Children_Stlv2

A, Explain how children’s and young people’s development is influenced by a range of personal factors. Children’s development can be affected in many different ways, they could be suffering with poor health or a form of physical disability/ impairment, this will affect their physical development but also their personal skills, life skills and social skills. If a child is unable to interact with other child due to the disability/ impairment they will not learn how to be social, they won’t know how to interact with other children their age. Children how find it hard at this early stage will struggle in later life. Also a child that is struggling with learning difficulties may also struggle with these simple skills, these children should be encourage to take part in class actives to build their confidence. B, Explain how children’s and young people’s development is influenced by a range of external factors. Children all come from different backgrounds, they all come from different cultural backgrounds, environments. A child could be emotional and struggling in school if their mum/dad find a new partner to live with, on top of this they then could have a new brother or sister to add into the mix, a child at the time may be fine with the parents but they struggle to talk to them about all the changes that have happened. Emotional and intellectual development could be affected with all the changes that are going on in the childs life, children need to know they are heard and their opinion is taken into account. Another factor that could affect a child’s development could be the amount of money a family has, poverty and deprivation is out. I feel that a child that is allowed to take every opportunity that a school can bring them will be better off than a child that comes from a deprived background as they are feel that their parents are unable to give them everything they need and are less likely to thrive, which in turn leads into impacting all areas of the child’s development either physically as they don’t eat right or they can’t afford to buy the right clothes making the other children pick on them which will affect their social skills. This leads into schools as well parents that may be well off could send their child to the best schools in the country and get them all the support they need to get their child the best grades, where as a normal child may just go to the school down the road that doesn’t have all the extra support they need to get the best grades. Children also affect the way their development goes, as the choices they make can affect that. As they grow older they may think that hanging out with the right people other children could end up doing the opposite and affecting everything that they have worked for and their education. C, Explain how to monitor children’s and young people’s development using different methods. We can monitor children in different ways, these methods could be assessments against the child framework, watching a child (observation), standard measurement and talking between others (carers, colleagues, health practitioners ) Assessment against framework – You are checking that a child is reaching the milestones of development in all given areas, this sort of assessment should be over seen by a teacher or SEN Co-ordinator. Observation – These are required as a teacher can not have eyes and ears everywhere, so you are required to observe a child and then report back to the teacher with your finding. This will help them write school reports or be able to tell a parent at parents evening how their child is getting on. There are two types of observation. Formal – which is where you are assessing the child against the level of development/framework and you are making a formal record of this achievement. Informal – This is where you may notice a small thing that a child is doing. Like a child picking up on a task with ease you inform the teacher of what you have seen. Sadly this form of observation is not recorded and if you have had a busy day you may even forget to inform the teacher. Standard Measurements – This is where you are measuring the child’s development against that of their age to see if they are developing correctly this is normally carried out by health practitioners. D, Explain the reason why children’s and young people’s development may not follow the expected pattern. A child may not follow the expected pattern of development due to the personal and external reasons that we have already stated in question a+b, also they may just be struggling with learning. A child may find it hard to talk about where they are struggling in school and if they cannot pick the basics up they will be unable to build on them. Say a child struggles with numbers, they are unable to play with numbers and get their brain to register them, and then they have not got the building blocks to make the sums harder and more in-depth. All factors affect the pattern of development and we to observer children and notice the problems before it becomes too hard to help them. Secondary school is not the time to notice a child struggles with spelling. It’s a place for the child to carry on being supported and carry on doing what every other child is doing. E, Explain how disability may affect development. Disability may affect development in different ways, it could be a physical disability that is stopping the child from doing physical tasks like running around and playing in the playground, being able to take part in P.E as they are unable to throw a ball. This could lead to a child feeling left out and alone, they are not learning social skills; also their self-esteem could be effected, as its making them an outsider. A child with a learning disability may feel low and alone again as they are struggling to keep up with the class and my feel they are being singled out as they are taken off to have extra help, the other children could pick up on this and make fun at the child which again will knock the child’s self-esteem, social skills and maybe in the worse case the child could become disruptive in class with frustration as they cannot keep up. We are there to help include every child and help them achieve their own potentional. F, Explain how multi-agency teams work together to