Developing effective relationships with children with additional needs and their families/carers allows everyone to work together successfully to meet the needs of children and their families. Good relationships are based on trust and it is important that the childcare worker demonstrates consistency in his/her day-to-day practice. It is important to be courteous and respectful when considering the feelings of others. As a result, employees will gain the trust of others. There is a need to be friendly but also professional in working together to support children with additional needs in order to meet their needs. Creating good relationships with families alongside the children will also develop their trust. Trust among children with additional needs and their families can be built by:
The quality of the relationship between the childcare worker and the child will make a big difference to their response when undertaking activities and their behaviour and networking with others in the setting:
Mae datblygu cydberthnasau effeithiol gyda phlant ag anghenion ychwanegol a’u teuluoedd/gofalwyr yn caniatáu i bawb weithio gyda’i gilydd yn llwyddiannus i ddiwallu anghenion plant a’u teuluoedd/gofalwyr. Mae perthynas dda yn seiliedig ar ymddiriedaeth ac mae’n bwysig bod yr gweithiwr gofal plant yn arddangos cysondeb yn ei arfer o ddydd i ddydd. Mae’n bwysig bod yn gwrtais a dangos parch gan ystyried teimladau eraill. Yn sgil hyn, bydd gweithwyr yn ennyn ymddiriedaeth eraill. Mae angen bod yn gyfeillgar ond hefyd yn broffesiynol wrth gydweithio er mwyn cefnogi plant ag anghenion ychwanegol i gwrdd â’u hanghenion. Bydd creu perthynas dda gyda theuluoedd/gofalwyr ochr yn ochr â’r plant yn datblygu eu hymddiriedaeth hwythau hefyd. Gellir adeiladu ymddiriedaeth ymhlith plant ag anghenion ychwanegol a’u teuluoedd/gofalwyr drwy:
Bydd ansawdd y berthynas rhwng y gweithiwr gofal plant a’r plentyn yn gwneud gwahaniaeth mawr i’w ymateb wrth ymgymryd â gweithgareddau a’i ymddygiad a’i rwydweithio ag eraill yn y lleoliad:
Many children with additional needs have communication difficulties. Therefore, childcare workers should adapt the way they communicate with them. This may involve using two different approaches to suit the child's needs. The 'alternative' approach uses non-verbal forms of communication while the 'extended' approach uses speech-based methods. Usually, the speech therapist chooses which method is best for the child. If a member of staff attends training to support communication with children, they can provide support and training sessions to the rest of the team. This will enable all staff to communicate successfully with children who have communication difficulties.
An important part of an early years childcare workers job is being able to communicate with a wide range of people. The childcare worker must develop communication skills in order to work effectively with children, parents/carers, colleagues and other professionals. Good communication skills are essential to effective interaction.
Effective communication with children with additional needs involves listening, understanding and responding to them. In order to develop listening skills, attention needs to be paid to what is being said or done. It is necessary to think about what is being said and respond in a way that will encourage the child to continue to speak or use non-verbal language. To demonstrate that they are paying attention, the childcare worker should ensure that they are looking at the child that is communicating. Eye contact should be ensured without overly focusing on the child. Asking questions shows an interest and it is important not to interrupt the speaker. There is also a need to make encouraging noises and use short words or sentences.
Communication includes facial expressions and body language, e.g. gestures (non-verbal communication). What is being said should be responded to with facial expressions, e.g. smile, wrinkle or nod. A childcare worker may appear open, friendly or unfriendly depending on body language and tone of voice.
The child must feel comfortable if you are to encourage them to listen. So, the childcare worker needs to make him/her feel at home. Standing too close to someone can make them feel uncomfortable but standing too far away can give the impression that they are not of interest. The listener's body language can sometimes indicate whether or not they feel at home and should therefore respond appropriately.
Children often want to be close to an adult when talking to him. Therefore, the childcare worker should ensure that he/she goes down to the level of the children by sitting or crouching beside them. Standing above them can make them feel uncomfortable.
The childcare worker needs to use a variety of communication methods to support children with additional needs. Requirements can include the following:
As language, speech and communication skills are very important to the child's educational development, behaviour and self-esteem, early identification of problems and intervention is vital. With the right support at the right time, children with speech, language and communication difficulties can make progress as their long-term effects are reduced. Many children can even catch up as difficulties are identified and intervention is put in place early enough.
