Cyp Core 3.1
Diploma level 3 in Health & Social Care
The following learning resources are for guidance/reference ONLY!!!
Please do not copy, as your work may be rejected by your Assessor!!
The following ‘outcomes’, need to be met, to show your assessor competency of your work practices.
Unit:
CYP core 3.1
1. Understand the expected pattern of development for children and young people from birth - 19 years.
1.1. Explain the sequence and rate of each aspect of development from birth – 19 years.
1.2. Explain the difference between sequence of development and rate of development and why the difference is important.
2. Understand the factors that influence children and young people’s development and how these affect practice.
2.1. Explain how …show more content…
children and young people’s development is influenced by a range of personal factors.
2.2. Explain how children and young people’s development is influenced by a range of external factors.
2.3. Explain how theories of development and frameworks to support development influence current practice.
3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.
3.1. Explain how to monitor children and young people’s development using different methods.
3.2. Explain the reasons why children and young people’s development may not follow the expected pattern.
3.3. Explain how disability may affect development.
3.4. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
4. Understand the importance of early intervention, to support the speech, language and communication needs of children and young people.
4.1. Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
4.2. Explain how multi-agency teams work together to support speech, language and communication.
4.3. Explain how play and activities are used to support the development of speech, language and communication.
5. Understand the potential effects of transitions on children and young people’s development.
5.1. Explain how different types of transitions can affect children and young people’s development.
5.2. Evaluate the effect on children and young people of having positive relationships during periods of transition.
Your assessor will ask you to complete workbooks, to cover each unit of this award, which will differ, depending on which awarding body is being used. Therefore, the guidance answers enclosed are based on the ‘outcomes’ for each unit, which will support your knowledge, and evidence for your award.
I hope you find this guidance useful for your award, and be a beneficial learning aid to your studies.
GOOD LUCK WITH YOUR AWARD!!
SUGGESTED GUIDANCE ANSWERS
OUTCOME 1
1.1
Your assessor may ask you to produce a development folder for staff to use for guidance and reference, on aspects of development.
Aspects of development in children vary, from child to child. Below is guidance on some aspects of development, and at which stages they may occur:
Birth – 1 Month
• Sleeps 20 hours a day
• Crying – main form of communication (fosters early interaction)
• Begins to have distinct facial expressions
• Moves around more
• Focuses both eyes together
• Can detect smells
• Sensitive to touch
• Uses reflexes
• Focuses on source of sound
2 – 3 Months
• Visual and oral exploration
• Cries, coos, and grunts
• Emotional distress
• Smiles at a face (social smiling)
• Imitates some movements and facial expressions
• Begins to realize he/she is a separate person from others
• Can be comforted by a familiar adult
• Can respond positively to touch
4 – 6 Months
• Babbling
• Feeds 3-5 times a day
• Control of head and arm movements
• Recognizes parents
• Distinguishes familiar people
• Pays attention to own name
• Reaches, grasps, and puts objects in mouth
• Laughs
7 – 9 Months
• Sits without support
• Crawls
• Emotional attachment to parents
• Separation anxiety
• Distinguishes between living and non-living objects
• Aware that objects exist even when out of sight (object permanence)
10 – 12 Months
• Controls legs/feet
• Can stand
• Responds to simple commands
• Responds to own name
• Throws objects
• Mimics simple actions
• Says first real word
1 –1 ½ Years
• Walks unaided
• Feeds himself/herself
• Obeys commands
• Repeats words
• Understands many words, simple phrases, and directions
1 ½ – 2 years
• Runs
• Toilet training
• Vocabulary of more than 200 words
• Temper tantrums
• Does opposite of what is told
• Expresses negative feelings
• Plays by himself/herself and initiates his/her own play
• Begins to show pride and pleasure at new accomplishments
2 –3 Years
• Can jump
• Uses short sentences
• Copies parents’ actions
• Gives orders
• Sense of humour
• Fear of separation
• Develops a concept of “self” and can identify himself/herself in the mirror
• Begins self-evaluation
• Conscience starts to appear
• Groups objects by category
• Points to common objects when they are named
• Recounts events that happened that day
• Assertive about his/her preferences
• Displays aggressive feelings/behaviors
• Shows awareness of gender identity
3 –4 Years
• Theory of mind (an understanding of how the mind works and how it influences behavior)
• Likes to share
• Plays with other children
• Practices gender role activities
• Curiosity – asks many “why” and “how” questions
• Begins dramatic play (acting out whole scenes)
• Shows awareness of past and present
• Uses and understands sentences
• Can sing a song
4 –5 Years
• Skips
• Dresses himself/herself
• Talks clearly
• Uses adult sounds
• Uses more complex grammar
• Reads a story
• Prefers sex appropriate activities
• Can draw, name, and describe pictures
• Shows some understanding of moral reasoning
• Compares himself/herself to others
• Develops friendships
• Expresses more awareness of other people’s feelings
• Retells a story
• Understands the sequencing of events when clearly explained
• Enjoys imaginative play with other children
6 –12 Years
• Growing independence
• Common fears include the unknown, failure, family problems, rejection, and death
• Friends are most commonly the same sex
• Begins to see others’ point of view more clearly
• Defines himself/herself in terms of appearance, possessions, and activities
• Are self-conscious
• Tattling – a common way to attract adult attention
• Feelings get hurt easily
• Needs about 10 hours of sleep a night
• Begins to think about his/her own behaviour and see consequences
• Can talk through problems to solve them
12 – 14 Years
• Trying to find his/her identity
• Rapid body changes from puberty (girls mature before boys)
• Moodiness
• Shyness
• Greater interest in privacy
• Can express himself/herself better
• Uses actions more than words to communicate feelings
• Close friendships gain importance
• Influenced by peer groups
• Same-sex friends and group activities
• Shows parents less affection
• Realizes that parents have faults
• Revisits childish behaviour
• Feels like nothing bad could possibly happen to him/her
• Focuses mostly on the present
• Experiments with the rules, cigarettes, drugs, and alcohol
• The adolescent can put together all the possible outcomes before beginning the problem (abstract thinking)
14-17 years
• Self-involvement
• Complains that parents get in the way of his/her independence
• Very concerned with appearance, body, and sexual attractiveness
• Changes relationships often
• Still feels like nothing bad could happen to him/her
• Engages in risky behaviours
• Poorer opinion of parents
• Tries to make new friends
• Competitive and selective peer groups
• Periods of sadness
• Intellectual interests are important
• Feelings of love and passion
• Development of principles
• Selection of role models
• More consistent evidence of conscience
• Ability to set goals is better
• Interest in moral reasoning
17-19 years
• Firmer identity
• Can delay gratification
• Thinks ideas through
• Expresses feelings in words
• Sense of humour more developed
• Interests are stable
• Emotional stability is greater
• Can make independent decisions
• Can compromise
• Pride in his/her work
• More self-reliant and independent
• Peer group not as important as a few good friends
• Greater concern for others
• Starts listening to parents advice again
• Greater concern for the future
• Thinks about his/her life role
• Concerned with serious relationships
• Clear sexual identity
• Useful insight
• Can set goals and follow through
• Accepts social institutions and cultural traditions
• Self-esteem is based on the adolescent’s view of himself/herself, rather than other people
Development is the gaining of skills in all aspects of the child’s life. The different types of development are often split into four areas:
Physical development: this refers to the body increasing in skill and performance and includes: gross motor development (using large muscles), for example legs and arms fine motor development (precise use of muscles), for example hands and fingers.
Social and emotional development: this is the development of a child’s identity and self-image, the development of relationships and feelings about him or herself and learning the skills to live in society with other people.
Intellectual development: this is learning the skills of understanding, memory and concentration.
Communication and speech development: this is learning to communicate with friends, family and all others. However, it is important to realise that all the areas of development link together.
