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
At Birth, Babies are developing their reflex skills. They are learning reflexes so that they can swallow and suck to feed.
At one month they begin a pattern and learn different ways to communicate.
At three months they have grown in height and weight.
At six months, they are now able to hold their own heads and turn and look at what is happening around them.
By one year a baby is able to crawl and may even try to walk by holding onto something. They are able to pull themselves up onto their feet with support of a person or object.
At one year they can also sit up by themselves and are able to feed themselves using their fingers.
At eighteen months children are becoming a lot quicker on their feet and interaction is a lot more with adults and other children, they are beginning to user some words, and understand what adults are saying to them. They can also posh themselves on toy rider and enjoy toys that pop up or where you have to post toys.
At two years of age, children are running and climbing. They are learning to build with bricks and are able to complete simple jigsaws. Speaking has increased and around 200 words are being used.
At two and half children are starting to use words together and some are even forming sentences. They are learning to ride a tricycle. Pretend play has started and they use toys such as farm animals.
At three years of age, they are beginning to walk up the stairs using alternative feet. They are interested in painting and are now making marks using paint and crayons.
At four years old children are now playing co-operatively with others and role play is much more fun and they know exactly what they want to play. Hand co-ordination is much more grasped and they are interested in threading and cutting activities. Communication is fluent and they are much more understanding of adults. They are learning to be thoughtful towards others. By this stage most children will be attending a social group such as nursery or crèche, and this is very important as it helps them to interact with others and learn separation from parents.
At five to six years of age most children will be at school and some will be ready to learn to read and write. Friendships start to form and some will be able to establish friendships and preferences, fine manipulative movements will increase as they start to learn to write. Counting will be achieved and children will learn to do simple calculations.
At seven to nine years, children are now very confident in themselves and have good co-ordination skills. Physically they are still growing in height. Reading and writing have become easier and skills such as cutting and writing have now become more accurate. Friendships are more stable and playing games, they are now making up and following rules.
Nine to eleven years of age, movements are much larger and faster they are confident In themselves and enjoy friendships for some especially in girls, puberty may start, breasts may start to show and some may start menstruating.
At eleven to thirteen years’ children want to become more independent and this could involve walking to and from school alone. They are learning the need for rules but the biggest development is the physical change on their bodies. Puberty has now kicked in for girls and boys and this is preparing for adulthood.
At 13-19 years they are reaching adulthood. For most girls puberty will have finished, but for boys it will continue. Skills will have developed wider and even will know how to use computers. Communication with friends will have developed to the use of phones and other technology. Pressures of exams will have started in the thinking about the future. Morals will have been learnt and right and wrong, and also consequences of actions. Relationships sexually will have started , and this should be at the age of 16 but romantically will probably start earlier.
1.2 Explain the difference between sequence of development and rate of development and why the difference is important.Sequence of development is where there is a definite pattern to a child developing, for example a toddler being able to walk before they can run. The rate of development is the age at which a child is expected to reach each milestone. It is important to recognise the difference so that people working with them can identify where children need help. Sequence is important to look at so that planning is effective for the children and the rate of development is also important to look at, in case the individual is far behind others its age and so that the right support can be given sooner rather than later.
2.1 -Explain how children and young people’s development is influenced by a range of personal. Factors.Personal Factors such as genetics can indolence on children’s and young people’s development. Influences start before and at birth the egg and sperm provide genetic information such as hair colour. Genetics can sometimes play a part in causing depression, addiction and other issues. This can have a role in child’s development, as the child may genetically lack in confidence which can result them not learning and developing. Health can influence a child’s development, as a child’s ill health may cause them to spend time in hospital and miss time from preschool and school affecting their education on all levels. Disability can also influence a child’s development. Depending on the severity of the disability a child may have to wait for a professional or tool to help them, and this can slow down their development or bring it to a haul all together.
2.2 -Explain how children and young people’s development is influenced by a range of external factorsExternal factors are what happens after the child has been born, and there are many external factors that can play a part on a child’s development. Housing can have influence and some families may have a low income and there for have poorer housing, they may not be able to heat the house through and this may cause damp which can have effect on a child’s health also the house may be crowed and this may not give the child space to grow and develop. Education can influence development. Families with a low income may not send their children to the best school and this may cause children to miss out to tolls and learn skills such as the internet.
