Communicating_and_Professional_Relationships_with_Children,_Young_People

UNIT 1 LEARNING INTENTIONS/OUTCOMES Identify the areas of child development and write briefly about each one. Physical Development means ‘that the children’s increasing ability to perform more complex physical activities.’ According to Mary Sheridan The child ‘s physical development should be on • appearance of the body ;puberty • fine motor skills; holding something up • gross motor skills; jumping, running, walking • co-ordination (hand eye co-ordination); use of needle Intellectual Development means that ‘the process of gaining, staring, recalling and using information.’ according to Mary Sheridan. The child’s intellectual development should be on; • able to think • listening • analysing • problem solving • remembering (memory) • concentration • perception Communication development means that ‘language is key factor.’ According to Mary Sheridan. The child’s communication development should be on; • speech (speaking) • language • listening • non-verbal speaking(body, signing) • verbal • writing &reading Social development • morals (sense of knowing right or wrong) • the child involve in the society(socializing) • sharing thing, belonging Emotional and behavioural development means that’ can be defined as the development of personality and temperament.’ According to Mary Sheridan. • feelings • personality • self-esteem • empathy (to understand people’ feeling) • sympathy Element 1.1 Outline the expected pattern of physical development from birth to 19 years. The child‘s physical development involves appearance of body, gross motor skills and fine motor skills. The gross motor skills involve walking, running, climbing, jumping and etc. The fine motor skills involve drawing, painting, writing. According to Mary Sheridan; now I will give the sequence of children’s physical development.0-19 years old. Age 0-3 months • sleeps much of the time and grows fast • starts to wave arms about • begins to hold objects when placed in hand • enjoys finger play • learns to roll from side on to back Age 3-9 months • establishes head control: moves head round. • Begins to sit with support • May begin to crawl, stand and cruise while holding on to furniture • Learns to pull self up to sitting position • Puts objects into containers and takes them out Age 9-18 months • Is now very mobile e.g. crawls, walks • Needs safe environment in which to explore as becomes increasingly mobile • Points to objects using index finger • Holds a cup and tries to feed self. Age 18 months-2 years • Walks well and tries to run but has difficulty stopping • Blends down to pick things up • Enjoys action songs and rhymes Age 2 to 3 years • Starts to climb well on play apparatus • Fine motor skills improving: to use scissors • Needs space, materials and opportunities to play alongside and with other children Age 3 to 5 years • Usually clean and dry but may have occasional accidents • Able to run well and stop • Throws and catches a ball • Continues to enjoys action songs plus simple singing Age 5 to 7 years • Can dress/undress self • Has improved ball skills but still learning to use a bat • Continues to enjoy action songs plus singing and dancing games Age 7-12 years • Grows taller and thinner, starts losing baby teeth • Learns to ride a bicycle • Can do more complex construction activities Age 12-19 years • Physical changes of puberty • Enjoys team games and sports • Can do more complex construction activities. Element 1.1 Outline the expected pattern of Communication and intellectual development from birth to 19 years. According to Mary Sheridan I will give the sequences of communication development from birth to 19 years. Age 0 to 3 months • Recognises familiar voices; stops crying when hears them • Responds to smiles Age 3 to 9 months • Recognises family names • Even more responsive to voices and music • Starts babbling, uses single-syllable sounds, e.g. ‘daa’ ‘baa’. Age 9 to 18 months • Continues to imitate sounds • Learns to say first real words • Uses vocabulary of between 3 and 20 words Age 18 months to 2 years • Uses language to gain information • Repeats words said by adults • Participates in action songs and nursery rhymes: Age 2 to 3 years • Has vocabulary of about 300 words • Uses more adult forms of speech • Can deliver simple question Age 3 to 5 years • Asks lots of questions • Has vocabulary of between 900 and 1500 words • Can say names of colours Age 5 to 7 years • Uses more complex sentence structures • Develops early reading and writing skills • Vocalises ideas and feelings • Continues to enjoy books Age 7 to 12 years • uses more complex sentence structures • develops more complex reading and writing skills • gives very detailed accounts of past • listens to and follows more complex instructions. Age 12 to 19 years • uses appropriate language styles for different occasions • can use different writing styles including • vocalises ideas and feelings in greater depth including justifying own views • appreciates complex jokes and word play. Now I will give the sequences of intellectual development from birth to 19 years. Age 0 to 3 months • recognises parents • observers objects that move; responds to bright colours and bold images • stores and recalls information through images. Age 3 to 9 months • knows individuals and recognises familiar faces • shows interest in everything, toys and books • enjoys water play in the bath. Age 9 to 18 months • explores immediate environment using senses, especially sight and touch • follows one-step instructions and /or gestured commands • uses ‘trial and error’ methods when playing with bricks, containers. Age 18 months to 2 years • recognises objects from pictures and books • matches basic colours; starts to match shapes. • Shows lots of curiosity and continues exploring using senses and trial and error • Shows preferences and starts to make choices Age 2 to 3 years • Identifies facial features and main body parts • Points to named object in pictures and books • Enjoys imaginative play Age 3 to 5 years • Learns about basic concepts through play • Recalls a simple sequence of events • Interested in more complex construction activities Age 5 to 7 years • Is very curious and asks lots of questions • Knows, matches and names colours and shapes • Develops interest in reading for themselves Age 7 to 12 years • Learns to read more complex texts and continues to develop writing skills • Enjoys experimenting with materials and exploring the environment • Follows increasingly complex instructions Age 12 to 19 years • Knows the difference between real and imaginary • Has increased concentration levels • Sees other people’ point of view. Unit 1 Element 1.1. Outline the expected pattern of social, emotional and behavioural development from birth to 19 years. Now I would like to explain the sequence of social development from birth to 19 years. According to Mary Sheridan the sequence of children’s social development 0 to 19 years. Age 0 to 3 months • Cries to communicate needs to other; stops crying to listen to others • Considers others only in relation to satisfying own needs for food, drink, warmth, sleep Age 3 to 9 months • Responds positively to others, especially to familiar people such as family members • Begins to see self as separate from others Age 9 to 18 months • Responds to simple instructions • Communicates using (limited) range of recognisable words Age 18 months to 2 years • Communicates more effectively with others • Wants to help adults and enjoys imitating their activities • Becomes very independent e.g. wants to do things by self. Age 2 to 3 years • Continues to enjoy the company of others • Wants to please and seeks approval from adult • May find group experiences difficult due to this egocentric. Age 3 to 5 years • Uses language to communicate more and more effectively with others • Develops self-help skills • Still wants to please and seeks approval from adults • Observes closely how others behave and imitates Age 5 to 7 years • Appears confident and competent in own abilities • Seeks adult approval will even blame others for own mistakes • Observes how others behave and will imitate them; has a particular role model Age 7 to 12 years • Uses language to communicate very effectively, but may use it in negative ways • Is able play on own appreciates own space away from others on occasion • Is able to participate in games with rules and other co-operative Age 12 to 19 years • Participates in team games/ sports or other group activities including clubs and hobbies • Strongly influenced by a variety of role models, especially those in the media • Is able to communicate very affectively and uses language much more to resolve any difficulties in social interactions According to Mary Sheridan the sequence of children’s emotional development:0 to 19 years Age 0 to 3 months • Becomes very attached to parent/carer (usually the mother) • Requires the security and reassurance of familiar routines • May be upset by unfamiliar methods of handling and care Age 3 to 9 months • Has strong attachment to parent/carer(usually the mother) • Develops other attachments to people sees regularly • Dislikes anger in others and becomes distressed by it. Age 9 to 18 months • Likes to get own way ; gets very angry when adult says ‘no’ • Shows fear in new situations e.g. attending parent/toddler group • Relies on parent/carer for reassurance and support in new situations Age 18 months to 2 years • Begins to disengage from secure attachment • Has mood swings e.g. clingy one moment, then fiercely independent the next • Becomes very frustrated when unable/not allowed to do a particular activity which leads to frequent Age 2 to 3 years • May still rely on parent/ carer for reassurance in new situations or when with strangers • Begins to understand the feelings of others but own feelings are still the most important • Has very limited understanding of other people’s pain e.g. if hits another child Age 3 to 5 years • Less reliant on parent/carer for reassurance in new situations • May be jealous of adult attention given to younger sibling or other children in a group • Has limited awareness of the feelings and needs of others Age 5 to 7 years • Becomes more aware of the feelings and needs of others • Tries to comfort others who are upset, hurt or unwell • Uses language to express feelings and wishes Age 7 to 12 years • Becomes less egocentric as understands feelings, needs and rights of others • Still wants things that belong solely to them, e.g. very possessive of own toys • May be very competitive; rivalry may lead to aggressive behaviour Age 12 to 19 years • Sensitive to own feelings and those of others, with a growing understanding of the possible causes for why people feel and act as they do • Emotional changes due to puberty • Understands issues relating to fairness and justice Unit 1 Element 1.2 . Discuss why child development is holistic and give examples of how different aspects of development can affect one another. I will try to explain first what the holistic means and will give examples of how different aspects of development can affect one another. According to