As the brains of young children continue to develop, identifying the problem and providing the help early on can have a big impact. In identifying the difficulties, childcare workers are able to support children to improve their communication, which will have a positive impact on their well-being.
When speech, language and communication difficulties are identified, a number of agencies can work together to meet the needs of the child. Some of the services that support children and their families include:
Health visitor - parents who are concerned about their child's language can contact the health visitor. The child may be referred for a hearing test or to a speech, language and communication therapist.
Speech, language and communication therapist - their job is to assess, handle and develop personal plans to support children. They also work closely with parents and childcare workers to support children by training those involved with the child.
Portage Worker - a home-help service for pre-school children with additional needs and offers help and support to parents.
The setting's staff - the setting's staff need to work with parents/carers and other services to understand the specific needs of the children so that they receive individual support.
One-to-one support at the setting - a member of staff can be identified to support children with speech, language and communication needs at an individual level. Staff are able to receive additional training e.g. with Makaton.
Additional Learning Needs Co-ordinator (ALNCo) - responsible for managing additional learning needs within the school, working closely with staff, parents and carers and other agencies.
Educational psychologist - a child with speech, language and communication difficulties can be assessed by an educational psychologist.
GP - Parents with concerns about their child's language can contact their GP. The child may be referred for a hearing test or to a speech, language and communication therapist.
A childcare worker needs to contribute to individual development plans. Communication periods will need to be recorded within the individual development plans. The results of any observations will need to be discussed with the parents / carers of the child as they know the child best. In addition, discussions will need to take place with a key worker or any member of staff who works closely with the child. This will ensure that the individual development plan created for the child has taken into account everyone's views.
The purpose of the Individual Development Plan is to target the support needed by children with additional needs to help them improve the quality of their communication skills. This plan will be unique to the child and will identify the best methods to use when communicating with them. The plan should identify barriers to communication as well as behaviour change due to communication difficulties. The document does not need to be large. One A4 size page is sufficient because the plan focuses on the child's communication skills over a short period of time. The plan will focus on the short-term targets and the child's priorities while also taking into account the difficulties. The targets will help the childcare worker and parents / carers to help the child cope with different skills. It is essential that the targets are realistic so that the child can achieve them successfully.
Mae gan lawer o blant sydd ag anghenion ychwanegol anawsterau cyfathrebu. Felly, dylai gweithwyr gofal plant addasu’r ffordd y maent yn cyfathrebu â hwy. Gall hyn olygu defnyddio dau wahanol ddull yn unol ag anghenion y plentyn. Mae’r dull ‘amgen’ yn defnyddio ffyrdd o gyfathrebu di-eiriol tra bod y dull ‘estynedig’ yn defnyddio dulliau ochr yn ochr â llefaru. Gan amlaf, y therapydd iaith a lleferydd fydd yn dewis pa ddull sydd orau i’r plentyn. Os yw aelod o staff yn mynychu hyfforddiant er mwyn cefnogi cyfathrebu â phlant, mae’n gallu darparu cefnogaeth a sesiynau hyfforddi i weddill y tîm. Bydd hyn yn galluogi’r holl staff i gyfathrebu’n llwyddiannus â phlant sydd ag anawsterau cyfathrebu.
Rhan bwysig o swydd gweithiwr gofal plant blynyddoedd cynnar yw gallu cyfathrebu gydag amrywiaeth eang o bobl. Rhaid i’r gweithiwr gofal plant ddatblygu sgiliau cyfathrebu er mwyn gweithio'n effeithiol gyda phlant, rhieni/gofalwyr, cydweithwyr a phobl broffesiynol eraill. Mae sgiliau cyfathrebu da yn hanfodol i ryngweithio effeithiol.
Mae cyfathrebu effeithiol gyda phlant ag anghenion ychwanegol yn golygu gwrando, deall ac ymateb iddynt. Er mwyn datblygu sgiliau gwrando, mae angen talu sylw i'r hyn sy'n cael ei ddweud neu’i wneud. Mae'n rhaid meddwl am yr hyn sy'n cael ei ddweud ac ymateb mewn ffordd a fydd yn annog y plentyn i barhau i siarad neu ddefnyddio iaith di-eiriol. Er mwyn dangos ei fod yn talu sylw, dylai’r gweithiwr gofal plant sicrhau ei fod yn edrych ar y plentyn sy'n cyfathrebu. Dylid sicrhau cyswllt llygaid ond heb syllu’n ormodol ar y plentyn. Mae holi cwestiynau’n dangos diddordeb ac mae’n bwysig peidio â thorri ar draws y siaradwr. Mae hefyd angen gwneud synau calonogol a defnyddio geiriau neu frawddegau byrion.