Children in care they may lack a stable warm loving environment and this can result in them finding difficult to make relationships, keeping friendships and it can also effect on their education as they may finds it hard to have a relationship with the teacher and peers.
2.3 -Explain how theories of development and frameworks to support development influence current practice In the 1950’s B.F Shinner came about the operant theory. Shinner explored the concept of reinforcement. Shinner believed that there was positive reinforcement and negative reinforcement. Positive reinforcement increased the likelihood of the child repeating actions and negative reinforcement was to avoid unpleasant stimulus but also make it pleasurable. Shinner had positive punishment. If a child misbehaves and is told off for it then they are more than likely to not repeat it again.
Negative punishment is about taking a pleasant stimulus away such as if a teenager has been told not to stay out late and then they do, they would be grounded. This will take away going out together which will probably means that the teenager next time will not stay out late.
In my work setting we also praise good behaviour which is positive reinforcement and see the behaviour occur over and over. We use negative where appropriate for example at the dinner table we want to sit round correctly and use knife and fork so sometimes we have to repeat ourselves and sometimes we see that they have just done it without us saying which proves that negative reinforcement works.
in the 1940’s Abraham Maslow came up with the hierarchy of needs. Maslow felt that to move on to different stages we first have to complete and have basic needs. Maslow produced a pyramid of the hierarchy of needs. Stage one, Maslow felt that all psychological or biological needs should be such as food, water, warmth. Once these needs are met then we can move onto the next stage. Stage two is having all safety needs met, such as physical safety, Once these needs are met then we can move on to stage three. Stage three is belongingness and love needs having these needs met we can go to the next stage. Stage four is about esteem respecting ourselves and having esteem for others. Stage five is self-actualisation needs, the need for fulfilment for to reach our potential. Stage six is about needing to know and understand what is happening around us, and the final stage, stage seven is about aesthetic needs need experience beauty, symmetry in art and music. In my work setting, we provide the first stage of warmth, food and shelter, so this allows us to concentrate on the next stages. Stage two we provide security by providing shelter and a secure setting, such as swipe card entry and padlocks on gates. Stage three we meet by having strong relationships with each student. Parental contact we keep managed and parents visit when they please, so students know that they loved. All students are treated fairly and equally so they feel belonging. Staff four, we promote self-esteem by always praising and empowering, and we teach them manners and behaviour in the community
3.2 EXPLAIN THE REASONS WHY CHILDREN AND YOUNG PEOPLE'S DEVELOPMENT MAY NOT FOLLOW THE EXPECTED PATTERN.
Children encounter issues in their lives that have a positive or negative influence on their lives and hinder them from following the expected pattern of development. As practitioners, we have the duty of care towards the children and young people to ensure that we improve their life chance by following the Every Child Matter outcomes, which are be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.
Physical factors. The children's/ young people's genetics affects their development, which includes their physical growth and physical strength.Occasionally a reason for a child not attaining the usual pattern of development cannot be identified, even after professionals have investigated the influences on development thoroughly. One possibility is that it's in the child's genetic makeup to have a slow start to their learning.The social, economic and cultural factors.Personal choice.Families may decide to live in a different way example travelling families. The children/ young people's education may be affected if their families travel a lot and they may not settle in. This may stop children from following their expected development pattern.Some families bring up their children differently and some bring up boys differently from girls and this can affect the children's development.Poverty. Families live in poverty mostly due to unemployment and low income. Due to lack of money, families may fail to provide enough food to eat, clothes to wears, educational resources outside school and heat for winter for their children, which may affect their health and that of the parent. This might hinder the children/ young people to reach their full potentialHousing and Community. Children and young people's development is greatly affected negatively if they live in poor housing conditions like living in a damp condition may cause health problems to the children that may affect their learning. Children and young people living in neighbourhood with anti-social behaviour may be affected negatively as they may be isolated or they may decide to join in and their development will be affected.Poor parental supervision/ neglect. Children need guidance to learn how to behave well. If they do not get the guidance from their parent, they will misbehave at school because they do not understand the boundaries. Lack of boundaries may result in the children and young people being involved in crime and anti-social behaviour.Educational Environment. If the setting does not reach the statutory requirement, this will affect the children and young people's development and they will not achieve their full potential therefore they might be un able to follow the expected development pattern.Health status and Disability. Children and young people with existing health condition or with disability may find it hard to fit in and if they are discriminated against, this will have a negative impact on their lives.Learning needs. Children and young people with learning difficulties and those with specific learning needs may not follow the expected development pattern as they may need a range of additional support with their learning and development, for example with writing , reading or maths. Children with Dyslexia they need support with their learning and development.Bereavement and loss. 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.Religious beliefs and customs. Children may be excluded from setting to attend specific settings due to their religious beliefs and customs therefore the children may miss out on some activities and this might have a negative impact on their live.Ethnic beliefs. Children might feel isolated and discriminated against due to their ethnic belief and this will have a negative impact on their lives.Communication skills. Children and young people who have trouble with their communication, their learning and development will be impacted on and this leads to the children not following their expected development pattern. Communication development is linked closely to social, emotional and behaviour and intellectual/cognitive development.
