Unit 01 Understand Child and Young Person Development (1.
2) Complete a definition for Sequence of development The usual rate of development where development follows the sane basic patterns Rate of development The time frame linked to age in which a child develops. Why is the difference between the sequence of development and rate of development important Understanding this fact that children will reach the same milestones at different times will help to identify a childs needs during the stages of their school years. This is crucial and will assist in effectively planning support that a child requires in areas they need more support in. Learning Outcome 2 Factors influencing development Describe, with examples, the kinds of influences that affect children and young peoples development (including external factors and personal factors) (2.1 2.2) Childrens development will be affected by various factors one of which are personal factors. A pupils health can be detrimental to their progress if they suffer from poor health or a physical disability or impairment. For example, if they suffer from a medical condition or impairment, they will lack the ability to participate in certain activities compared to other peers.
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This may affect them physically more so yet can also form a barrier to them doing social activities such as in P.E or in the playground. As a result of this, the childs confidence and self-esteem can heavily decrease and affect their emotional well-being-. This would depend on their awareness of their needs and the extent to which they are affected, therefore it is important for adults/staff to be aware of these issues and help these pupils increase in their self-confidence. Another personal factor that may affect development is a child with learning difficulties.
As they are working at a much slower rate compared to the average child, they should constantly be given praise and encouragement to develop in all areas to the best of their ability and as best as they can. External factors can also affect a childs development. The background of a child and the environment in which they are brought up in can have a huge impact. This can range from culture, whereby the family may not see education as a priority for their kids or that parents/carer may be not be educated so cannot fully help the child attain their full potential. In addition, it may also be significant changes that occur which hinder development. This may be parental divorce, bereavement, illness, moving house or changing country. Such changes can cause a change in a childs behaviour and attitude to learning and it is important that the school are aware of these things in order to provide the right support for the child.
Another external factor is poverty. Research shows that children who come from deprived backgrounds are less likely to thrive and achieve well in school, as parents find it difficult to manage and fund their childs needs (books, clothes) , which will then affect all areas of development. Moreover, as a child becomes older, their own personal choices can have a huge play on their development. A childs company has a enormous influence on their attitude to learning and life aspirations in general. Bad company can often lead to bad habits which then has a downwards spiral effect on all areas of development. A child also makes a personal choice on their involvement in their academics so they made need advice from adults to enable them to make the right choices it would be beneficial for them to hear stories of people who have already tread their path so they know what mistakes not to make.
Describe why it is important to recognise and report any concerns that you may have noticed in relation to a child or young persons development This is important so information can be passed onto the appropriate members which can enable them to work together in the pupils best interest. Give examples from practice – 1.Physical Development – Fine motor skills (writing, painting, drawing) – Gross motor skills (running, jumping, hopping, balance) – Co-ordination (general) – Hand-eye co-ordination 2. Intellectual Development – Decision making – Problem solving – Developing creative and imaginative skills – Using language to explain reasoning 3.
Emotional /Moral Development- Emotional – Development of self esteem and self expression – Learning and appreciation of the feelings of others Moral -Taking turns -Co-operating with others -Developing social skills Learning outcome 5 TRANSITIONS What are common transitions within the age range of 1 19 years (5.1) School Changing settings, for example the transiton between nursery to school, primary to secondary or moving up in Key Stage. Family Entering/ Leaving care, adjusting to new family members (Siblings, step-mum, step-dad, step-siblings), changing foster family, Parental separation. Personal Passing through puberty, dealing with long term medical conditions. Social Changes in friendship circles/moving away from friends What transitions may only be experienced by some children (eg bereavement) Bereavement of parent/sibling Parental separation/divorce Entering/leaving care Dealing with long term medical condition How might transitions affect children and young peoples development Transitions can either have positive or negative effects. Those experiences that are traumatic and unsettling can cause negative repercussions on the childs emotional development. For example, if they experienced a distressing personal situation, they may find it harder to build trusting relationships with adults in the future and this can also hinder their social development.
Alternatively they may be immature than their peers and seek attention from those around them as a means of feeling secure. Moreover negative transition in terms of school can also affect a child in regards to their self-confidence and self-esteem and this may lead to further problems e.g.
bullying. Evaluate the effect of children and young people having positive relationships during periods of transition (5.2) Providing children with positive relationships during periods of transition will help them feel secure in those periods in their lives and increase them in their self confidence. As a result they will not hesitate to speak to someone about how they are feeling instead of repressing their emotions. To avoid this, we must always ensure there are opportunities for a child to speak out. Learning outcome 3 Monitoring Development Explain how to monitor children and young peoples development using different methods. (3.
1) Informal Observation This is where you may be asked , for example, to keep an eye on a pupil or observe them during breaktime/lunchtime, more so if there have been any concerns relating to the child and feed back to teachers. In this situation, you can write your own notes, however confidentiality must be maintained at all times. Formal Observation Formal methods include standardized tests and research instruments.
As a result of this sort of research, developmental milestones for children have been identified. Why might their development not follow the normal pattern of development Give examples (3.2) Development may be effected by Personal problems, Home life,Disability,Bereavement,Health issues, EAL,Lack of confidence, Health issues can affect the normal pattern of development. Genetics can trigger a disability such as Downs Syndrome.
This means they may have an impairment of cognitive ability and physical growth so they will need extra support in daily activities. They also have different facial characterisitics which can lead to bullying and this may hinder their self-esteem. Moreoever, a child may have Asthma which affects their breathing.