1.2
Sequence of development means, when things ‘should’ happen or occur in a child’s development, and at what stage in their life. Rate of development means, what the child can ‘actually’ do at each stage of their development. To be able to identify the differences between the above is important, as this alerts you to identify possible barriers and problems with development for the individual. There are a number of reasons why a child may not ‘develop’ at the rate that is identified as ‘normal’. Reasons that could interfere with normal development may include factors such as:
• Disability/birth defects • emotional /abuse • physical • environmental/poor housing • cultural/different religion • social/family members • learning needs/special needs • Communication problems or barriers
2.
2.1
A Childs development can be influenced by a number of personal factors which may include:
• Health status: Physical development has to do with more than just surface characteristics, but also brain growth and health of the internal organs. Many times, parents inadvertently pass genes on to their children through their DNA that may contribute to physical developmental disorders. Genetic disorders are responsible for cerebral palsy, spina bifida, and cystic fibrosis, as well as a wide variety of physical disabilities. In cases of birth or hereditary disorders, the gene may be attributed to one or both parents. Some disorders require that both parents carry the gene. • Disability: Physical limitations created by disabilities will have a hindering affect on physical development. Disabilities can delay or even prevent the development of certain fine and gross motor skills. • Sensory impairment: The child with a sensory impairment may be blind, deaf, or both. Because of this they need specialist help to ‘develop’, and communicate with others. This will involve both their personal, social, and peer interactions. The impairment will delay their learning without specialist intervention, as they will be unable to communicate, interact, and learn, like other children. • Learning difficulties. Learning disability used to be known as mental handicap or mental retardation. Other terms sometimes used are general or global developmental delay. A child with a general learning disability finds it more difficult to learn, understand and do things compared to other children of the same age. Like all children and young people, children with learning disabilities continue to progress and learn throughout their childhood - but more slowly. The degree of disability can vary greatly. Some children will never learn to speak and so are likely when they grow up to need help with looking after themselves - feeding, dressing or going to the toilet. On the other hand, the disability may be mild and the child will grow up to become independent. General learning disability is different from specific learning difficulty which means that the person has difficulties in one or two areas of their learning, but manages well in other areas of their development. For example, a child can have a specific learning difficulty in reading, writing or understanding what is said to them, but have no problem with learning skills in other areas of life.
2.2
External factors that may be influential on development could include:
• poverty and deprivation • family environment and background • personal choices • looked after/care status • Education.
Personal development can be affected by a number of key money-related or economic factors.
Income is the amount of money that households receive. People with a low income and who experience poverty, are the most likely to suffer ill health, and have opportunities for personal development restricted.
A lack of income may mean a lack of resources and a lack of living in the minimum acceptable way in society. Resources include clothing, food, and housing. Those people without the means to pay for essential resources are deemed as living in absolute poverty. Some people can afford resources but not much else. This is known as relative poverty, as they are poor when compared to the rest of the people in the society.
A lack of resources may mean a person finds it hard to take part in the community. This can lead to social exclusion. Children born into families experiencing poverty may find it difficult to escape, and they become trapped in a situation that has a powerful affect on the way they develop.
Housing provides people with the material conditions in which they spend much of their time. The type and standard of living is related to income.
Low income families: poor standard of housing, maintenance or heating. Damp, overcrowded or neglected property can cause illness and disease, like bronchitis, asthma, tuberculosis.
Children learn by example, so the family relationships they have and witness, play an important role in their development. Bad parenting skills may influence the way they interact with others within a social setting. If they hear verbal abuse, witness physical abuse, then these behaviours may be mimicked by the child themselves, in their interactions with others.
Different parenting styles contribute to a Childs development for their future. There are various parenting styles:
Authoritarian Parenting: Often rigid and controlling, authoritarian parents place high demands on their kids without allowing room for discussion or regard for the child's feelings. This can result in children who are fearful, anxious, frustrated or withdrawn.
Authoritative Parenting: Favouring supportive discipline, authoritative parents expect good behaviour from their kids, but they gently and lovingly guide them, rather than being forceful or cruel. Kids with authoritative parents are typically self-confident and socially adept.
Permissive Parenting: Extremely lenient, permissive parents allow children to decide for themselves what they feel is appropriate behaviour. Unfortunately, these kids often have poor control over their emotions and may have difficulty with peer relationships.
Neglectful Parenting: Unlike permissive parents who are involved in their children's lives, neglectful parents place the welfare of their children as a low priority. Children of neglectful parents are frequently emotionally immature and may engage in antisocial behaviours
2.3
There are four primary child development theories:
• Psychoanalytic, • Learning, • Cognitive, • Sociocultural.
Each offers insights into the forces guiding childhood growth. Each also has limitations, which is why many developmental scientists use more than one theory to guide their thinking about the growth of children.
Below are some major child development theorists and their theories.
Arnold Gesell
|Main Theory |
|Development is genetically determined by universal "maturation patterns" which occurs in a predictable sequence. |
Gesell's classic study involved twin girls, both given training for motor skills but one given training for longer than the other.
There was no measurable difference in the age at which either child acquired the skills, suggesting that development had happened in a genetically programmed way, irrespective of the training given.
A child learns to whether or not an adult teaches him/her, suggesting physical development at least is largely pre-programmed.
By studying thousands of children over many years, Gesell came up with "milestones of development" - stages by which normal children can accomplish different tasks. These are still used today.
Sigmund Freud
|Main Theory |
|Experiences in early childhood influence later development. Assumes sexual factors are major factors, even in early childhood. |
Freud's work was heavily criticised for lack of substantial evidence. He regarded basic sexual instincts as being the driving force behind virtually all behaviour. He regarded the development of personality as being the balance between the ID, the Ego and the Superego. The ID strives for unrealistic gratification of basic desires; the Superego strives for unrealistic moral responsibility and conscience while the Ego acts to compromise these two opposing forces.
There are many unproven aspects to Freud's work, for example Freud theorised that characteristics like generosity or possessiveness were related to childhood factors like parental attitudes to toilet training.
B.F.Skinner
|Main Theory |
|Reinforcement and punishment moulds behaviour. Children are conditioned by their experiences. |
Skinner maintained that learning occurred as a result of the organism responding to, or operating on, its environment, and coined the term operant conditioning to describe this phenomenon. He did extensive research with animals, notably rats and pigeons, and invented the famous Skinner box, in which a rat learns to press a lever in order to obtain food.
Alfred Bandura
|Main Theory |
|Learning takes place by imitation. This differs from Skinner's "conditioning" because there is more emphasis on inner motivational factors. |
Bandura's theory known as "Social Learning Theory" has been renamed "Social Cognitive Theory" to accommodate later developments of the theory. Bandura is seen by many as a cognitive psychologist because of his focus on motivational factors and self-regulatory mechanisms that contribute to a person's behaviour, rather than just environmental factors. This focus on cognition is what differentiates social cognitive theory from Skinner's purely behaviouristic viewpoint.
Lev Vygotsky
|Main Theory |
|Development is primarily driven by language, social context and adult guidance. |
Lev Vygotsky was a Russian psychologist who died prematurely. His most productive years were at the Institute of Psychology in Moscow (1924–34), where he developed ideas on cognitive development, particularly the relationship between language and thinking. His writings emphasised the roles of historical, cultural, and social factors in cognition and argued that language was the most important symbolic tool provided by society.
Jean Piaget
|Main Theory |
|Development takes place in distinct stages of cognitive development.
Adults influence but the child is building their own thinking systems. |
Jean Piaget is known for his research in developmental psychology. He studied under C. G. Jung and Eugen Bleuler. He was involved in the administration of intelligence tests to children and became interested in the types of mistakes children of various ages were likely to make. Piaget began to study the reasoning processes of children at various ages. Piaget theorized that cognitive development proceeds in four genetically determined stages that always follow the same sequential order.
3.
3.1
Most early years professionals recognize the need to monitor development as a key way in which we can best care for and stimulate children. The more we know about a child, especially if we think about their interests and the way in which they are playing, the more it can help us to plan effectively. It also allows us to pick up on any difficulties that the child might be having and allow for early intervention. This is essential in a child's early years when, for example, an undetected sensory impairment may have knock-on effects on their behavior, socialization and
self-esteem.
There are a number of different ways of monitoring development, as an example I have listed below various forms of monitoring, when working with young children.
You need to cover the full range of development of under-threes and use informal observation, as well as written records, to show young children's learning throughout the day, including the care routines. Physical skills, growing control and co-ordination from the earlier months are of immense value to young children. It is interesting that some practitioners who work with older children are becoming aware of how much learning is mediated through physical skills and development. Babies have a strong motivation to gain control of their body, hands and legs and to practice their current skills. Once they have a means of movement, they use the skill to expand their world. Any methods of monitoring need to reflect how children use their newly-gained skills and not simply that they can crawl or walk a few steps. Watch out that care routines allow scope for learning and noting progress as well as playtime. It is useful to look for different sources of examples of the same or similar skill. For instance, hand-eye co-ordination may be shown with play materials such as posting boxes, but are also shown in a toddler's keenness to post letters through a real postbox, or to help with wiping the table after lunch. Through alertness to the physical skills, you may also notice the early signs of self reliance - toddlers who want to help in their own feeding or dressing - although they cannot yet complete a task fully. Early communication starts months before the first 'real' words and needs to be valued as much as spoken language when it emerges. So any monitoring methods need to pick up, and give examples, of babies' expressions and gestures before they say proper words, as well as logging some of those early words and phrases. Toddlers show understanding of many familiar events and requests. Descriptive anecdotes work well as examples to support your observation of 'I'm sure she understands...'
You can observe the development of thinking and making sense of the world through the behavior of very young children before they express their insights through spoken comments and questions. Admittedly, there is always some uncertainty and adults need to be cautious with their guesses. Yet the actions of toddlers and young children will often show that they have planned a few actions forward, have remembered and drawn on past experience, and are using basic problem-solving skills. As the words come, then their spoken language is also a window to how they probably think about their world.
Effective monitoring of very young children in nurseries usually works through a combination of methods.
Developmental profiles or record sheets are completed at regular intervals on young children and shared with parents. Useful profiles will need to cover all the broad areas of development mentioned earlier. The layout also needs to reflect a sense of continually moving progress of this individual child. Options such as 'rarely', 'sometimes' and 'usually' can be helpful. A profile contributes to your monitoring of children because you gain a clearer picture of what is easy for them now, what they can nearly manage and where they may need some help and encouragement.
Profiles are not the only kind of record. A descriptive diary or daily log is the way to track events of importance to individual young children. • The log is an important record of a child's care and well-being, including feeding and nappy changes. • But the most valuable logs also include examples of how babies or toddlers spent the day during those months when they cannot tell their parents what they did. • Short descriptions may include, 'I enjoyed playing with...' followed by the names of other toddlers or particular play materials. There will be some days where the entry may be 'I was really interested in...' followed by a description of what caught this child's attention. • This kind of monitoring shows that you value anecdotes about what engages children, perhaps how they enjoyed helping out within the nursery routines, and makes record-keeping personal to a child.
Logs work best when nurseries ensure that it passes between nursery and home on a regular, often a daily basis. The record is supplementary to and not instead of conversation with parents. A descriptive way of monitoring can often show clearly to parents how much you enjoy their child's individual approach to life. By showing you value personal examples; you can invite parents to share in return. Such communication may help to avoid a situation where parents fear that all the important learning steps are happening at nursery or that you are the expert and she or he is 'just the parent'.
Loose books or portfolios are a valuable extension of making monitoring a personal activity. Some nurseries keep a collection for each baby and toddler that documents their time in nursery, including items such as photos of the child in activities or outings or first drawings. The portfolio moves on with the child through the nursery and is given to the family when the child leaves. Such a collection is valued not only by parents but often also by children themselves, who cherish a record of 'me when I was little'.
3.2 & 3.3
A child or young person’s development may not follow an expected pattern for a number of reasons, which could include: • Disability • Emotional • Physical • Environmental • Cultural • Social • Learning needs • Communication • Genetic
A learning disability can affect the individuals learning in different ways. Listed below is some information on the degrees and difficulties experienced with a learning disability.
The umbrella term specific learning difficulties (SpLD) are used to cover a wide variety of difficulties. Many people use it synonymously with dyslexia (a difficulty with words), but it is now generally accepted that dyslexia is only one of a group of difficulties that may include • dysgraphia: writing difficulty • dyspraxia: motor difficulties • dyscalculia: a difficulty performing mathematical calculations • Attention deficit disorder, or attention deficit hyperactive disorder (ADD or ADHD): concentration difficulties with heightened activity levels and impulsiveness • Asperger’s syndrome and autism: emotional behaviour or even social communication difficulties.
These learning difficulties typically affect a student's motor skills, information processing and memory. However, note that no two individuals have the same combination of SpLD and it is impossible to extrapolate a description from one person to another. Note also that many students with SpLD, as well as many other students without SpLD, suffer from a visual-perceptual discomfort and disturbance which is sometimes known as Meares-Irlen syndrome. This affects their reading of print on white paper, on overheads and slides, and use of a computer.
Students who have dyslexia may have a difficulty with the use of both written and oral language. This is due in part to processing difficulties, including visual and auditory perceptual skills, and is not necessarily related to prior education. They may also find some learning tasks cause concern due to difficulties with short-term memory, concentration and organisation. Dyslexia varies between individuals, and can occur in people of all abilities. Its effects on study can be mitigated by the use of a variety of approaches and strategies. Dyslexic people often have distinctive talents as well as typical clusters of difficulties.
Dysgraphia is a difficulty in writing, resulting in written work which may be illegible and inaccurately spelled. This difficulty may exist in varying degrees and does not match with either the person’s intelligence, which may be above average, or their ability to read. There is often a lack of coordination and fine motor skills.
Dyspraxia is a developmental disorder that affects coordination. This can impact on movement, perception and thought, so may affect speech, fine motor movement, whole body movement and hand-eye coordination, sequencing and organisation. Dyspraxia can overlap with dyslexia, Asperger’s Syndrome and ADHD.
People with dyscalculia have a normal language ability for the printed word, but have difficulties with mathematical skills such as addition, subtraction, multiplication, division and mental arithmetic. They do not notice their common mistakes such as transposing, omitting and reversing numbers. They also have difficulty with abstract concepts of time and direction, sequences of events and memory for names. They lack 'big picture' thinking, are confused by timetables and may often be late. They may have a poor sense of direction and can get lost.
Those who have attention deficit disorder (ADD) or attention deficit hyperactive disorder (ADHD) tend to have disruptive behaviours that cannot be described as being of a psychiatric nature. The behaviours are not age appropriate, so an older person may misbehave in a similar way to a much younger peer. Individuals have difficulty focusing their attention to complete a specific task; they can be hyperactive and impulsive and can suffer from mood swings and 'social clumsiness'. Some research shows that students with hyperactive-impulsive symptoms tend to have more behavioural problems, while those with the inattentive type (ADD) have a higher risk of co morbid depression or anxiety disorders. Many factors contribute to ADD and ADHD, including neurological factors such as the control of impulses and concentration as well as genetic, inherited and environmental factors.
Individuals with Asperger’s syndrome (AS; sometimes known as high functioning autism) can exhibit a variety of characteristics along a range of severity. These may include • Difficulty with change, causing unexpected responses to surroundings • Difficulty reading non-verbal cues (body language) and determining body space, which can lead to problems with social interactions. • They may become preoccupied with a particular subject of interest, or develop obsessive routines. Students with AS whose obsessive interests include their subject can be an asset. They have a high attention to detail, and can be punctual, reliable and dedicated. • They may be overly sensitive to sounds, tastes, smells and light. The syndrome is neurologically based but does not necessarily affect intelligence.
Autism is a developmental disability characterised by impairments in social skills, language, and behaviour. However, these difficulties occur at different levels so some individuals have no verbal communication or eye contact with others, while others have limited speech and cope in a social setting. Autism is neurologically based and has been shown to be strongly genetically determined. According to the National Autistic Society autistic spectrum disorders are estimated to touch the lives of over 500,000 families throughout the UK.
3.4
For this question, the examples below are based on a new student with autism, and what you as a member of staff could do to support their transition to the new learning environment. You could:
• Provide clear and detailed information on timetables, routines and rules. • Design an information pack for new starters, including a plan of the school with photographs of key places and people. • If possible, assign a member of staff to support the student with autism throughout their time at school, so that they become confident in asking for help when they need it. • Assign a peer/mentor to help the student find their way around. • Work closely with the student’s family, who will have lots of ideas about how best to support the process of transition. • Get to know the new student as well as possible, through communicating with them, their parents and their old school. • Find out how to support their individual social, communication and learning needs. • Provide extra opportunities for the student and parents to visit the school before starting. • Provide taster days, where the student can visit and take part in lessons the term before they start full-time. • Make sure all teaching and learning support staffs have at least basic training in autism awareness. • Provide a camera and support the student to build up a visual storyboard of their move from their old to their new school. • Use a home-school book to communicate important things that have happened during the day, and to remind them about anything coming up, or anything that they need to bring in. • Communicate regularly with the family to make sure you pick up any emerging problems as early as possible.
Outcome 4
4.1
Knowing how to identify and work with your student’s learning problems is important because if they go unidentified and unaddressed, students may spend their school years feeling stupid, struggling with their schoolwork, or disliking school. They may feel that their work is never going to be good enough so they stop trying. They may seem to stare off into space, not attending to your instruction. They may constantly interrupt the class. Ultimately, they may not be able to get into the college of their choice or get the job of their choice, in their later years. Also a person with a ‘learning disability’ is given a label which stays with them into adult life, so therefore it is important that we recognize early signs of a problem, so that it can be addressed, and plans put into place to help the individual overcome their learning barriers.
4.2
Multi Agency Support Team for Schools (MASTS)
The MASTS Service works in partnership with teachers and other health care professionals to detect and treat problems children may have as they go through early year’s education. These problems may include speech, language and communication problems, emotional and behavioral difficulties, and motor sensory difficulties. This service works in partnership with parents to ensure each child referred to the service has the opportunity to make the best of their health and learning abilities. Each team is made up of staff from various disciplines including, speech and language therapy, behavioral therapy, occupational therapy, physiotherapy, clinical psychology and Specialist Language Teachers.
4.3.
Play and activities promotes communication, because the young person is enjoying the activity, and wants to become involved, they want to ask questions, they want to talk to others etc…… basically play is fun, and the young person is learning at the same time, as building communication skills.
There are numerous types of play that be incorporated to aid communication skills and learning, for example: Dramatic play is a great way to encourage communication, to teach young people about social behaviour and show them how they should respond in unfamiliar situations. It is a means by which children can imitate adults and act out various situations. But, remember even dramatic play, is still play! Don't make it arduous. It's just a way to re-enact situations or practice behaviour and use their imagination! Most of all, it’s a way to have some FUN!
When children dress up and do dramatic play, they can try out new roles, experiment with behaviour and watch for other people's reaction. It's a way to further understand their world.
How can you encourage this type of play? Here are a few tips:
Be a playmate. Don't just tell them what to do; get down there and play with them! If you become a playmate, an equal, it will seem that you are both on the same level and this may encourage dramatic play. Act out going shopping, going out for coffee, going to a library. Get the child to talk and act like the shopkeeper or librarian. Choose a situation that the child will relate to. Keep it casual, keep it simple and keep it fun.
Don't interfere. If you want to encourage creative, dramatic play try not in interfering too much or leading the game. Try not to suddenly announce all stop for lunch and spoil the flow. Why not have lunches in the underground cave or on the pretend plane? Play along with what they are doing. Welcome their ideas.
Space. Creative play needs space so try to create some space that can be used and not worry too much about it getting messy or untidy! A dining room table can become a cavern; the sofas can be moved round to create an indoor play house. It can all be tidied away afterwards! It helps the children be creative in their play and makes them feel they are a little in control of the game if their ideas of building a blanket rocket are not always met with a no!
OUTCOME 5
5.1
Transitions can be defined as: any significant stage or experience in the life of a child or young person that can affect behaviour and/or development. Transitions include those that are common to all children and young people, such as moving school and puberty, and those that are particular only to some, such as bereavement and divorce
Transitions can be: a emotional, affected by personal experiences, e.g. bereavement b physical, e.g. moving to a new educational establishment, a new home/locality c intellectual, e.g. moving from nursery to primary, or primary to secondary d physiological, e.g. puberty, long-term medical condition
The effects that transitions can have on the development of children and young people could be:
a behavioural b emotional c intellectual d physiological.
5.2
Children and young people naturally pass through a number of stages as they grow and develop. Often, they will also be expected to cope with changes such as movement from primary to secondary school and for children with disabilities or chronic ill health, from children's to adult services.
Such changes are commonly referred to as transitions. Some children may have to face very particular and personal transitions not necessarily shared or understood by all their peers. These include: family illness or the death of a close relative; divorce and family break-up; issues related to sexuality; adoption; the process of asylum; disability; parental mental health; and the consequences of crime.
As recognised in effective communication and child development, it is important to understand a child or young person in the context of their life, to recognise and understand the impact of any transitions they may be going through. It is also vital to recognise the role of parents and carers in supporting children at points of transition and to understand the need for reassurance, advice and support that parents and carers may express at these points.
Skills to support a person with transition periods
Identify transitions
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Listen to concerns; recognise and take account of signs of change in attitudes and behaviour.
Build open and honest relationships using language appropriate to the development of the child or young person and the family culture and background.
Manage the process of transition in a timely way and help the child or young person reach a positive outcome.
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Provide support
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Empathise by communicating simple, reassuring messages about key transitions.
Reassure children, young people and those caring for them by explaining what is happening, and by exploring and examining possible actions to deal with new and challenging situations.
Identify opportunities to discuss the effects and results of transition.
Act to ensure that information transfers ahead of the child or young person, when appropriate, and respect other professionals when sharing information.
Provide information relating to the facts surrounding the transition.
Where appropriate, illustrate the benefits of transition.
Make effective links with other practitioners, should further support be necessary.
Operate effective cross-agency referral processes
Knowledge needed to support transitions periods
How children and young people respond to change
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Consider issues of identity, delayed effects of change and be aware of possible signs that someone is going through a particular transition.
Know about the likely impact of key transitions, such as divorce, bereavement, family break-up, puberty, moving from primary to secondary school, unemployment, and leaving home or care.
Understand patterns of transition from childhood to adulthood, and appreciate that it may be different from your own or past experiences.
Understand that children and young people with disabilities or special educational needs may need additional support to manage transitions, and know when to seek specialist advice.
Know that children and young people can be influenced by peer group behaviour and that this may vary according to culture.
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When and how to intervene
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Know about organisational procedures and relevant legal frameworks, as well as appropriate referral routes within your own organisation and to other agencies.
Know about local resources and how to access information including, where appropriate, a common assessment.
Understand your own role and its limits, and the importance of providing care or support.
I hope you have found this guidance useful for your studies
GOOD LUCK WITH YOUR AWARD!!
The following learning resources are for guidance/reference ONLY!!!
Please do not copy, as your work may be rejected by your Assessor!!
The following ‘outcomes’, need to be met, to show your assessor competency of your work practices.
Unit:
CYP core 3.1
1. Understand the expected pattern of development for children and young people from birth - 19 years.
1.1. Explain the sequence and rate of each aspect of development from birth – 19 years.
1.2. Explain the difference between sequence of development and rate of development and why the difference is important.
2. Understand the factors that influence children and young people’s development and how these affect practice.
2.1. Explain how …show more content…
children and young people’s development is influenced by a range of personal factors.
2.2. Explain how children and young people’s development is influenced by a range of external factors.
2.3. Explain how theories of development and frameworks to support development influence current practice.
3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.
3.1. Explain how to monitor children and young people’s development using different methods.
3.2. Explain the reasons why children and young people’s development may not follow the expected pattern.
3.3. Explain how disability may affect development.
3.4. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
4. Understand the importance of early intervention, to support the speech, language and communication needs of children and young people.
4.1. Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
4.2. Explain how multi-agency teams work together to support speech, language and communication.
4.3. Explain how play and activities are used to support the development of speech, language and communication.
5. Understand the potential effects of transitions on children and young people’s development.
5.1. Explain how different types of transitions can affect children and young people’s development.
5.2. Evaluate the effect on children and young people of having positive relationships during periods of transition.
Your assessor will ask you to complete workbooks, to cover each unit of this award, which will differ, depending on which awarding body is being used. Therefore, the guidance answers enclosed are based on the ‘outcomes’ for each unit, which will support your knowledge, and evidence for your award.
I hope you find this guidance useful for your award, and be a beneficial learning aid to your studies.
GOOD LUCK WITH YOUR AWARD!!
SUGGESTED GUIDANCE ANSWERS
OUTCOME 1
1.1
Your assessor may ask you to produce a development folder for staff to use for guidance and reference, on aspects of development.
Aspects of development in children vary, from child to child. Below is guidance on some aspects of development, and at which stages they may occur:
Birth – 1 Month
• Sleeps 20 hours a day
• Crying – main form of communication (fosters early interaction)
• Begins to have distinct facial expressions
• Moves around more
• Focuses both eyes together
• Can detect smells
• Sensitive to touch
• Uses reflexes
• Focuses on source of sound
2 – 3 Months
• Visual and oral exploration
• Cries, coos, and grunts
• Emotional distress
• Smiles at a face (social smiling)
• Imitates some movements and facial expressions
• Begins to realize he/she is a separate person from others
• Can be comforted by a familiar adult
• Can respond positively to touch
4 – 6 Months
• Babbling
• Feeds 3-5 times a day
• Control of head and arm movements
• Recognizes parents
• Distinguishes familiar people
• Pays attention to own name
• Reaches, grasps, and puts objects in mouth
• Laughs
7 – 9 Months
• Sits without support
• Crawls
• Emotional attachment to parents
• Separation anxiety
• Distinguishes between living and non-living objects
• Aware that objects exist even when out of sight (object permanence)
10 – 12 Months
• Controls legs/feet
• Can stand
• Responds to simple commands
• Responds to own name
• Throws objects
• Mimics simple actions
• Says first real word
1 –1 ½ Years
• Walks unaided
• Feeds himself/herself
• Obeys commands
• Repeats words
• Understands many words, simple phrases, and directions
1 ½ – 2 years
• Runs
• Toilet training
• Vocabulary of more than 200 words
• Temper tantrums
• Does opposite of what is told
• Expresses negative feelings
• Plays by himself/herself and initiates his/her own play
• Begins to show pride and pleasure at new accomplishments
2 –3 Years
• Can jump
• Uses short sentences
• Copies parents’ actions
• Gives orders
• Sense of humour
• Fear of separation
• Develops a concept of “self” and can identify himself/herself in the mirror
• Begins self-evaluation
• Conscience starts to appear
• Groups objects by category
• Points to common objects when they are named
• Recounts events that happened that day
• Assertive about his/her preferences
• Displays aggressive feelings/behaviors
• Shows awareness of gender identity
3 –4 Years
• Theory of mind (an understanding of how the mind works and how it influences behavior)
• Likes to share
• Plays with other children
• Practices gender role activities
• Curiosity – asks many “why” and “how” questions
• Begins dramatic play (acting out whole scenes)
• Shows awareness of past and present
• Uses and understands sentences
• Can sing a song
4 –5 Years
• Skips
• Dresses himself/herself
• Talks clearly
• Uses adult sounds
• Uses more complex grammar
• Reads a story
• Prefers sex appropriate activities
• Can draw, name, and describe pictures
• Shows some understanding of moral reasoning
• Compares himself/herself to others
• Develops friendships
• Expresses more awareness of other people’s feelings
• Retells a story
• Understands the sequencing of events when clearly explained
• Enjoys imaginative play with other children
6 –12 Years
• Growing independence
• Common fears include the unknown, failure, family problems, rejection, and death
• Friends are most commonly the same sex
• Begins to see others’ point of view more clearly
• Defines himself/herself in terms of appearance, possessions, and activities
• Are self-conscious
• Tattling – a common way to attract adult attention
• Feelings get hurt easily
• Needs about 10 hours of sleep a night
• Begins to think about his/her own behaviour and see consequences
• Can talk through problems to solve them
12 – 14 Years
• Trying to find his/her identity
• Rapid body changes from puberty (girls mature before boys)
• Moodiness
• Shyness
• Greater interest in privacy
• Can express himself/herself better
• Uses actions more than words to communicate feelings
• Close friendships gain importance
• Influenced by peer groups
• Same-sex friends and group activities
• Shows parents less affection
• Realizes that parents have faults
• Revisits childish behaviour
• Feels like nothing bad could possibly happen to him/her
• Focuses mostly on the present
• Experiments with the rules, cigarettes, drugs, and alcohol
• The adolescent can put together all the possible outcomes before beginning the problem (abstract thinking)
14-17 years
• Self-involvement
• Complains that parents get in the way of his/her independence
• Very concerned with appearance, body, and sexual attractiveness
• Changes relationships often
• Still feels like nothing bad could happen to him/her
• Engages in risky behaviours
• Poorer opinion of parents
• Tries to make new friends
• Competitive and selective peer groups
• Periods of sadness
• Intellectual interests are important
• Feelings of love and passion
• Development of principles
• Selection of role models
• More consistent evidence of conscience
• Ability to set goals is better
• Interest in moral reasoning
17-19 years
• Firmer identity
• Can delay gratification
• Thinks ideas through
• Expresses feelings in words
• Sense of humour more developed
• Interests are stable
• Emotional stability is greater
• Can make independent decisions
• Can compromise
• Pride in his/her work
• More self-reliant and independent
• Peer group not as important as a few good friends
• Greater concern for others
• Starts listening to parents advice again
• Greater concern for the future
• Thinks about his/her life role
• Concerned with serious relationships
• Clear sexual identity
• Useful insight
• Can set goals and follow through
• Accepts social institutions and cultural traditions
• Self-esteem is based on the adolescent’s view of himself/herself, rather than other people
Development is the gaining of skills in all aspects of the child’s life. The different types of development are often split into four areas:
Physical development: this refers to the body increasing in skill and performance and includes: gross motor development (using large muscles), for example legs and arms fine motor development (precise use of muscles), for example hands and fingers.
Social and emotional development: this is the development of a child’s identity and self-image, the development of relationships and feelings about him or herself and learning the skills to live in society with other people.
Intellectual development: this is learning the skills of understanding, memory and concentration.
Communication and speech development: this is learning to communicate with friends, family and all others. However, it is important to realise that all the areas of development link together.
1.2
Sequence of development means, when things ‘should’ happen or occur in a child’s development, and at what stage in their life. Rate of development means, what the child can ‘actually’ do at each stage of their development. To be able to identify the differences between the above is important, as this alerts you to identify possible barriers and problems with development for the individual. There are a number of reasons why a child may not ‘develop’ at the rate that is identified as ‘normal’. Reasons that could interfere with normal development may include factors such as:
• Disability/birth defects • emotional /abuse • physical • environmental/poor housing • cultural/different religion • social/family members • learning needs/special needs • Communication problems or barriers
2.
2.1
A Childs development can be influenced by a number of personal factors which may include:
• Health status: Physical development has to do with more than just surface characteristics, but also brain growth and health of the internal organs. Many times, parents inadvertently pass genes on to their children through their DNA that may contribute to physical developmental disorders. Genetic disorders are responsible for cerebral palsy, spina bifida, and cystic fibrosis, as well as a wide variety of physical disabilities. In cases of birth or hereditary disorders, the gene may be attributed to one or both parents. Some disorders require that both parents carry the gene. • Disability: Physical limitations created by disabilities will have a hindering affect on physical development. Disabilities can delay or even prevent the development of certain fine and gross motor skills. • Sensory impairment: The child with a sensory impairment may be blind, deaf, or both. Because of this they need specialist help to ‘develop’, and communicate with others. This will involve both their personal, social, and peer interactions. The impairment will delay their learning without specialist intervention, as they will be unable to communicate, interact, and learn, like other children. • Learning difficulties. Learning disability used to be known as mental handicap or mental retardation. Other terms sometimes used are general or global developmental delay. A child with a general learning disability finds it more difficult to learn, understand and do things compared to other children of the same age. Like all children and young people, children with learning disabilities continue to progress and learn throughout their childhood - but more slowly. The degree of disability can vary greatly. Some children will never learn to speak and so are likely when they grow up to need help with looking after themselves - feeding, dressing or going to the toilet. On the other hand, the disability may be mild and the child will grow up to become independent. General learning disability is different from specific learning difficulty which means that the person has difficulties in one or two areas of their learning, but manages well in other areas of their development. For example, a child can have a specific learning difficulty in reading, writing or understanding what is said to them, but have no problem with learning skills in other areas of life.
2.2
External factors that may be influential on development could include:
• poverty and deprivation • family environment and background • personal choices • looked after/care status • Education.
Personal development can be affected by a number of key money-related or economic factors.
Income is the amount of money that households receive. People with a low income and who experience poverty, are the most likely to suffer ill health, and have opportunities for personal development restricted.
A lack of income may mean a lack of resources and a lack of living in the minimum acceptable way in society. Resources include clothing, food, and housing. Those people without the means to pay for essential resources are deemed as living in absolute poverty. Some people can afford resources but not much else. This is known as relative poverty, as they are poor when compared to the rest of the people in the society.
A lack of resources may mean a person finds it hard to take part in the community. This can lead to social exclusion. Children born into families experiencing poverty may find it difficult to escape, and they become trapped in a situation that has a powerful affect on the way they develop.
Housing provides people with the material conditions in which they spend much of their time. The type and standard of living is related to income.
Low income families: poor standard of housing, maintenance or heating. Damp, overcrowded or neglected property can cause illness and disease, like bronchitis, asthma, tuberculosis.
Children learn by example, so the family relationships they have and witness, play an important role in their development. Bad parenting skills may influence the way they interact with others within a social setting. If they hear verbal abuse, witness physical abuse, then these behaviours may be mimicked by the child themselves, in their interactions with others.
Different parenting styles contribute to a Childs development for their future. There are various parenting styles:
Authoritarian Parenting: Often rigid and controlling, authoritarian parents place high demands on their kids without allowing room for discussion or regard for the child's feelings. This can result in children who are fearful, anxious, frustrated or withdrawn.
Authoritative Parenting: Favouring supportive discipline, authoritative parents expect good behaviour from their kids, but they gently and lovingly guide them, rather than being forceful or cruel. Kids with authoritative parents are typically self-confident and socially adept.
Permissive Parenting: Extremely lenient, permissive parents allow children to decide for themselves what they feel is appropriate behaviour. Unfortunately, these kids often have poor control over their emotions and may have difficulty with peer relationships.
Neglectful Parenting: Unlike permissive parents who are involved in their children's lives, neglectful parents place the welfare of their children as a low priority. Children of neglectful parents are frequently emotionally immature and may engage in antisocial behaviours
2.3
There are four primary child development theories:
• Psychoanalytic, • Learning, • Cognitive, • Sociocultural.
Each offers insights into the forces guiding childhood growth. Each also has limitations, which is why many developmental scientists use more than one theory to guide their thinking about the growth of children.
Below are some major child development theorists and their theories.
Arnold Gesell
|Main Theory |
|Development is genetically determined by universal "maturation patterns" which occurs in a predictable sequence. |
Gesell's classic study involved twin girls, both given training for motor skills but one given training for longer than the other.
There was no measurable difference in the age at which either child acquired the skills, suggesting that development had happened in a genetically programmed way, irrespective of the training given.
A child learns to whether or not an adult teaches him/her, suggesting physical development at least is largely pre-programmed.
By studying thousands of children over many years, Gesell came up with "milestones of development" - stages by which normal children can accomplish different tasks. These are still used today.
Sigmund Freud
|Main Theory |
|Experiences in early childhood influence later development. Assumes sexual factors are major factors, even in early childhood. |
Freud's work was heavily criticised for lack of substantial evidence. He regarded basic sexual instincts as being the driving force behind virtually all behaviour. He regarded the development of personality as being the balance between the ID, the Ego and the Superego. The ID strives for unrealistic gratification of basic desires; the Superego strives for unrealistic moral responsibility and conscience while the Ego acts to compromise these two opposing forces.
There are many unproven aspects to Freud's work, for example Freud theorised that characteristics like generosity or possessiveness were related to childhood factors like parental attitudes to toilet training.
B.F.Skinner
|Main Theory |
|Reinforcement and punishment moulds behaviour. Children are conditioned by their experiences. |
Skinner maintained that learning occurred as a result of the organism responding to, or operating on, its environment, and coined the term operant conditioning to describe this phenomenon. He did extensive research with animals, notably rats and pigeons, and invented the famous Skinner box, in which a rat learns to press a lever in order to obtain food.
Alfred Bandura
|Main Theory |
|Learning takes place by imitation. This differs from Skinner's "conditioning" because there is more emphasis on inner motivational factors. |
Bandura's theory known as "Social Learning Theory" has been renamed "Social Cognitive Theory" to accommodate later developments of the theory. Bandura is seen by many as a cognitive psychologist because of his focus on motivational factors and self-regulatory mechanisms that contribute to a person's behaviour, rather than just environmental factors. This focus on cognition is what differentiates social cognitive theory from Skinner's purely behaviouristic viewpoint.
Lev Vygotsky
|Main Theory |
|Development is primarily driven by language, social context and adult guidance. |
Lev Vygotsky was a Russian psychologist who died prematurely. His most productive years were at the Institute of Psychology in Moscow (1924–34), where he developed ideas on cognitive development, particularly the relationship between language and thinking. His writings emphasised the roles of historical, cultural, and social factors in cognition and argued that language was the most important symbolic tool provided by society.
Jean Piaget
|Main Theory |
|Development takes place in distinct stages of cognitive development.
Adults influence but the child is building their own thinking systems. |
Jean Piaget is known for his research in developmental psychology. He studied under C. G. Jung and Eugen Bleuler. He was involved in the administration of intelligence tests to children and became interested in the types of mistakes children of various ages were likely to make. Piaget began to study the reasoning processes of children at various ages. Piaget theorized that cognitive development proceeds in four genetically determined stages that always follow the same sequential order.