3.3 EXPLANATION OF HOW DISABILITY MAY AFFECT DEVELOPMENT
Practitioner should have a good knowledge of particular impairments and understand that the same impairment can affect each child differently. Therefore, practitioners must understand the children they are working with, how the impairment is affecting them in order to meet their needs appropriately. Practitioners should look for ways of increasing learning and development opportunities for children with disabilities.
Social model of disability. When society is not set up to meet the needs of people experiencing impairment, this implies that impairments give rise to disability. The society disables them, rather than enabling them. National Occupational standards states that "the social model considers that it is society that needs to change and that disabled people have rights and choices."Children with learning difficulties and impairment that affect their social and emotional development may find it had to interact with others and they will be unable to make friends and positive relationships.Society should change to give the children with disability an opportunity to participate in society and ensure that it meets the children and young people's needs so as to achieve positive outcome.Medical model of disability. In this model of disability people without a disability, they see the impairment of disabled people as a problem that needs solved or cured whereas some impairments have no cure. Medical model limits the opportunities for children and young people and this impact negatively on their learning and development.The children with long term medical conditions or physical disabilities may not achieve their full potential as they may miss educational opportunities due to their health, having to stay in hospitals and attending medical appointments.Low expectations. When people/ societies have low expectations for children and young people with disability, they will be denied the opportunities they need to achieve their full potential. If children and young people with disability have low expectation of themselves they may not want to get involved and they will feel isolated and unable to fit in.Stereotyping. Children with disabilities may develop low self-confidence and self-esteem due to the stereotyping, discrimination and if the family members see them as a burden or have negative attitudes due to their lack of ability to cope with their disability.Cultural differences.Children and young people may miss out on the chance to learn, play and work due to discrimination because of their disability as well as their background, hence unable to achieve a positive outcome. People from different cultures should be more understanding, accepting and encouraging to children and young people with disabilities.Due to lack of funds and resources, can hinder the children with disability having opportunities to experiences activities and achieve their full potential as meeting the needs of a child with disability can be very expensive and funded services vary from one local area to another.
3.4 explain how different types of interventions can promote positive out comes for children an young people where devolvement is not following the expected pattern.
There are multiple types of intervention promoting positive outcomes for children and young people.
Social workers play a key part in providing support to a family and care providers who are looking after a child identified to have developmental problems or a disability. They are a key link to other professionals who also work with the child. Social workers main role is to form a professional relationship with the family and become someone they can trust and turn to if they need help as well as offering advice and support after assessing their needs and to channel this with the right resources to assist the family and child’s needs.
Educational psychologists asses children needs in school help the class teacher to identify how a child learns and the best way to support them. They look at individual learners who could be identified as gifted, talented or with learning difficulties and produce a detailed report discussing what factors could have an impact on the child’s learning. They report on area’s such as physical development, communication, cognitive, educational attainment, approach to learning as well as social and emotional behaviour. The report details recommendations for the school to best help the child to learn and if the child has a statement of special needs they will also send a copy to the local authority. The recommendations will include what provisos the child will need to learn the type of environment and what strategies that will support the child to reach their full potential.
Speech and language therapists provide help in language, communication and swallowing disorders. The child is assessed in a clinic and the therapists will work closely with other professionals to provide support. The assessment will help provide diagnosis, interventions and management for children with these difficulties. They work closely with all parties involved in the child’s care to reduce the impact these difficulties have on the child’s learning.
SaLT’s work with children who suffer from the following difficulties:
• Articulation delay
• Phonological delay
• Phonological disorder
• Developmental language delay and disorder
• Specific language impairment
• Dysphagia
• Disfluency
• Social communication disorder
• Voice disorder
• Cleft lip/palate
• Oral dyspraxia
A SaLT’s worker uses their discretion to identify if a child’s needs are an educational requirement or not.
Occupational therapists will asses and treat physical and psychiatric conditions using targeted activities to prevent disability and to help independent daily life. OT work with children and young people who have been given a diagnosis, they will implement strategies which are designed to support the child and become part of their daily task. They offer support to children with the following disabilities:
• Cerebral Palsy
• Developmental Co-ordination
• Dyspraxia
• Autism
• ADHD
• Sensory Processing
• Significant development delay
• Chronic fatigue syndrome
These are only a few of the many professionals working with children and young people to provide ongoing support and strategies to ensure that the child’s needs are met and that they are placed in the best educational environment.
4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
A delay in communication skills has a negative influence on a child’s social and cognitive development therefore early intervention in this area is key.
As far as the social aspect is concerned, a speech or language disorder can lead to frustration, behaviour problems and have a negative influence on relationships. Children tend to be rather selfish and impatient with those who they do not understand or those who do not understand what they say. A child with communication problems can easily find him/herself to be excluded from games whose rules he/she cannot grasp or left out of general playground conversations. Teaching staff have to make the classmates aware of the communication problem of their peer and prompt them to interact with this child regardless of the difficulties. Furthermore a speech difficulty can make them introverted and shy, so they will not even initiate social interactions if they are not encouraged by a teacher or their peers.
As regarding the cognitive side, communication is crucial to learning because it is the channel of the new information handed over by the teacher. Not to mention the fact that a difficulty with speech and language affects the way one organise their thoughts, develop abstract thinking and express themselves. Maybe they cannot follow what the teacher is talking about in the lesson, have reading difficulties because they do not understand the worlds or have a delay in their writing skills since it is very difficult for them to organise their thoughts into sentences. If an early intervention to communication delays is missed, the child will lack the essential foundations in brain development for further studies.
4.2 – Explain how multi-agency teams work together to support speech, language and communication.
There are a number of professionals that come into contact with each other if a child has needs with speech, language and communication and require support from different areas. E.G. A social worker, SEN officer, teacher and parent can work together to improve the life of a child or young person. They may come together to discuss a plan that is best for the child to progress effectively. Each child may have different professionals to tailor their individual needs. The people with specialist knowledge and skills will support the people that work with them on a daily basis and have regular meetings to remove barriers of achievement, agreed strategies, provide training and identify, and sometimes provide resources.
SENCO have the correct paperwork in place and insure appointments are up to date, this will make it easier to monitor development. This will help to coordinate with professionals who work with the child. The LEA decide between the school and external support services on how to support the Childs development and may arrange the intervention of a school action plus level to be provided. It also has a parent partnership so parents can be heard and understood with the views are taken into account.
4.3 explain how play and activities are used to support the development of speech, language and communication.
Play is vital to a child and young person’s development because it enables them to enjoy learning and promotes their development and also helps with their speech, language and communication skills. Parents and practitioners need to understand how play supports children to learn and communicate with others, as it supports their speech language and listening skills. There are numerous games you can play with a child or young person in almost any environment at any time, such as, travelling in a car train or plane, playing in the park or other centres, in the home, Garden or at a setting that they attend. When we provide positive interactions, facilities and attend all live in enabling environments we are encouraging and supporting the right atmosphere for children and young people they can learn and develop their speech language and communication skills. As children develop good communication skills the children will also need to be able to share and discuss their learning with their carers and their peers to help them to develop relationships. We need to provide a diverse range of recesses to enable them to play learn and develop their communication skills such as,
Role-play: Having a role-play area in your setting can be fun for the children and help them communicate with other children.
