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:
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.
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.
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:
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.
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.
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:
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:
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:
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:
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.
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:
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 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.
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:
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:
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.
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.
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:
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:
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:
The following may influence coping strategies used by children:
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:
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:
Gall y canlynol ddylanwadu ar strategaethau ymdopi a ddefnyddir gan blant: