau wrth chwarae rôl megis arllwys sudd i’r cwpan, gosod bwrdd, gwisgo doli neu dedi
  • fod yn amyneddgar gan roi amser i blant wneud pethau dros eu hunain
  • annog plant i dacluso ar ôl chwarae
  • canmol plant pan maent yn ceisio bod yn annibynnol.

Coping strategies that children can use

Strategaethau ymdopi y gall plant eu defnyddio

A child in bed on their phone

All children benefit from developing and using strategies to cope with difficult situations or times. It is especially important for children with additional needs to have strategies that they can use in times of stress or change. Children with additional needs such as autism often develop strategies that help them cope with the effects of their disorder.

Some coping strategies for children:

  • isolate themselves from others
  • follow repetitive patterns in play, communication and events that are part of the daily routine
  • vocal stimulation (mumbling/humming, whistling, talking to themselves)
  • strong attachment to objects
  • avoiding too many sensory experiences.

It is important that childcare workers support children to develop a wide range of strategies, to help them cope with different situations and periods of change. They can include:

  • taking deep breaths
  • going for a walk
  • yoga
  • grasping or squeezing a small object
  • touching things around them
  • movement - walking, dancing, running, jumping
  • having a drink of cold water
  • counting forwards and backwards
  • reading or writing a story
  • playing with a pet
  • playing with a friend
  • arts and crafts activities
  • playing with water, sand or dough
  • blowing bubbles
  • looking at the clouds
  • listening to music.

The following may influence coping strategies used by children:

  • Type of additional need: children use different coping strategies depending on the nature and characteristics of their additional needs. There may not be a coping strategy that helps a child with a physical disability e.g. cerebral palsy suitable for a child with sensory impairment. The individual needs of the child need to be considered when supporting them to find appropriate strategies.
  • Age, ability and stage of development: it is important to remember that all children are different, even if they have similar additional needs, and what helps one child to cope may not help another child. Children's age, ability and stage of development can influence the coping strategies they use.
  • Emotional intelligence and resilience: if children have high levels of emotional intelligence and resilience they will be more likely to be able to cope in difficult situations and times of change. A child with emotional intelligence will be able to recognize when they are feeling frustrated and will use strategies to cope. If a child is unable to recognize his feelings e.g. sadness, anger, frustration will not know how to use coping strategies.
  • Family circumstances and dynamics: children's coping strategies can be influenced by circumstances and family dynamics. Children may experience close relationships with other family members, and this may lead to the development of positive strategies when dealing with difficult situations or times of change. Being a member of a supportive family discussing their feelings will help the child recognize and express their feelings. Children in foster care have often been abused or neglected before reaching their foster parents and because of this, their resilience and social skills may have been delayed. They may find it difficult to form close relationships with the foster family because of emotional problems or distrust. This can cause difficulties as the family tries to support the child to develop coping strategies during challenging times.
  • Life journey experiences: children develop and apply coping strategies in different ways, depending on their experiences. Every child will have different experiences including changes in family structure, for example new siblings, death in the family, or other changes such as moving home. Educational experiences are also part of a child's life journey. Some children attend a playgroup from the age of 2, while others do not separate from their parents until they start full time school at the age of 5. Some children can also receive their education at home.
  • Types of attachment: the type of attachment that children have has a major influence on how children deal with challenging times. Children with a secure attachment with their primary carer will become upset when separated and seek physical comfort when the primary carer returns. Children with insecure attachment will develop and use coping strategies, for example, rocking or comforting themselves in difficult times.
  • The immediate environment: the environment can have a major impact on the coping strategies used by children with additional needs. A noisy environment, for example, can be tiring or painful for children with autistic spectrum disorders. This can lead to them using strategies to reduce the impact of the noise using their hands, headphones or hearing protectors. Sensible strategies such as playing with sand, water or dough can help children with emotional or behavioural difficulties. Children with attention deficit hyperactivity disorder (ADHD) can benefit by developing and using movement strategies such as going for a walk or playing outdoors.

Mae pob plentyn yn elwa o ddatblygu a defnyddio strategaethau i ymdopi â sefyllfaoedd neu gyfnodau anodd. Mae'n arbennig o bwysig i blant ag anghenion ychwanegol gael strategaethau y gallant eu defnyddio mewn cyfnodau o straen neu newid. Mae plant ag anghenion ychwanegol megis awtistiaeth, yn aml yn datblygu strategaethau sy'n eu helpu i ymdopi ag effeithiau eu hanhwylder.

Rhai strategaethau ymdopi ar gyfer plant:

  • ynysu eu hunain oddi wrth eraill
  • dilyn patrymau ailadroddus mewn chwarae, cyfathrebu a digwyddiadau sy’n rhan o’r drefn ddyddiol
  • ysgogiad lleisiol (mwmian/hymian, chwibanu, siarad â’u hunain)
  • ymlyniad cryf â gwrthrychau
  • osgoi gormod o brofiadau synhwyraidd.

Mae’n bwysig fod gweithwyr gofal plant yn cefnogi plant i ddatblygu ystod eang o strategaethau, er mwyn eu helpu i ymdopi â gwahanol sefyllfaoedd a chyfnodau o newid. Gall y rhain gynnwys:

  • anadlu’n ddwfn
  • mynd am dro
  • ioga
  • gafael neu wasgu gwrthrych bach
  • cyffwrdd â phethau o'u cwmpas
  • symud - cerdded, dawnsio, rhedeg, neidio
  • cael diod o ddŵr oer
  • cyfrif ymlaen ac yn ôl
  • darllen neu ysgrifennu stori
  • chwarae ag anifail anwes
  • chwarae â ffrind
  • gweithgareddau celf a chrefft
  • chwarae â dŵr, tywod neu does
  • chwythu swigod
  • edrych ar y cymylau
  • gwrando ar gerddoriaeth.