Nursery songs and Rhymes/Song and Rhyme bag: This encourages children to listen, sing and communicate.Action stories:Action stories are an easy way to build language and imagination without any resources or props. Action stories allow children to use their gestures to act out the story and develop simple language. Books: books are a great way of developing their speech and literacy skills. Providing a wide range of books in other languages and different font sizes so that children with visual needs or other language can read and understand. This is important to promote in inclusion.
5.1 explain how different types of transitions can affect children and young people’s development.
Transitions are changes that take place in our life, changes which can occur over a short or long period of time, can be physical, emotional, personal or psychological, and can be predictable or unpredictable. Life is full of changes and every child and young person will go through many transitions some of them may have a positive effect, others may have the opposite effect. For many children, The emotional distress may cause changes in behaviour. Some children or young people will not be able to show their feelings or talk with others about what they are going through, they may isolate themselves, becoming a quiet and withdrawn. In others the reaction maybe the opposite, they might be, verbally or even physically aggressive or just generally less cooperative. A good relationship between the child or young person and his practitioners / care workers can have a positive effect on their emotions. The practitioners and care workers must learn to recognise signs of transition anxiety, including body language changes of behaviour or changes in there and overall day today Living. Sometimes a child or young person may find it easier to express their feelings and thoughts through artwork stories or poems then to articulate such complex emotions verbally. All changes can affect children and young people in some way. If the children are able to be given the opportunity to ask questions and discuss changes and events that this could have less negative effects on the transition process. I will list different types of transitions that young people and children could go through drawing their lives.
• Starting or changing of schools
• Illness of a family member
• Changing friends
• Death of a family member or someone close to them
• Separation from parents
• Entering care
• New key worker
• Puberty
• Moving house or area
• Coming out as gay or lesbian
All transitions and changes that children and young people can face will affect them in different ways.
Physical- physical changes and transitions that children and young people might encounter could be moving to a new house or area or even moving school.
Emotional- emotional changes and transitions are usually affected by personal experiences, for example a death of a family member or someone who is close to them.
Psychological- every young person and child Will come across psychological changes at some point in their lives this includes puberty that every young person goes through.
5.2 evaluate the effect on children and young people of having positive relationship drawing periods of transition
If a child or young person has a strong relationship with someone such as a family member or friend who is supporting them during the transition process can help the child enormously. If a child or young person has no family member or friend to talk to they may feel frustrated, angry ,upset or exclude. if communication is not ideal the transition. It is important that the children or young people also forms a strong relationship with someone in their setting. This will be a key person who will have a positive relationship with that child providing them with the security and the emotional support they need. It is important for that key person to be honest and open as well as reassuring to the child and young person and listen to any worries they may have and address them accordingly. It is crucial to aid a smooth transition by communicating and listening to how the child or young person is feeling and offer solutions to help deal with these changes in their lives. Sometimes it due to multiple transitions a child may be going through at the same time or have previously been through in the past, this may provide a barrier between the child and key worker as children may become this trust full of adults if they have been let down in the past. It is important to take things slowly building positive relationships with children eventually allowing them to have trust in you and be more open with their feelings and emotions. If this is not done carefully some children may feel low, self-worth abandonment, withdrawn or confused. They may regress in behaviour and not understand that what they are feeling is okay. Offering support at a crucial change in a Childs life can be detrimental to a child’s future way of dealing with transitions, emotionally, physically and psychologically. Transition periods can be either an exciting or unpleasant time for children and young people. It is often believed if I child has positive relationships the transaction can be much easier on them. Children and young people need strong attachments. They need trust and a good bonding whether it be with a friend, key worker, or even a teacher. Having that one person in which they can trust will make transitions easier. Children with positive relationships are more responsive academically, they will feel cared for, valued and respected. they are more confident to explore and have more self-esteem and confidence and therefore they feel more relaxed during their transition time. There is however a flipside to children having a strong positive relationships. It may make it far more problematic for the children to except change and the prospect of moving on and meeting new people and building more relationships may become extremely difficult for the young person To come to terms with. A Young person may feel that they cannot trust any other adult beside those they have spent a considerable amount of time with can lead to feelings of insecurity.
By Hannah stamp