support speech, language and communications. Multi-agency teams work together to form a support network, they also work together to make the best plan/programme for the parents, school and child to get the best possible outcome and the child to achieve their potentional. A child struggling with communicating and language may see a speech and language therapist, special education needs co-ordinator, psychologist, depending on the child’s requirement all have a different job within the team to get the best out of the child. Special Education Needs Co-ordinator – They organise all the members in the team and keeps checks on how things are going and making sure that all members are talking to each other by planning meetings. Speech and language therapist – They diagnosis the communication delay and advice on ways the child can be helped and sets down a plan/programme. If a child is coping with other forms of disability then there are other team member that can help to bring the best out in a child, if they are have a visual impairment or have autism. Sensory support teacher – help children and advice schools that have visual or auditory impairment on how to keep the child involved and what they need to do extra to make the child feel at ease. Autism advisory teacher- advise schools on the needs of a child with autism, who maybe struggling with social interaction and communication. They may work with the child at the school to get the best outcome. If none of the above are having affect and the child still doesn’t seem to be making the right progress then an Educational Psychologist may come involved to talk to the child and find out if there are other problems affecting the child that other members in the team cannot see. All the above have to have a good working relationship together to get the best outcome for the child, each on brings different advice and support for the parents and school so that their child can achieve the best in either the fastest time or over a long period. G, Explain how different types of transitions can affect children’s and young people’s development. There are many different types of transitions which can affect children’s development in different ways; it may affect one child different to another so each child will not react in the same way to the same transition. I have broken down the transitions into four areas. Emotional Transition – A child has lost a family member, if this child has a close connection with the person, it could be hard for them to understand what is going on, also they might not talk about as they see everyone else is upset and they don’t want to talk about the person as it could upset the adults more. The child will then bottle up what is going on to them, this could lead to the child being disruptive at school, not being able to study properly, in the worse case they could become depressed. This child in later life may find it hard to talk about their emotions also the minor insignificant thing could cause them a problem even though that thing is minor to an adult. We have to listen to them and if they don’t want to talk to us find someone they can confide in to help. Physical – A child moving to a new school, new area, new home or even a new year group. Or simply the child is moving from one activity to another. Again we need to talk freely about all the above and let them ask questions about what it is going to be like if we can take them and show them. If a child is finding it hard to experience new things/surroundings may need support as if they cannot master it now will struggle with widening their experiences in life and will not take a risk as fear it will not work out. Physiological – A child going through the change ( puberty) this is a transition that every child will find hard and as it goes on for a long amount of time need the support and reassurance that what is happening is fine and we have all been through it. You have to watch for children who become withdrawn or who are unwilling to talk about what is happening to them. Intellectual – A child may find the transition between nursery and primary school and primary to secondary school very hard to take. This is due to new challenges and new routines that take awhile to master. A child moving from key stage 1 that is checked on every minute and mothered, to going to key stage 2 where they have to take responsibility for more of their day to day tasks, may not like this and it could affect their school work or their personality. A teacher can always ask the old teacher if this is like them and then support them in the right way before it becomes a problem. H, Explain ways in which children and young people can experience prejudice and discrimination. Child can experience prejudice and discrimination in school, in this day and age children need to feel like they ‘fit in’, if a child doesn’t ‘fit in’ for whatever reason it may be like they are not wearing the most up to date trainer or their hair is not brushed the right way, and they are not going around with the wrong people they could be bullied for it. A child is no different to adults when it comes to this as we don’t always ‘fit in’ if we are the wrong race, religion or sex we get bullied to. If a child sees an adult treating another adult different because they have a different colour of skin the child is going to copy this into the school as they think its ok to do so. Sadly children can be bullied for so many reasons being clever, being good at a sport or even not being good but trying to be. This is a nasty world and this type of discrimination happens daily. I, Explain how to challenge discrimination. Every act of discrimination should be challenge, if children are taught at a young age what is right to say and what is wrong to say they will learn that everyone is equal to them, no matter how different they may look or be. You should never let it go unnoticed as this would be wrong on your behalf as in away you are saying it’s ok for the child to get away with what they are saying to another child. If you over hear a child at lunch saying ‘i notice your mum can afford to buy the expensive chocolate biscuits’ you must either take the child to aside and tell them that what they have said is wrong and explain why it is wrong and let the