Gall y canlynol ddylanwadu ar strategaethau ymdopi a ddefnyddir gan blant:

  • Y math o angen ychwanegol: bydd plant yn defnyddio gwahanol strategaethau ymdopi yn dibynnu ar natur a nodweddion eu hanghenion ychwanegol. Efallai na fydd strategaeth ymdopi sy’n helpu plentyn ag anabledd corfforol e.e. parlys yr ymennydd yn addas ar gyfer plentyn â nam synhwyrol. Mae angen ystyried anghenion unigol y plentyn wrth ei gefnogi i ddod o hyd i strategaethau priodol.
  • Oedran, gallu a cham datblygu: mae'n bwysig cofio bod pob plentyn yn wahanol, hyd yn oed os oes ganddynt anghenion ychwanegol tebyg, ac efallai na fydd yr hyn sy'n helpu un plentyn i ymdopi yn helpu plentyn arall. Gall oedran, gallu a cham datblygiad plant ddylanwadu ar y strategaethau ymdopi byddant yn defnyddio.
  • Deallusrwydd emosiynol a gwydnwch: os oes gan blant lefelau uchel o ddeallusrwydd emosiynol a gwydnwch byddant yn fwy tebygol o allu ymdopi mewn sefyllfaoedd anodd a chyfnodau o newid. Bydd plentyn sydd â dealltwriaeth emosiynol yn gallu adnabod pan fyddant yn teimlo’n rhwystredig a defnyddio strategaethau i ymdopi. Os nad yw plentyn yn gallu adnabod ei deimladau e.e. tristwch, dicter, rhwystredigaeth ni fydd yn ymwybodol o sut i ddefnyddio strategaethau ymdopi.
  • Amgylchiadau a dynameg y teulu: gall yr amgylchiadau a dynameg y teulu ddylanwadu ar strategaethau ymdopi plant. Gall blant brofi perthnasoedd agos ag aelodau eraill o’r teulu/gofalwyr, ac efallai bydd hyn yn arwain at ddatblygu strategaethau cadarnhaol wrth ddelio â sefyllfaoedd anodd neu gyfnodau o newid. Bydd bod yn aelod o deulu cefnogol sy’n trafod eu teimladau yn helpu’r plentyn i adnabod a mynegi ei deimladau. Yn aml, mae plant mewn gofal maeth wedi cael eu cam-drin neu eu hesgeuluso cyn cyrraedd eu rhieni maeth ac oherwydd hyn, efallai y bydd eu gwydnwch a’u sgiliau cymdeithasol wedi oedi. Efallai byddant yn ei chael yn anodd ffurfio perthynas agos gyda’r teulu maeth oherwydd problemau emosiynol neu ddiffyg ymddiriedaeth. Gall hyn achosi anawsterau wrth i’r teulu/gofalwyr geisio cefnogi’r plentyn i ddatblygu strategaethau ymdopi yn ystod cyfnodau heriol.
  • Profiadau taith bywyd: bydd plant yn datblygu a defnyddio strategaethau ymdopi mewn gwahanol ffyrdd, yn dibynnu ar eu profiadau. Bydd pob plentyn yn cael profiadau gwahanol gan gynnwys newidiadau yn strwythur y teulu, er enghraifft brodyr a chwiorydd newydd, marwolaeth yn y teulu, neu newidiadau eraill fel symud tŷ. Mae profiadau addysgol hefyd yn rhan o daith bywyd plentyn. Bydd rhai plant yn mynychu cylch meithrin o 2 oed, tra na fydd eraill yn gwahanu o’u rhieni/gofalwyr nes byddant yn cychwyn ysgol llawn amser yn 5 oed. Gall rhai plant hefyd dderbyn eu haddysg gartref.
  • Mathau o ymlyniad: mae’r math o ymlyniad sydd gan blant yn cael dylanwad mawr ar y ffordd mae plant yn delio â chyfnodau heriol. Bydd plant sydd ag ymlyniad sicr a’u prif ofalwr yn cynhyrfu pan gânt eu gwahanu ac yn chwilio am gysur corfforol pan ddaw'r prif ofalwr yn ôl. Bydd plant ag ymlyniad ansicr yn datblygu a defnyddio strategaethau ymdopi, er enghraifft, siglo neu gysuro eu hunain ar adegau anodd.
  • Yr amgylchedd uniongyrchol: gall yr amgylchedd gael effaith fawr ar y strategaethau ymdopi mae plant ag anghenion ychwanegol yn eu defnyddio. Gall amgylchedd swnllyd, er enghraifft fod yn flinderus neu’n boenus i blant ag anhwylderau ar y sbectrwm awtistig. Gall hyn arwain atynt yn defnyddio strategaethau i leihau effaith y sŵn gan ddefnyddio eu dwylo, clustffonau neu amddiffynwyr clyw. Gall strategaethau synhwyrol megis chwarae â thywod, dŵr neu does helpu plant ag anawsterau emosiynol neu ymddygiadol. Gall plant ag anhwylder diffyg canolbwyntio a gorfywiogrwydd (ADHD) elwa drwy ddatblygu a defnyddio strategaethau symud megis mynd am dro neu chwarae yn yr awyr agored.