How Does Your Current School Meet the Holistic Needs of a Child?

Critic exclusivelyy pass judgment how the principles and approaches of your enlighten meet the holistic inevitably of both(prenominal) chela This assignment leave alone bear to critically evaluate how a trail in which I am currently on placement meets the holistic shoot of the kidren in their c ar. In come in to hold dear the schools identity they go forth be known as initiate A. I testament look to evaluate how the schools ethos is put into practice in effortless t for individually oneing and encyclopedism, and how this benefits/disadvantages the pupils.Due to the limited allotted word count for this assignment I am unable to describe in depth how the school meets the holistic needs of both child in attendance, in that respectfore I go out look at one group of children in occasionicular who will be known as Group X. I am in any case unable to look in depth at all of the holistic needs and instead will focus on the apt and cordial needs.I will analyse the p ractice of E very chela Matters (2002)-(ECM)- this government beginning(a) for England and Wales looked to jockstrap schools to meet what the government believed to be the basic needs of every child, these world Be healthy, stay safe, enjoy and achieve, make a decreed contri providedion and achieve economic sound- organism. Even though ECM is non current legislation, its themes chill out underpin the ethos of the majority of schools in England and Wales.I shall also look at current legislation and recent reports regarding education including The Cambridge Primary refreshen (2009) and The Rose Review (2009) to examine how the government look to meet and fetch culture. I will look to debate the ideas of three major theorists dung atomic number 18e Piaget (1932), Lev Vygotsky (1978) and Abraham Maslow (1943), to describe the practice that I have discovered in schooling A. When looking at the holistic needs of a child we ar really looking at the whole child, what they need in recite to m new(prenominal) to their full potential.Feature ArticleCountry schoolingAllen CurnowThese needs be defined as the need for physical, emotional, intellectual, social and creative fulfilment. In range to meet the physical needs of a child we mustiness endeavour to provide them with the basic aliment of air, food, water, sleep and exercise. Emotionally children need praise, love, trust, security, and a steping of self-fulfilment. As teachers, it was often perceived in the olden by people right(prenominal) of the profession that we are solely accountable for the intellectual needs of a child, these cosmos the need for challenging thoughts, reading, discipline something new, and mind stimulation.In put up to develop fully children need social fundamental interaction through companionship and friendship. Creativity is the need to express ones self in an imaginative stylus. This fire include the arts, dancing, acting, and writing. Holistic education is t he idea that every child finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to religious values such as compassion and peace. This give the sack be achieved, not through an academic curriculum, but through contact with the outside environment.Montessori, for example, spoke of cosmic education Help the person feel part of the wholeness of the universe, and learning will naturally be enchanted and inviting. Montessori (1912) It can be said that there is not one effective way to accomplish this goal, as there are many ways of learning and many types of learner and the holistic educator values them all what is impound for some children, in some situations, may not be exceed for others. enlighten A has been judged to be outstanding in two unbent Ofsted reports.Behaviour is exemplary and pupils feel safe, confident and capable of, as they put it, stint our potential. Ofsted, (2004) This is an example of many praising quotes from the schools 2008 Ofsted report. From this report it can be seen that Ofsted viewed the school to be encounter the holistic needs of the children. It is without question that the school provides superior provisions to meet the childrens physical needs. There is a eat club, where children can have a healthy breakfast giving them a good start to the day.Hot meals are provided at lunch snips for those who do not give care to bring packed lunches from home, and fresh fruit is provided free of charge at both morning and afternoon playtimes. The school are all the way still working under the guise of ECM- Be Healthy, hence why these provisions are in place. Socially, children are encouraged to form strong friendships and there is certainly a family spirit around the school. Parents are encouraged to withstand part in and support their childs learning pick up both in and out of school.Rewards assemblies are held every Friday morning, in which children from each tell are reward for both their academic (writer & mathematician of the week) and their social achievements (helpful & well mannered and effort stars of the week). Parents are invited to attend these assemblies to share in the jubilance of their childs achievement. There are an abundance of opportunities for the children to engage in creative activities, there are extra curricular clubs run safe about every day after school including Yoga, Dance, Zumba and Art clubs.Creativity is also include within the classroom, most activities are concluded with an element of art or design to make the childrens work appear more attractive, which seems to help certain children (e specially those who are visual learners) to embed their learning. Group X is teeny-weeny group of six children with some behavioural issues and some delayed intellectual development, they try hard but often become frustrated that they are unable to accomplish certain tasks, which then realizes them to misbehave.These children are of ten send to work with a Higher Level Teaching Assistant- (HLTA) who helps them to work at a slower pace in order for them to not feel inadequate in a whole class setting. In maths, for example, the HLTA will work with the children using a variety of apparatus such as cubes, coins and counters, to help them to use a tangible object in order to provide them with a context for their learning. She poses open ended questions in order for the children to show their method and understanding of the information.This is a clear example of Piagets theory macrocosm put into practice. The article of faith is being matched to the needs of the individual and this kind of instruct is helping to trigger assimilation and accommodation for the child (Pound 2005, pg. 38). This theory is supported by a number of theorists, in incident Margaret Donaldson who believes that childrens errors or misunderstanding occurred as they are not responding to what was asked of them but were also seeking to unde rstand the meaning of the task or ask (Pound, 2005 pg. 0), hence by the HLTA using money to aid with the learning of mathematics she was demonstrating to the children why they needed to know this information. Theorist and writers, who believe in inclusion, would but argue that by separating these children from their peer group the school are not demonstrating inclusive practice. Len Barton for example argued that Inclusive