3.
3.1
Most early years professionals recognize the need to monitor development as a key way in which we can best care for and stimulate children. The more we know about a child, especially if we think about their interests and the way in which they are playing, the more it can help us to plan effectively. It also allows us to pick up on any difficulties that the child might be having and allow for early intervention. This is essential in a child's early years when, for example, an undetected sensory impairment may have knock-on effects on their behavior, socialization and
self-esteem.
There are a number of different ways of monitoring development, as an example I have listed below various forms of monitoring, when working with young children.
You need to cover the full range of development of under-threes and use informal observation, as well as written records, to show young children's learning throughout the day, including the care routines. Physical skills, growing control and co-ordination from the earlier months are of immense value to young children. It is interesting that some practitioners who work with older children are becoming aware of how much learning is mediated through physical skills and development. Babies have a strong motivation to gain control of their body, hands and legs and to practice their current skills. Once they have a means of movement, they use the skill to expand their world. Any methods of monitoring need to reflect how children use their newly-gained skills and not simply that they can crawl or walk a few steps. Watch out that care routines allow scope for learning and noting progress as well as playtime. It is useful to look for different sources of examples of the same or similar skill. For instance, hand-eye co-ordination may be shown with play materials such as posting boxes, but are also shown in a toddler's keenness to post letters through a real postbox, or to help with wiping the table after lunch. Through alertness to the physical skills, you may also notice the early signs of self reliance - toddlers who want to help in their own feeding or dressing - although they cannot yet complete a task fully. Early communication starts months before the first 'real' words and needs to be valued as much as spoken language when it emerges. So any monitoring methods need to pick up, and give examples, of babies' expressions and gestures before they say proper words, as well as logging some of those early words and phrases. Toddlers show understanding of many familiar events and requests. Descriptive anecdotes work well as examples to support your observation of 'I'm sure she understands...'
You can observe the development of thinking and making sense of the world through the behavior of very young children before they express their insights through spoken comments and questions. Admittedly, there is always some uncertainty and adults need to be cautious with their guesses. Yet the actions of toddlers and young children will often show that they have planned a few actions forward, have remembered and drawn on past experience, and are using basic problem-solving skills. As the words come, then their spoken language is also a window to how they probably think about their world.
Effective monitoring of very young children in nurseries usually works through a combination of methods.
Developmental profiles or record sheets are completed at regular intervals on young children and shared with parents. Useful profiles will need to cover all the broad areas of development mentioned earlier. The layout also needs to reflect a sense of continually moving progress of this individual child. Options such as 'rarely', 'sometimes' and 'usually' can be helpful. A profile contributes to your monitoring of children because you gain a clearer picture of what is easy for them now, what they can nearly manage and where they may need some help and encouragement.
Profiles are not the only kind of record. A descriptive diary or daily log is the way to track events of importance to individual young children. • The log is an important record of a child's care and well-being, including feeding and nappy changes. • But the most valuable logs also include examples of how babies or toddlers spent the day during those months when they cannot tell their parents what they did. • Short descriptions may include, 'I enjoyed playing with...' followed by the names of other toddlers or particular play materials. There will be some days where the entry may be 'I was really interested in...' followed by a description of what caught this child's attention. • This kind of monitoring shows that you value anecdotes about what engages children, perhaps how they enjoyed helping out within the nursery routines, and makes record-keeping personal to a child.
Logs work best when nurseries ensure that it passes between nursery and home on a regular, often a daily basis. The record is supplementary to and not instead of conversation with parents. A descriptive way of monitoring can often show clearly to parents how much you enjoy their child's individual approach to life. By showing you value personal examples; you can invite parents to share in return. Such communication may help to avoid a situation where parents fear that all the important learning steps are happening at nursery or that you are the expert and she or he is 'just the parent'.
Loose books or portfolios are a valuable extension of making monitoring a personal activity. Some nurseries keep a collection for each baby and toddler that documents their time in nursery, including items such as photos of the child in activities or outings or first drawings. The portfolio moves on with the child through the nursery and is given to the family when the child leaves. Such a collection is valued not only by parents but often also by children themselves, who cherish a record of 'me when I was little'.
3.2 & 3.3
A child or young person’s development may not follow an expected pattern for a number of reasons, which could include: • Disability • Emotional • Physical • Environmental • Cultural • Social • Learning needs • Communication • Genetic
A learning disability can affect the individuals learning in different ways. Listed below is some information on the degrees and difficulties experienced with a learning disability.
The umbrella term specific learning difficulties (SpLD) are used to cover a wide variety of difficulties. Many people use it synonymously with dyslexia (a difficulty with words), but it is now generally accepted that dyslexia is only one of a group of difficulties that may include • dysgraphia: writing difficulty • dyspraxia: motor difficulties • dyscalculia: a difficulty performing mathematical calculations • Attention deficit disorder, or attention deficit hyperactive disorder (ADD or ADHD): concentration difficulties with heightened activity levels and impulsiveness • Asperger’s syndrome and autism: emotional behaviour or even social communication difficulties.
These learning difficulties typically affect a student's motor skills, information processing and memory. However, note that no two individuals have the same combination of SpLD and it is impossible to extrapolate a description from one person to another. Note also that many students with SpLD, as well as many other students without SpLD, suffer from a visual-perceptual discomfort and disturbance which is sometimes known as Meares-Irlen syndrome. This affects their reading of print on white paper, on overheads and slides, and use of a computer.
Students who have dyslexia may have a difficulty with the use of both written and oral language. This is due in part to processing difficulties, including visual and auditory perceptual skills, and is not necessarily related to prior education. They may also find some learning tasks cause concern due to difficulties with short-term memory, concentration and organisation. Dyslexia varies between individuals, and can occur in people of all abilities. Its effects on study can be mitigated by the use of a variety of approaches and strategies. Dyslexic people often have distinctive talents as well as typical clusters of difficulties.
Dysgraphia is a difficulty in writing, resulting in written work which may be illegible and inaccurately spelled. This difficulty may exist in varying degrees and does not match with either the person’s intelligence, which may be above average, or their ability to read. There is often a lack of coordination and fine motor skills.
Dyspraxia is a developmental disorder that affects coordination. This can impact on movement, perception and thought, so may affect speech, fine motor movement, whole body movement and hand-eye coordination, sequencing and organisation. Dyspraxia can overlap with dyslexia, Asperger’s Syndrome and ADHD.
People with dyscalculia have a normal language ability for the printed word, but have difficulties with mathematical skills such as addition, subtraction, multiplication, division and mental arithmetic. They do not notice their common mistakes such as transposing, omitting and reversing numbers. They also have difficulty with abstract concepts of time and direction, sequences of events and memory for names. They lack 'big picture' thinking, are confused by timetables and may often be late. They may have a poor sense of direction and can get lost.
Those who have attention deficit disorder (ADD) or attention deficit hyperactive disorder (ADHD) tend to have disruptive behaviours that cannot be described as being of a psychiatric nature. The behaviours are not age appropriate, so an older person may misbehave in a similar way to a much younger peer. Individuals have difficulty focusing their attention to complete a specific task; they can be hyperactive and impulsive and can suffer from mood swings and 'social clumsiness'. Some research shows that students with hyperactive-impulsive symptoms tend to have more behavioural problems, while those with the inattentive type (ADD) have a higher risk of co morbid depression or anxiety disorders. Many factors contribute to ADD and ADHD, including neurological factors such as the control of impulses and concentration as well as genetic, inherited and environmental factors.
