Week 5 assignment 1

Running Head: SPECIAL POPULATION 1

SPECIAL POPULATION 4

Special Population

Student’s Name

Institutional Affiliation

Special Population in Early Childhood Education from Birth to Age of Eight.

Children need to be understood as individuals rather than representatives of any specific group by their educators. The caregivers should always remember that it is important to some children fit to into groups that influence them at the social difficulty or enlightening. The child in this situation often requires different care and attention from the caregivers. For all children to prosper, each child should have access to the education care the child may require at the right moment regardless of language, disability, sexual, family background, or race.

Special population in early childhood education is whereby groups of children with needs that necessitates unusual attention and consideration in educational background. At a time, a child may belong to a special population more than one time (Berkeley & Ludlow, 2017). To identify the challenges that the children may be facing and come up with the solution, to get these solutions, the caregiver should understand that no two children would have identical needs in awareness of the special population in education.

In some cases, recognizing children who are of a special population can be noticeable because of appearance. A child may be not willing to share information about themselves, for instance, they become scared, embarrassed, or just value their privacy. The two major ways of creating connections with a special population in a deferential supportive manner (Zeng, Ayyub, Sun, e.t a.l, 2017). The first method is to identify how the child is willing to respond by used of essentials programs and services. Secondly, partnership with a group that the children in special population trust whereby these allow ones to gain an understanding of a special population.

Special population in early childhood education from birth to age of eight is whereby the educator or the caregivers are supposed to close the gap between these children by creating connections and solving any differences between them (Kaushik & Lebwohl, 2019). This is achieved by learning a child's learning disabilities, physical disabilities, intellectual disabilities, developmental delays, emotional disturbances, and behavioral. It is the responsibility of educators and caregivers to see into plans to meet these mandates.

A special population can be as those children who share a mutual background, traditional orientation, bodily abilities, and mental status. For instance, kids while in their early ages they require spending quality of time from other kids to discover the fact that they are just like them. Every child is special, but caregivers sometimes are required to emphasize a population that has greater needs compared to other kids.

References

Berkeley, T. R., & Ludlow, B. L. (2017). Meeting the needs of special student populations in rural locales. Rural education: Issues and practice, 239-269.

Kaushik, S. B., & Lebwohl, M. G. (2019). Psoriasis: which therapy for which patient: focus on special populations and chronic infections. Journal of the American Academy of Dermatology, 80(1), 43-53.

Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cognitive development in early childhood: a systematic review. BioMed research international, 2017.