Mae cyfathrebu’n cynnwys mynegiant wyneb ac iaith y corff, e.e. ystumiau (cyfathrebu nad yw'n llafar). Dylid ymateb i'r hyn sy'n cael ei ddweud gyda mynegiant wyneb, e.e. gwenu, crychu talcen neu amneidio. Gall gweithiwr gofal plant ymddangos yn agored, yn gyfeillgar neu'n anghyfeillgar yn dibynnu ar iaith y corff a thôn y llais.
Os am annog plentyn i wrando, rhaid iddo deimlo’n gyfforddus. Felly, mae angen i’r gweithiwr gofal plant wneud iddo deimlo'n gartrefol. Mae sefyll yn rhy agos at rywun yn gallu gwneud iddynt deimlo'n anghyfforddus ond gall sefyll yn rhy bell i ffwrdd roi'r argraff nad oes diddordeb ynddynt. Mae iaith corff y gwrandäwr weithiau yn gallu dangos os ydynt yn teimlo’n gartrefol ai peidio ac felly dylid ceisio ymateb yn briodol i hyn.
Mae plant yn aml eisiau bod yn agos at oedolyn wrth siarad ag o. Felly, dylai’r gweithiwr gofal plant sicrhau ei fod yn mynd i lawr i lefel y plant drwy eistedd neu gwrcwd wrth eu hymyl. Gall sefyll uwch eu pennau wneud iddynt deimlo'n anghyfforddus.
Mae’n angen i’r gweithiwr gofal plant ddefnyddio amrywiaeth o ddulliau cyfathrebu i gefnogi plant ag anghenion ychwanegol. Gall y rhain gynnwys y canlynol:
Gan fod sgiliau iaith, lleferydd a chyfathrebu yn bwysig iawn o ran datblygiad addysgol, ymddygiad a hunan-barch y plentyn, mae adnabod problemau ac ymyrryd yn gynnar yn hollbwysig. Gyda’r gefnogaeth gywir ar yr adeg gywir, mae plant sydd ag anawsterau iaith, lleferydd a chyfathrebu yn gallu gwneud cynnydd wrth i effeithiau hirdymor gael eu lleihau. Gall llawer o blant hyd yn oed ddal i fyny wrth i anawsterau gael eu hadnabod ac ymyrraeth yn cael ei roi ar waith yn ddigon cynnar.
Gan fod ymennydd plant ifanc yn parhau i ddatblygu, mae adnabod y broblem a rhoi’r cymorth cynnar sydd ei angen yn gallu cael effaith fawr. Wrth adnabod yr anawsterau, mae gweithwyr gofal plant yn gallu cefnogi plant i wella eu cyfathrebu a fydd yn cael effaith bositif ar eu lles.
Pan mae anawsterau iaith, lleferydd a chyfathrebu’n cael eu hadnabod, gall nifer o asiantaethau gydweithio er mwyn ateb anghenion y plentyn. Rhai o’r gwasanaethau sy’n cefnogi yw:
Ymwelydd iechyd - gall rhieni/gofalwyr sy’n pryderu am iaith eu plentyn gysylltu â’r ymwelydd iechyd. Gellir cyfeirio’r plentyn am brawf clyw neu at therapydd iaith a lleferydd, iaith a chyfathrebu.
Therapydd iaith a lleferydd, iaith a chyfathrebu – eu gwaith yw asesu, trin a datblygu cynlluniau personol i gefnogi plant. Maent hefyd yn cydweithio’n agos â rhieni/gofalwyr a gweithwyr gofal plant i gefnogi plant trwy hyfforddi'r rheini sy'n ymwneud â'r plentyn.
Gweithiwr Portage - gwasanaeth cymorth yn y cartref ar gyfer plant cyn-ysgol sydd ag anghenion ychwanegol ac sy’n cynnig cymorth a chefnogaeth i'r rhieni/gofalwyr.
Staff y lleoliad - mae staff y lleoliad angen cyd-weithio â rhieni/gofalwyr a gwasanaethau eraill er mwyn deall anghenion penodol y plant er mwyn rhoi cefnogaeth unigol iddynt.