Individuals with Asperger’s syndrome (AS; sometimes known as high functioning autism) can exhibit a variety of characteristics along a range of severity. These may include • Difficulty with change, causing unexpected responses to surroundings • Difficulty reading non-verbal cues (body language) and determining body space, which can lead to problems with social interactions. • They may become preoccupied with a particular subject of interest, or develop obsessive routines. Students with AS whose obsessive interests include their subject can be an asset. They have a high attention to detail, and can be punctual, reliable and dedicated. • They may be overly sensitive to sounds, tastes, smells and light. The syndrome is neurologically based but does not necessarily affect intelligence.
Autism is a developmental disability characterised by impairments in social skills, language, and behaviour. However, these difficulties occur at different levels so some individuals have no verbal communication or eye contact with others, while others have limited speech and cope in a social setting. Autism is neurologically based and has been shown to be strongly genetically determined. According to the National Autistic Society autistic spectrum disorders are estimated to touch the lives of over 500,000 families throughout the UK.
3.4
For this question, the examples below are based on a new student with autism, and what you as a member of staff could do to support their transition to the new learning environment. You could:
• Provide clear and detailed information on timetables, routines and rules. • Design an information pack for new starters, including a plan of the school with photographs of key places and people. • If possible, assign a member of staff to support the student with autism throughout their time at school, so that they become confident in asking for help when they need it. • Assign a peer/mentor to help the student find their way around. • Work closely with the student’s family, who will have lots of ideas about how best to support the process of transition. • Get to know the new student as well as possible, through communicating with them, their parents and their old school. • Find out how to support their individual social, communication and learning needs. • Provide extra opportunities for the student and parents to visit the school before starting. • Provide taster days, where the student can visit and take part in lessons the term before they start full-time. • Make sure all teaching and learning support staffs have at least basic training in autism awareness. • Provide a camera and support the student to build up a visual storyboard of their move from their old to their new school. • Use a home-school book to communicate important things that have happened during the day, and to remind them about anything coming up, or anything that they need to bring in. • Communicate regularly with the family to make sure you pick up any emerging problems as early as possible.
Outcome 4
4.1
Knowing how to identify and work with your student’s learning problems is important because if they go unidentified and unaddressed, students may spend their school years feeling stupid, struggling with their schoolwork, or disliking school. They may feel that their work is never going to be good enough so they stop trying. They may seem to stare off into space, not attending to your instruction. They may constantly interrupt the class. Ultimately, they may not be able to get into the college of their choice or get the job of their choice, in their later years. Also a person with a ‘learning disability’ is given a label which stays with them into adult life, so therefore it is important that we recognize early signs of a problem, so that it can be addressed, and plans put into place to help the individual overcome their learning barriers.
4.2
Multi Agency Support Team for Schools (MASTS)
The MASTS Service works in partnership with teachers and other health care professionals to detect and treat problems children may have as they go through early year’s education. These problems may include speech, language and communication problems, emotional and behavioral difficulties, and motor sensory difficulties. This service works in partnership with parents to ensure each child referred to the service has the opportunity to make the best of their health and learning abilities. Each team is made up of staff from various disciplines including, speech and language therapy, behavioral therapy, occupational therapy, physiotherapy, clinical psychology and Specialist Language Teachers.
4.3.
Play and activities promotes communication, because the young person is enjoying the activity, and wants to become involved, they want to ask questions, they want to talk to others etc…… basically play is fun, and the young person is learning at the same time, as building communication skills.
There are numerous types of play that be incorporated to aid communication skills and learning, for example: Dramatic play is a great way to encourage communication, to teach young people about social behaviour and show them how they should respond in unfamiliar situations. It is a means by which children can imitate adults and act out various situations. But, remember even dramatic play, is still play! Don't make it arduous. It's just a way to re-enact situations or practice behaviour and use their imagination! Most of all, it’s a way to have some FUN!
When children dress up and do dramatic play, they can try out new roles, experiment with behaviour and watch for other people's reaction. It's a way to further understand their world.
How can you encourage this type of play? Here are a few tips:
Be a playmate. Don't just tell them what to do; get down there and play with them! If you become a playmate, an equal, it will seem that you are both on the same level and this may encourage dramatic play. Act out going shopping, going out for coffee, going to a library. Get the child to talk and act like the shopkeeper or librarian. Choose a situation that the child will relate to. Keep it casual, keep it simple and keep it fun.
Don't interfere. If you want to encourage creative, dramatic play try not in interfering too much or leading the game. Try not to suddenly announce all stop for lunch and spoil the flow. Why not have lunches in the underground cave or on the pretend plane? Play along with what they are doing. Welcome their ideas.
Space. Creative play needs space so try to create some space that can be used and not worry too much about it getting messy or untidy! A dining room table can become a cavern; the sofas can be moved round to create an indoor play house. It can all be tidied away afterwards! It helps the children be creative in their play and makes them feel they are a little in control of the game if their ideas of building a blanket rocket are not always met with a no!
OUTCOME 5
5.1
Transitions can be defined as: any significant stage or experience in the life of a child or young person that can affect behaviour and/or development. Transitions include those that are common to all children and young people, such as moving school and puberty, and those that are particular only to some, such as bereavement and divorce
Transitions can be: a emotional, affected by personal experiences, e.g. bereavement b physical, e.g. moving to a new educational establishment, a new home/locality c intellectual, e.g. moving from nursery to primary, or primary to secondary d physiological, e.g. puberty, long-term medical condition
The effects that transitions can have on the development of children and young people could be:
a behavioural b emotional c intellectual d physiological.
5.2
Children and young people naturally pass through a number of stages as they grow and develop. Often, they will also be expected to cope with changes such as movement from primary to secondary school and for children with disabilities or chronic ill health, from children's to adult services.
Such changes are commonly referred to as transitions. Some children may have to face very particular and personal transitions not necessarily shared or understood by all their peers. These include: family illness or the death of a close relative; divorce and family break-up; issues related to sexuality; adoption; the process of asylum; disability; parental mental health; and the consequences of crime.
As recognised in effective communication and child development, it is important to understand a child or young person in the context of their life, to recognise and understand the impact of any transitions they may be going through. It is also vital to recognise the role of parents and carers in supporting children at points of transition and to understand the need for reassurance, advice and support that parents and carers may express at these points.
Skills to support a person with transition periods
Identify transitions
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Listen to concerns; recognise and take account of signs of change in attitudes and behaviour.
Build open and honest relationships using language appropriate to the development of the child or young person and the family culture and background.
Manage the process of transition in a timely way and help the child or young person reach a positive outcome.
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Provide support
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Empathise by communicating simple, reassuring messages about key transitions.
Reassure children, young people and those caring for them by explaining what is happening, and by exploring and examining possible actions to deal with new and challenging situations.
Identify opportunities to discuss the effects and results of transition.
Act to ensure that information transfers ahead of the child or young person, when appropriate, and respect other professionals when sharing information.
Provide information relating to the facts surrounding the transition.
Where appropriate, illustrate the benefits of transition.
Make effective links with other practitioners, should further support be necessary.
Operate effective cross-agency referral processes
Knowledge needed to support transitions periods
How children and young people respond to change
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Consider issues of identity, delayed effects of change and be aware of possible signs that someone is going through a particular transition.
Know about the likely impact of key transitions, such as divorce, bereavement, family break-up, puberty, moving from primary to secondary school, unemployment, and leaving home or care.
Understand patterns of transition from childhood to adulthood, and appreciate that it may be different from your own or past experiences.
Understand that children and young people with disabilities or special educational needs may need additional support to manage transitions, and know when to seek specialist advice.
Know that children and young people can be influenced by peer group behaviour and that this may vary according to culture.
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When and how to intervene
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Know about organisational procedures and relevant legal frameworks, as well as appropriate referral routes within your own organisation and to other agencies.
Know about local resources and how to access information including, where appropriate, a common assessment.
Understand your own role and its limits, and the importance of providing care or support.
I hope you have found this guidance useful for your studies
GOOD LUCK WITH YOUR AWARD!!