How Does Your Current School Meet the Holistic Needs of a Child?
Critically evaluate how the principles and approaches of your school meet the holistic needs of every child
This assignment will look to critically evaluate how a school in which I am currently on placement meets the holistic needs of the children in their care. In order to protect the schools identity they will be known as School A. I will look to evaluate how the schools ethos is put into practice in everyday teaching and learning, 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 every child in attendance, therefore I will look at one group of children in particular who will be known as Group X. I am also unable to look in depth at all of the holistic needs and instead will focus on the intellectual and social needs.
I will analyse the practice of Every Child Matters (2002)-(ECM)- this government initiative for England and Wales looked to help schools to meet what the government believed to be the basic needs of every child, these being: - Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Even though ECM is not current legislation, its themes still 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 Review (2009) and The Rose Review (2009) to examine how the government look to support and develop learning. I will look to debate the ideas of three major theorists - Jean Piaget (1932), Lev Vygotsky (1978) and Abraham Maslow (1943), to describe the practice that I have observed in School A.
When looking at the holistic needs of a child we are really looking at the whole child, what they need in order to develop to their full potential. These needs are defined as the need for physical, emotional, intellectual, social and creative fulfilment. In order
This assignment will look to critically evaluate how a school in which I am currently on placement meets the holistic needs of the children in their care. In order to protect the schools identity they will be known as School A. I will look to evaluate how the schools ethos is put into practice in everyday teaching and learning, 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 every child in attendance, therefore I will look at one group of children in particular who will be known as Group X. I am also unable to look in depth at all of the holistic needs and instead will focus on the intellectual and social needs.
I will analyse the practice of Every Child Matters (2002)-(ECM)- this government initiative for England and Wales looked to help schools to meet what the government believed to be the basic needs of every child, these being: - Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Even though ECM is not current legislation, its themes still 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 Review (2009) and The Rose Review (2009) to examine how the government look to support and develop learning. I will look to debate the ideas of three major theorists - Jean Piaget (1932), Lev Vygotsky (1978) and Abraham Maslow (1943), to describe the practice that I have observed in School A.
When looking at the holistic needs of a child we are really looking at the whole child, what they need in order to develop to their full potential. These needs are defined as the need for physical, emotional, intellectual, social and creative fulfilment. In order
References: Curtis, P. (2009) ‘The Cambridge primary review 's key findings’, The Guardian, 16 October, p.6 Department for Education and Skills (2002) Every Child Matters: Alexander, R. (ed) (2010) Children, Their World, Their Education: Final Report and Recommendations of the Cambridge Primary Review. London: Routledge Rose, Sir J Montessori, M. (1948) The Absorbant Mind. In: Chattin-McNichols, J. (ed.) The Absorbant Mind. New York: Henry Holt and Company Pound, L Clough,P. and Corbett, J. (2000) Theories of Inclusive education: a Student Guide Boyd, D. and Bee, H. (2007) The Developing Child. 11th edition. Boston: Pearson Education, Inc Curtis, A Maslow, A. (1970) Motivation and Personality. 3rd edition. New York: Harper & Row Ofsted (2008) School A