The Diverse Learning Needs of the Children in Primary School
Learning is an essential process for children in society. The process results in a permanent change in various behaviours and practises of numerous children in primary schools. Due to the different needs of children, individual students may require specific ways of learning to suit their needs. As a result, teachers or trainers should adopt distinctive ways and modes of teaching to impact positively on the lives of these children. In addition, various learning theories and practises are interconnected. They are essential in determining the education system and instructional programs for primary schools across the world. Ultimately, it is important for employers and other teachers to effective support teaching assistants in primary schools.
There is a connection between the various theories of learning developed by psychologists and the learning practise. The theories of learning are influential in determining various education systems adopted in different countries (Copper 2012). Furthermore, the instructional programs used by these systems are based on learning theories. Moreover, theories help various schools, trainers, and teachers develop effective and relevant learning practises that serve to benefit primary scholars. As a result, relevant and appropriate theories of learning dictate and influence the educational methods of primary schools across the world. Conversely, learning practises are also beneficial to various theories. Relevant and practical learning practises majorly act as credible and appropriate sources of ideas used to develop viable learning theories. Consequently, learning theories and methods have a mutual connection. The connection is necessary in facilitating development and growth of education and learning process in numerous academic institutions
Various children in learning institutions have a range of special needs that require close attention from teachers. As a result, it is mandatory for teachers and trainers in various countries to plan their teaching schedules appropriately. The provisions serve to ensure instructors meet different students’ special need while teaching. The programs also strive to develop the children`s confidence and make them critical thinkers. Besides, the plan helps teachers and trainers to avoid making stereotyping assumptions in their places of work. Moreover, teachers should consider talking to students first before making their plan. It helps to develop programs that seek to develop children and nurture their talents and aspirations. Furthermore, programs and plans made about children make the education system children-centred. According to Fisher (2013), this type of learning is essential to the student, especially in enhancing their development. Student-centred learning empowers children in various aspects apart from full education. It makes student be of a sober mind and sound judgement towards different things in life. In addition, children become mature and can make rational decisions on different aspects.
The employees and staff of the academic institutions are vital in nurturing and teaching various students. As a result, it is essential to support and encourage the teaching assistants in primary schools. According to Kinder, Hughes and Copper (2008), It is important to pay close attention to the employees in a learning institution. This practise helps to determine their problems and concerns that may hinder productivity in the organizations. Furthermore, it aids in knowing their suggestions that might help in improving teaching activities in the institution. Moreover, it important to motivate and congratulate employees who help children perform and receive good grades. Institutions must appreciate teaching assistants whose classes perform extremely well in the internal and external exams. These practises are effective ways of ensuring support for the employees in learning institutions.
Moreover, employers and government agencies can help workers and teaching assistants in the numerous academic institutions by offering adequate training (Hansen 2012). The employers can also provide sufficient knowledge and training to this group of people. The teaching assistants in various schools should be equipped with numerous unique skills to handle the individual needs of primary school children. Similarly, the experience employers should share their different experiences with teaching assistants for them to be well equipped and prepared to tackle various cases. In addition, this will help them come up with relevant strategies or tactics that are applicable to helping children with special needs. These practises serve to benefit children post desirable grades and full develop into competent professionals in future.
Inclusive learning in schools is relevant and appropriate for primary school goers. It seeks to address the special needs and provide particular attention to the learning children. The type of education is not only beneficial to students with disabilities but also creates a conducive environment for all students. It also gives schools good reputation and capacity to educate and nurture all children adequately and efficiently. Inclusive learning also assumes that no students in the academic institutions are alike and share a common interest. This learning activity put emphasis on developing individuals at a personal level. According to the British Association for Early Childhood Education (2012), each child is unique and always learning and can be confident, self-assured, resilient, and capable. Consequently, the primary school teachers should observe as well as understand every child’s growth and learning. He or she should evaluate progress and plan for the upcoming steps. To make the child learn inclusively, the tutor must support the child to grow a positive perception of their culture and identity. The teacher ought to recognize any requirement for extra support. He or she should respect and value children equally. Children should be taught to be strong and self-sufficient through constructive relationships. Additionally, the learning environment should be enabling in which they value people and learning. In essence, inclusive education has features of effective learning, which include active learning, playing and discovering, as well as creating and thinking critically.
Moreover, inclusive learning ensures consistent behaviours and practises amongst learners. This principle is appropriate for dealing with students and learners with various emotional problems as it helps develop them into successful professionals (Lincoln 2012). Equally important, inclusive learning also helps control their emotions and repress the adverse emotional reactions of these children. Ultimately, inclusive learning enhances respect for diversity in the community and among student in education institutions. This learning practise advocates for equal treatment and respect of various students despite their problems or disabilities. As a result, this learning method creates numerous avenues that allow learners and teachers to interact and have an honest and open discussion that aims to benefit all children. Consequently, various governments and teachers should aim at adopting effective and appropriate all-inclusive learning practises for their institutions.
Evidently, learning process is necessary and appropriate in developing and nurturing students and children in the society. This process is a sure way of producing future leaders and professionals for various firms across the world. As a result, it necessary to adopt learning practises and theories, which develop better education systems. Furthermore, teachers need to evaluate and study the need for students before planning their schedules. It serves to benefit children. Equally important, governments and schools should strive to implement the all-inclusive learning practise. This practise is essential to upholding respect for various students with disabilities. Moreover, it promotes diversity in the academic institutions. Ultimately, it is necessary for employers to support teaching assistants to ensure productivity.
British Association for Early Childhood Education 2012, Development matters in the early years foundation stage, [Online]. Available at: www.early-education.org.uk [Accessed: 18 April 2015].
Cooper, H 2012, Professional studies in primary education, Sage, London
Fisher, J 2013, Starting from the child 4th ed., Open University Press, Maidenhead
Hansen, A eds 2012, Primary professional studies 2nd ed, Sage, London
Lindon, J 2013, Understanding child development 0-8 years, Hodder Education, Abingdon
Kinder, A, Hughes, R & Cooper, CL 2008, Employee well-being support, John Wiley & Sons Inc., Hoboken, New Jersey.