child know that child is just the same as them or report it to the teacher so it can be done in a informal way so no one is singled out. If its major discrimination to a child it must be formal reported and the child that has said these thing take the implications for what they have said. J, Explain what is meant by inclusion and inclusive practices' Inclusion – a process of identifying, understanding and breaking down barriers to participation and belonging and the right for all children to participate fully in the curriculum. All children are entitled to be treated the same, they are entitled to get the same education and learning as the next child, but this should not just be happening in the school, when a class goes off school grounds the same rules are put into place to make sure they are treated the same and fair. Schools should make sure that inclusion is happening in day to day for the children so it becomes second nature to them. K, Identify barriers to children and young people’s participation. Barriers to Participation – anything that prevents the pupil participating fully in the activities or experiencing what is on offer form the setting or service. There are different types of barriers that could stop a child from participating full in an activity. Physical – not the right equipment is there for the child to take part fully, it could be off site if there is no wheel chair access where they are going or in school if the right equipment hasn’t been installed for a child to get around or hear, like ramps and hearing loops. Organisational – the policies within a organisation have not been set up in the right way for all children to take part. Attitudes within the school community – this is could be the attitudes between staff member, the parents or pupils. They could have different views on something or you are labelling them. Children will copy this and not know what is right or wrong. If you are labelling a group they may start to act like you have labelled them, this could mean violence. A, Explain how children’s and young people’s development is influenced by a range of personal factors. Children’s development can be affected in many different ways, they could be suffering with poor health or a form of physical disability/ impairment, this will affect their physical development but also their personal skills, life skills and social skills. If a child is unable to interact with other child due to the disability/ impairment they will not learn how to be social, they won’t know how to interact with other children their age. Children how find it hard at this early stage will struggle in later life. Also a child that is struggling with learning difficulties may also struggle with these simple skills, these children should be encourage to take part in class actives to build their confidence. B, Explain how children’s and young people’s development is influenced by a range of external factors. Children all come from different backgrounds, they all come from different cultural backgrounds, environments. A child could be emotional and struggling in school if their mum/dad find a new partner to live with, on top of this they then could have a new brother or sister to add into the mix, a child at the time may be fine with the parents but they struggle to talk to them about all the changes that have happened. Emotional and intellectual development could be affected with all the changes that are going on in the childs life, children need to know they are heard and their opinion is taken into account. Another factor that could affect a child’s development could be the amount of money a family has, poverty and deprivation is out. I feel that a child that is allowed to take every opportunity that a school can bring them will be better off than a child that comes from a deprived background as they are feel that their parents are unable to give them everything they need and are less likely to thrive, which in turn leads into impacting all areas of the child’s development either physically as they don’t eat right or they can’t afford to buy the right clothes making the other children pick on them which will affect their social skills. This leads into schools as well parents that may be well off could send their child to the best schools in the country and get them all the support they need to get their child the best grades, where as a normal child may just go to the school down the road that doesn’t have all the extra support they need to get the best grades. Children also affect the way their development goes, as the choices they make can affect that. As they grow older they may think that hanging out with the right people other children could end up doing the opposite and affecting everything that they have worked for and their education. C, Explain how to monitor children’s and young people’s development using different methods. We can monitor children in different ways, these methods could be assessments against the child framework, watching a child (observation), standard measurement and talking between others (carers, colleagues, health practitioners ) Assessment against framework – You are checking that a child is reaching the milestones of development in all given areas, this sort of assessment should be over seen by a teacher or SEN Co-ordinator. Observation – These are required as a teacher can not have eyes and ears everywhere, so you are required to observe a child and then report back to the teacher with your finding. This will help them write school reports or be able to tell a parent at parents evening how their child is getting on. There are two types of observation. Formal – which is where you are assessing the child against the level of development/framework and you are making a formal record of this achievement. Informal – This is where you may notice a small thing that a child is doing. Like a child picking up on a task with ease you inform the teacher of what you have seen. Sadly this form of observation is not recorded and if you have had a busy day you may even forget to inform the teacher. Standard Measurements – This is where you are measuring the child’s development against that of their age to see if they are developing correctly this is normally carried out by health practitioners.