wikipedia ‘development is holistic means that each area is dependant on the other to ensure the child develops to their full potential. ‘ I want to give example if a child needs to wear glasses for school (physical) and other kids are joking, this can mean his self esteem is being undermined and his confidence will diminish (emotional) and could also lead to him becoming isolated from his friends as he can not deal with the teasing so he stops wearing his glasses to become socially acceptable and then he can not see properly so he can not do his schoolwork and progress. On the other example if the child is disable (physical) and it can affect the child’ self-esteem (emotional) and he or she can be withdraw from social life (social). Element 1.2. Plan an activity that will develop all five areas of child development. I am now working at Year 4 and Year 5 and my plan activity will be a discussion meeting. I arranged this discussion with Year 5 about ‘ the children need support at home with their homework or not ‘. How their parents help them and on which subject they help them. On the discussion everybody written down some notes and we will share it with each other and we will have discussion panel as well to make these ideas are correct or wrong. On this activity it will improve their social skills because they speak by turn. It will improve their intellectual skills because they listen each other and analyse it. It will improve their physical development because they will take a note and they use their fine motor skills. It will improve their communication skills because they speak and listen it during discussion. It will improve their emotional and behavioural skills because they empathy (understand other friends feelings and ideas) to their friends. Unit 1. Element 2.1 Describe with examples the kinds of influences that affect children and young people’ development including: background, health and environment. I will start explaining the kinds of influences that affect children and young people’ development including : background, health and environment. Background is about the child’ family history. Where the child comes from and which culture influences the child. The culture is important and if your family come from other speaking language country, it affects your language development. The economic circumstance is important for the family. Some of the family’s economic circumstance is well off and some of them is poor. Where you live and which school you go all depends on the family‘s economic circumstances. Health: if the child is disable or physical development has not developed. The child could not improve a good relationship in school because it affected the child’s emotional and social development. If the child’s family (parent) is ill or disable, it affect their relationship. Diet what the child eats it affects their physical development. For example over weight child can be bullied at any time of their life. Diet of mother is important. If the mother is alcoholic, drug user, heroin addict or smoking, the child can be born with genetic problem. Environment is outside of the child’s world, for example where the child lives, is it poor area or wealthy area. Is the child has a good relationship with outside of friends. Is the child comes from aggressive background. The child’ school environment is important because the child can be bullied by other pupils. The housing is important as well not able to have enough space. These factors are really important for the child because these factors influence the child’s development in all five areas. Unit 1. Element 2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development. We can understand through observation recognising to concerns about children and young people’s development. When we work with the children we need to take a note about the observation. After we write it down observation, we need to share it with the teacher. For example the child is coming to school with crying or languages the children use it changed or the child is coming hungry or late every day to the school. After the observation we need to share with the class teacher and responding to concerns of their development. We can arrange certain times to give a chance to the children express their feelings. We need to recognise their differentiation and meet their needs. 2.2 Discuss appropriate activities to support children’s learning and development for the age group you are currently working with. Social and Emotional development. I am working with year 4 and year5 and I can encourage them to play a ball game as a group. When they play as a group they will learn to share and taking turn with their group friend and sharing their feelings with each other about the game. Communication and intellectual development. I am at the moment supporting children in the class with maths to improve their intellectual development. When the teacher gives me examples I try to help each of the group. When one of child understands and knows how to do it, I say you need to help next to your friend. This way the child is sharing his knowledge with his friend and it improves the child’s communication with his friend. Physical development. When they go to Physical Education time, they improve their physical development. When they run or jump, it will develop their gross motor skills. Case study 2.2 Compare these two cases. How does the behaviour of these two children fit in with their age and stage of social and emotional development' I think they fit in the sequence of social and emotional development, but they are