education is about the participation of all children and young people and the removal of all forms of exclusionary practice Barton (1998 cited in Clough and Corbett, 2000,pg. 85).By evaluate both arguments benefits and disadvantages of this type of practice can easily be seen. The children are obtaining the knowledge and understanding they require at their own level and speed, however they are being removed from their peer group which may cause discomfort and embarrassment as it could be viewed that they are being highlighted as the individuals with special nee ds. It can also be argued that they are not being given the same opportunities as other children within the class as although the work has been planned by the class teacher the majority of their teaching is being conducted by a HLTA not a qualified teacher.However, by working in a small group and not being completely isolated or immersed in a whole class setting, the children have more opportunity to speak, listen and question what they are being taught. Vygotskys theory would be in support of this as he believed that language played a significant role in view thought and helped a child develop awareness for a fussy way of thinking and interpreting their own ideas. This is in contrast to Piagets view, who believed that the use of relevant language follows the development of a concept. Bee and Boyd, 2007) Sir Jim Rose is in agreement with Vygotsky and outlined his findings in his final report. Good primary teaching involves far more than waiting for children to develop by followin g their every whim. It deliberately deepens and widens childrens understanding by firing their imagination and affair and paving the way to higher achievement through scaffolding learning in a community of learners. (Rose Review, 2009 pg. 56) School A are clearly meeting the expectations of the current government by helping children of all abilities to develop their language skills in a variety of ways in order to progress their learning.The children in Group X seem to be very sociable. Having observed them in the playground I have be that they interact well with each other however tend to distance themselves from other children in their peer group. This could be due to the limited amount of time they spend in the classroom and therefore the stronger bonds they have forged with each other. Due to some of the behavioural problems these children possess, conflict with other children can sometimes lead to violence. The school manage these problems well and ensure that parents and the schools behaviour support worker are involved in resolving these issues.School A are clearly trying to help their pupils to Make a Positive character (ECM, 2002) by encouraging them to develop positive relationships and not discriminate or bully. Many Children in attendance at School A are from impoverished backgrounds, the number of children eligible for free school meals are above the national average. It is clear that the school are striving to make this a non-issue in terms of the childrens attainment however it is wide acknowledged that children from poor backgrounds can be disadvantaged due to a lack of resources, space, overcrowding and poor diet (Curtis and OHagan 2003 pg. 7) Abraham Maslow spoke of deficiency needs, these being the need for esteem, friendship and love, security, and physical needs (Maslow, 1954). I have observed during my time spent in the school that it is clear that the children feel a sense of belonging and safety, have forged solid friendships and ar e physically well and able to learn, in short the school are meeting the core needs of its pupils, as outlined by Maslow. The Cambridge Review found that there is a pervasive anxiety about the pressure on pupils at school, and this concern often overshadow and conceal the fact that scantiness is the single biggest threat to childrens lives.In this same report it is discussed that children like those at School A lack the massively compensating advantages of financial wealth, emotional harmony and a home life which is linguistically, intellectually, culturally and spiritually rich (Curtis, 2009, p. 6) The school is dictated in an impoverished area and the school are doing all they can in order to provide their children with a stable environment, which they may not experience at home. School As philosophy on achievement, attainment and childrens well-being is outlined in its prospectus (See appendage A) and is clearly implemented in the teaching and learning.They have a child centre d curriculum, which is broad balanced and differentiated to meet the needs of all children including those with special educational needs. The children clearly progress throughout their time at School A with attainment targets regularly being met and exceeded. In short the school meet all of their own targets, whilst encompassing the key themes of ECM. I believe that the short time I have spent in School A, has already helped me to begin to forge my own teaching philosophy. The school has the go around interest of all children at its core.Even though ECM is no longer current legislation its themes are still at the heart of what makes a good teacher and a good school and School A encompasses these whole heartedly. For my future paid development, I believe that I will endeavour to encompass all of the points raised by ECM as I believe these things are the key to becoming not just an adequate but an outstanding teacher. Vygotsky and Piaget both present theories which are not just us eful but essential for the modern education professional to be everything they need to be. In conclusion, School A is an outstanding school.They are practicing the key points raised in recent legislation and reports and are demonstrating the theories of Vygotsky, Piaget and a variety of other theorists. The childrens intellectual and emotional well being is at the heart of its ethos and this is reflected in the everyday teaching at the school. References Curtis, P. (2009) The Cambridge primary reviews key findings, TheGuardian, 16 October, p. 6 Department for reproduction and Skills (2002) Every Child Matters Presented to Parliament by the Chief Secretary to the Treasury byCommand of Her Majesty, September 2003, Cm 5860, London Stationery Office. Alexander, R. (ed) (2010) Children, Their World, Their Education Final Reportand Recommendations of the Cambridge Primary Review. LondonRoutledge Rose, Sir J. (2006) self-sufficing Review of the Teaching of Early Readingfinal report. Onli ne Nottingham, DfES Publications. Available fromhttp//www. education. gov. uk/publications/ standard/publicationdetail/page1/DFES-0201-2006 Accessed 7th October 2012. Montessori, M. (1948) The Absorbant Mind. In Chattin-McNichols, J. (ed. The Absorbant Mind. New York Henry Holt and Company Pound, L. (2005) How Children Learn. London footfall Forward PublishingLimited Clough,P. and Corbett, J. (2000) Theories of Inclusive education a Student Guide. London capital of Minnesota Chapman Publishing Boyd, D. and Bee, H. (2007) The Developing Child. 11th edition. BostonPearson Education, Inc Curtis, A. and OHagan, M. (2003) Care and Education in Early Childhood. London RoutledgeFalmer Maslow, A. (1970) Motivation and Personality. 3rd edition. New York harpist &Row Ofsted (2008) School A Appendix 1