Cefnogaeth un i un yn y lleoliad - mae plant sydd ag anghenion iaith, lleferydd a chyfathrebu yn gallu cael aelod o staff i’w cefnogi’n unigol. Gall y staff yma gael hyfforddiant ychwanegol, e.e. gyda Makaton.
Cydlynydd Anghenion Dysgu Ychwanegol (ALNCo) – sy’n gyfrifol am reoli’r gefnogaeth a roddir i ddisgyblion ag anghenion dysgu ychwanegol o fewn yr ysgol, gan weithio’n agos gyda staff, rhieni/gofalwyr a gofalwyr ac asiantaethau eraill.
Seicolegydd addysg - gall plentyn sydd ag anawsterau iaith, lleferydd a chyfathrebu gael ei asesu gan seicolegydd addysg.
Meddyg teulu - Gall rhieni/gofalwyr sy'n pryderu am iaith eu plentyn gysylltu â’r meddyg teulu. Gellir cyfeirio’r plentyn am brawf clyw neu at therapydd iaith a lleferydd, iaith a chyfathrebu.
Mae angen i’r gweithiwr gofal plant gyfrannu at gynlluniau datblygu unigol. Bydd angen cofnodi cyfnodau cyfathrebu o fewn y cynlluniau datblygu unigol. Bydd angen trafod canlyniadau unrhyw arsylwad gyda’r rhieni/gofalwyr y plentyn gan mai nhw sy’n adnabod y plentyn orau. Yn ogystal, bydd angen cynnal trafodaethau gyda gweithiwr allweddol neu unrhyw aelod o staff sy’n gweithio’n agos gyda’r plentyn. Bydd hyn yn sicrhau bod y cynllun datblygiad unigol sy’n cael ei lunio ar gyfer y plentyn wedi ystyried safbwyntiau pawb.
Pwrpas y Cynllun datblygiad unigol yw targedu’r gefnogaeth sydd ei angen ar blant ag anghenion ychwanegol er mwyn eu cynorthwyo i wella ansawdd eu sgiliau cyfathrebu. Bydd y cynllun hwn yn unigol i’r plentyn ac yn nodi'r dulliau gorau i’w defnyddio wrth gyfathrebu gydag ef. Dylai’r cynllun nodi rhwystrau i gyfathrebu yn ogystal â newid mewn ymddygiad yn sgil anawsterau cyfathrebu. Nid oes angen i’r ddogfen fod yn un fawr. Mae un tudalen maint A4 yn ddigonol oherwydd bod y cynllun yn canolbwyntio ar sgiliau cyfathrebu’r plentyn dros gyfnod byr o amser. Bydd yn canolbwyntio ar dargedau tymor byr a blaenoriaethau’r plentyn gan ystyried yr anawsterau. Bydd y targedau yn cynorthwyo’r gweithiwr gofal plant a’r rhieni/gofalwyr i gynorthwyo’r plentyn i ymdopi â sgiliau gwahanol. Mae’n hanfodol bod y targedau’n realistig fel gall y plentyn eu cyflawni a theimlo’n llwyddiannus.
Advocacy gives children a voice and makes sure their rights are respected and their views and wishes heard. Advocacy can help children express their views, understand their rights and resolve problems with their social worker or carer. Advocacy is essential for children or young people in the care of the local authority or who have communication difficulties.
Childcare workers need to work in a way that enables them to be advocates for children with additional needs and their families / carers in representing the child's perspective. This can be done by explaining the views and needs of children and helping them to make decisions. The advocate has an important role in ensuring that services listen to children and young people:
The advocate needs to take time to develop a relationship with a child and do it at a pace that suits them all. Meetings between the advocate and the child must be held in a setting where they feel comfortable and able to express their views freely. It is possible for an advocate to attend a Child Protection Conference although there is no legal right to do this. They can also support children and their families or carers to make a complaint or raise a concern about a service.
A range of services offer information on the types of advocacy and how to use it for the benefit of children with additional needs.
Advocacy services, such as Tros Gynnal Plant, work with looked after children and young people who need care and support (including children and young people on the Child Protection Register) and care leavers.
https://www.tgpcymru.org.uk/what-we-do/north-wales-advocacy-service/
Travelling Ahead offers an advocacy service and is now part of Tros Gynnal Plant. They have opened a helpline for Gypsy, Roma and Traveller communities across Wales.
Charities such as the National Youth Advocacy Service (NYAS) provide advocacy for children in care, children who are subject to a child protection plan and children and young people with disabilities.