on the different sequence. I think these boys fit in with their age and stage of social and emotional development. Imran is not able to leave his mother maybe it is first time separated from mother and that is why he is not socialise with his friend because he never share anything with anybody. But he will learn it through with his friend. Vijay is very socialise boy maybe he has been in nursery and he gets used to stay away from his mother and learned how to be organise. For example when my son attended the reception he was settled in reception so easily and he did not have any difficulties with organisation and behaviour. Because he used to go to the nursery that is why he did not have any difficulties. Are either, or both ‘normal’' I think both of the boys are normal. What strategies could you use to help Imran with the development of his organisation skills' - to put his picture on his peg. - To use his close friend how to organise - To plan activity such as to build his confidence for example to bake a cup cake - To show him how to his class friends hang their clothes Can you think of any reasons why the two boys are at different stages of development even though they are both in the reception class' They are at the same stages of development but only the sequence of the development is different. Because their background and family history is different, maybe they have been in already in nursery and other one never been before. This is why they are on different stages. Unit 1 Element 2.2 Plan an activity that will support an aspect of children and young peoples development. I will do activity to go to park. It is physical development. When we go to the park I provide them play opportunities for children to explore and experiment. This helps their gross motor skills which are jumping, running, walking and using equipment in the park and help fine motor skills which are using bricks, holding some equipment and using construction kits. Unit 1 Element 3.1 Make a list of the transitions experienced by most children and young people and write briefly about each one. I would like to explain what is transition' And what means of the transition' Transition is changing and key events and or processes occurring at specific periods or turning points during life. • Puberty: the children can go to this stage and their body appearance change and they can get hair, spots on the body and voice changing. • Education : the children can move to the nursery from nursery to primary school and move to secondary school. • Moving from one house to other / room / city / environment/ area. If the child lives in one bedroom with other siblings and when the child moves to his/ her own bedroom. It is big change and it could be difficult lives by himself/herself. • Family status/ circumstances; the child can have a new siblings or not having any siblings or extended families live with you. The child can start live with step dad or step mum. The child can have single or absent of parents. 3.2 Make a list of the transitions experienced by some children and young people and write briefly about each one. • Bereavement: the child can lose both of parents or family members, friends, pets, community members or love ones. • Immigration and Emigration: moving from one country to other. That affects culture, language. • Medical condition & Health: the child become ill or permanent illnesses or the child become main carer for their parents or loved ones. • Financial statues: the child’s parents can change jobs or to get a new job or to lose a job, or become a rich or a poor person. • Adopting/ fostering: the child can be adopted or fostering by the people. The child can be in or out of care. • Teenage parents/ abortion or termination: the child as 12 -16 years would have a child or losing the virginity as age of 12 years old. 3.3 Describe with examples how transitions may affect children and young people’s behaviour and development. Transition can be positive in the life. For example moving a big house and having a own room. Having a new siblings/ having new step brother/ mum/dad. Negative • Biting • Shouting • Not sharing • Become violent • Seeking atention • Alcohol use/drug use to get attention Positive • Sharing to love • Caring somebody • Learning to have responsibility • Positive role model • Self-esteem • Playing together When we talk to the child before arriving of new sibling and prepare the child what is going to be happened. This way we can prepare the child and take his frustration. Education Negative • Bullying / being bullied • Not listening • Not doing their homework • Withdraw • Crying • Unhappy • Aggressive Positive • To be ready to take responsibility 3.3 How does you setting support children and young people during transition' Outline strategies to help pupils settle into a new setting. When I registered my daughter to the nursery, they gave me information about settling period verbally and written. The written settling period says ‘new children will be introduced slowly their new environment and will attend the nursery for mornings only for one week. For children under 2 years of age, they will need to be collected after their lunch time of 11.45.’ They told me that bring toys she loves one and photo of our family with her. I stayed with her one week until she get used to know the staff. After one week I slowly left her few hours and every time we extended time. On the third week I left until 3 pm and she was not unhappy. The nursery and me tried to make a secure place for my daughter. This way I supported my daughter during transition.