A child may get breathless taking part in physical activities and will have to use an inhaler to open the airway. Moreover, development may also be affected by Home Life, in that the childs relationship with their parents, siblings or carers can play an impact. A strong family can teach and provide role models for children and can provide a source of social and emotional support. A weaker family environment can cause a child to become distant from the home and education which can often lead to delinquency. On the other hand, it may not be the instability of the family network, but rather it may be the child is living in poverty and the family cannot afford basic needs (e.g.
food, clothes, sanitation, books, stationary, shoes). This can then affect the childs engagement in school and learning. Furthermore, traumatic experiences can also play a part. Losing a loved one or pet can have a great impact on emotional and physical health. Children/ young people may find it hard to cope with the grief and this may affect their well-being and they become distant from their learning. Also, a child may not follow the normal pattern of development due to cultural reasons. It may be due to family values of whether education is a priority and this may differ for girls and boys, with girls perhaps less likely to be encourage to study.
It may also be a case of the amount of independence allowed e.g. Girls in Asian culture being given less freedom/choice. Explain how disability may affect development (3.3) Children with a learning or physical diability may be prone to discrimination at school for the reason that they could be reated differently than the rest of the children. The may be bullied by other children which can have a negative effect on their self-esteem and self-confience and therefore affect their learning ability and development. Disabilities can range in different form from learning and physical. An example of a learning diability could be Autism.
Autism is a disability which affects how a person perceives and communicates with other people and the world around them. Children with autism find it difficult to understand facial expressions and tone of voice. Another learning disability is Attention Deficity Hyperactivity Disorder (ADHD). This can affect a childs behavioural and social developemt. A child suffering from ADHD will have difficulty focusing which often lead to a lot of fidgeting and they may get up and choose to run around. This lack of focus will in turn have a negative impact on their learning. In addition, those with ADHD may not behave in a socially acceptable manner in that they may be too loud, laugh too loud or become angrier than the situation calls for.
This can lead to prejudice and cause the child to become an outcast among their peers. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. (3.4) There are many interventions that support pupils who are not progressing at the same rate as others.
One of which is use of a social worker. A social worker may be involved with a child that has been raised as a cause for concern in the home environment or that the parents have asked for support. This can be of benefit to the child if they feel they are being neglected therefore interventions can be put in place to protect a childs welfare. It may also be of benefit to both parents and child to improve the home environment. Another form is through a psychiatrist. A psychiatrist may be asked to assess a child if there are serious concerns about their emotional development.
This is a means of an outlet for children to be open about their feelings, thoughts and experiences e.g. a child who has come from a war-torn country.
Moreover, a physiotherapist would advise and give targets for pupils to work around the development of their gross motor skills e.g. writing, cutting, colouring.
They may give exercises for school staff and parents to work on each day, depending on the needs of the child. Youth Justice is another form of intervention which aims to stop children and young people offending. The youth justice team act in a preventative way by running youth inclusion programmes, which are targeted towards those who may be at high risk of offending. Learning outcome 4 Early Intervention Analyse why early recognition of a speech, language communication disorder is so important, against the potential risks of late recognition (4.1) Early recognition of communication disorders is vital as language is the basis of our learning.
Recognising this late can be disadvantageous to the child as they will be less able to organise their thought processes and express themselves effectively. As the child becomes older, and the curriculum becomes more demanding, the use of rational and abstract thought will become more important. Detecting such disorders earlier can lead to earlier diagnosis of delayed speech acquisition, therefore it will be easier for professionals and others to target the childs needs so they can give maximum support. This will be beneficial to the child as the early years are a time for rapid learning and developmental grounding.
Children with language delay may also find it difficult forming relationships with others. Due to this, they may become frustrated leading to isolation and potential behavioural problems. An explanation of how multi agency teams work together to support speech, language and communication (4.2) A number of professionals work together alongside you and the child you may be supporting to make a plan which is made depending on the specific needs of the child. These include some of the following Speech and Language Therapist They are sometimes based in schools they give a diagnosis of a particular communication disorder and advise school and parents of ways that they can support the child. Therapy is given in blocks followed by activities for pupils to work on before they are next reviewed.
SENCO SENCO coordinate the work of others who work with the designated child and ensure all paperwork is up to date. They encourage good communication between agencies which work with the child and may organise meetings at the school to discuss progress. Autism Advisory Teacher This support teacher may come into school to advise on how best to support a child who has been diagnosed with autism. The main 2 aspects of autism is that individuals will have an impairment in the areas of social interaction and communication. SHAPE MERGEFORMAT The SENCO ABOVE Additional learning support staff Speech and language therapists ABOVESensory Support teacher This teacher from the local authority may attend school regularly to advise on how best to support pupils who have visual or auditory impairment, which can hence affect their communication skills. In addition to this, they may provide resources to support pupils with learning. Autism advisory teacher ABOVE Educational Psychologist The educational psychologist become involved if there has been no progress following intervention and action from speech and language therapists and teaching staff.
They will carry out assessments and advise on further steps to take. (4.3) What play, activities and interventions, could be used to develop all areas of the following Physical Development. Communication, intellectual development and learning. -Gestures- This could be like that of a thumbs up or beckoning the child to come over.
-Pointing to objects-You can aid children by giving them concrete examples of what you are discussing and encouraging children to point to different objects in a similar way. Social, emotional behavioural development. Moral. Y, 4IsNXpxpop, Yu),j-BXRH8@I7E10(2O4kLEzqO2POuz_gx7svnB2,E3p9GQd H IjZ29LZ15xl.
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