SNAP Cymru is an independent advocacy service and offers support to children and young people with special educational needs. It respects children and works to meet their well-being. It works to raise awareness among children of their ability to make choices and make judgements about views that affect their lives.
http://www.snapcymru.org/help-for-families/advocacy/
Local authorities have a statutory requirement to provide independent advocacy services for looked after children and young people, care leavers and children in need. Advocacy supports a rights-based approach as it gives children and young people a voice. As Article 12 of the United Nations Convention on the Rights of the Child states "Your right to say what should happen and to be listened to".
Mae eiriolaeth yn rhoi llais i blant gan wneud yn siŵr bod eu hawliau’n cael eu parchu a bod eu barn a’u dymuniadau’n cael eu clywed. Gall eiriolaeth helpu plant i fynegi eu barn, deall eu hawliau a datrys problemau gyda’u gweithiwr cymdeithasol neu ofalwr. Mae eiriolaeth yn hanfodol i blant neu bobl ifanc sydd yng ngofal yr awdurdod lleol neu sydd ag anawsterau cyfathrebu.
Mae angen i weithwyr gofal plant weithio mewn ffordd sy’n eu galluogi i fod yn eiriolwyr dros blant ag anghenion ychwanegol a’u teuluoedd/gofalwyr gan gynrychioli safbwynt y plentyn. Gellir gwneud hyn drwy esbonio barn ac anghenion plant a’u cynorthwyo i wneud penderfyniadau. Mae gan yr eiriolwr rôl bwysig er mwyn sicrhau bod gwasanaethau yn gwrando ar blant a phobl ifanc:
Mae angen i'r eiriolwr gymryd amser i ddatblygu perthynas â phlentyn a'i wneud ar gyflymder sy'n addas i bob un ohonynt. Rhaid cynnal cyfarfodydd rhwng yr eiriolwr a'r plentyn mewn lleoliad lle mae’n teimlo'n gyfforddus ac yn gallu mynegi ei farn yn rhydd. Mae'n bosib i eiriolwr fynychu Cynhadledd Amddiffyn Plant er nad oes hawl gyfreithiol i wneud hyn. Maen nhw hefyd yn gallu cefnogi plant a’u teuluoedd neu ofalwyr i wneud cwyn neu i fynegi pryder am wasanaeth.
Mae amrywiaeth o wasanaethau’n cynnig gwybodaeth am y mathau o eiriolaeth a sut i’w ddefnyddio er lles plant ag anghenion ychwanegol.
Mae gwasanaethau eiriolaeth, megis Tros Gynnal Plant yn gweithio gyda phlant a phobl ifanc sy’n derbyn gofal, angen gofal a chymorth (gan gynnwys plant a phobl ifanc ar y Gofrestr Amddiffyn Plant) a’r rhai sydd wedi gadael gofal.
Mae Teithio Ymlaen yn cynnig gwasanaeth eiriolaeth ac erbyn hyn mae’n rhan o Tros Gynnal Plant. Maent wedi agor llinell gymorth ar gyfer cymunedau Sipsi, Roma a Theithwyr ar draws Cymru.
Mae elusennau fel Gwasanaeth Eiriolaeth Ieuenctid Cenedlaethol (NYAS) yn darparu eiriolaeth i blant mewn gofal, plant sy'n destun cynllun amddiffyn plant a phlant a phobl ifanc sydd ag anableddau.
Mae SNAP Cymru yn wasanaeth eiriolaeth annibynnol ac mae’n cynnig cefnogaeth i blant a phobl ifanc sydd ag anghenion addysgol arbennig. Mae’n parchu plant ac yn gweithio i gwrdd â’u lles. Mae’n gweithio er mwyn codi ymwybyddiaeth ymhlith plant o ran eu gallu i wneud dewisiadau a llunio barn am safbwyntiau sy’n effeithio ar eu bywydau.
Mae’n ofyniad statudol ar awdurdodau lleol i ddarparu gwasanaethau eirioli annibynnol ar gyfer plant a phobl ifanc sy'n derbyn gofal, pobl sy'n gadael gofal a phlant mewn angen. Mae eiriolaeth yn cefnogi dull gweithredu sy’n seiliedig ar hawliau gan ei fod yn rhoi llais i blant a phobl ifanc. Fel mae Erthygl 12 o’r Confensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn yn nodi “Eich hawl i ddweud beth ddylai ddigwydd ac i rywun wrando arnoch”.