Unit

Unit 022 Outcome 1 Explain the sequence and rate of each aspect of development from birth – 19 years' The sequence of development from birth – 19 years involves how we need learn to develop the muscle in our necks to be able to lift our heads , learn to sit up before we can stand , learn stand before we can walk , walk before we can run and so for we have to go through this sequence to grow and develop . When working with children and young people, it is important to have an idea of typical development for their age. An individual child’s rate of development may vary as they develop at their own unique pace. Their own communication will develop by crying for their milk from birth to then going on to babbling, saying their first words to then saying sentences and having conversations. This will be different in each child due to many aspects, their environment around them, who cares for them and looks after them, or may have a health issue. Some children may talk at a younger age than they can walk as this is because each child develops at a different rate. Young children’s social, emotional and behavioral development will be different in each and every child as some children may be an only child and only use to adults around them this may affect their social development as they will not be used to other children around them, other children may be used to having brothers and sisters around them and coming into a school or nursery setting might be easier for them as they are used to other children but their behavior may be affected. Children and young people’s cognitive development will develop at different stages of their life when first born babies will have many reflexes which they perform without thinking. At a month old they will stop crying because they hear a familiar voice. This may develop at different times for each child as all children; babies and young people develop at different rates as they are unique. Explain the difference between sequence of development and rate of development and why the difference is important' Some definite sequences run in some aspects of development this is particularly in physical development .e.g. Babies have to learn to roll over before, and then sit toddlers have to learn to walk before they can run. In communication development babies understand speech before they learn to talk. The sequence of development is the orders in which development takes place for rate it show us how children and young people as an individual the rate is the speed of development. You will find that some children develop at different rates in the different areas of development this means a boy of 9 can run really fast and is good at athletics but may find reading and writing difficult. The rate of development differs from one child to another this is why children of the same age can be at different stages of development. The importance of having sequence and rates of development is to be able to plan for. Them effectively and rate is to see if they will need any further support Unit 022 Outcome 2 Explain how children and young people's development is influenced by a range of personal factors' Children can be affected during pregnancy due to poor diet, abusive substances, and problems during birth. Children’s health problems illnesses can also have a massive impact in their development by preventing them from participating in learning activities or from being absent from school for long periods as for example falling ill with cancer and being in hospital. Personal factors are a range of factors that are developed by our genetics from when the sperm meets the egg. This will include characteristics such as hair colour and eye colour. Our health status will also be affected our genetic such as a blood disorder that will affect them from birth. Learning difficulties maybe seen as inherited by parents if the child has the right support he child’s development will be boosted and the child’s self-esteem will make them feel better about themselves. Personal factors are known as nature. External factors are opportunities that children and young people might have in life this will play a part in such as education. Having a good education from learning at school or learning at home on a normal day to day basis will affect a child’s development by if they are leaning in a good school that give them opportunities that are fun and enjoyable a child’s self-esteem will be good which will enhance their development. As another child may see parents at home taking drugs not really having any care in the world that are not involved with the child let them get on with what they want. That child will think it is OK to not be at school and lean this may lead them to not being able to read and write and may lead them to get into trouble. This will affect their cognitive development, social development and will affect there opportunities later on in life. Having a balanced diet will help the child have a healthy development and help them grow this can also have an impact on concentration an intellectual development. Housing will affect a child if patents have a low income may live in a poorer quality housing area and may not be able to afforded the heating which may course damp which could bring on health issues such as asthma. External factors are also known as nurture. The environment can also affect a child’s health by living in an area that has poor quality of air that may trigger the child to have asthma. Explain how theories of development and frameworks to support development influence current practice' Theories of development. Theories also help us understanding children’s behavior reactions and ways of learning. Constructivist theories- look at the way in which children seem to be able to make sense of the world as a result of their experiences and how they are active learners Behaviorist theories- look at how children repeat actions in response to stimuli themselves and reinforcements Social learning- looks at the way children can learn through imitation (copying others around them) These theories (above) approach cognitive development. The theories (below) approach to social and emotional development Psychoanalytical- the unconscious mind that develops in childhood determines the actions and personality Humanist- motivation and personality are linked to our basic needs being met Attachment theory- social and emotional development is linked to babies and young children having strong bonds or attachment with their primary carers. Piaget’s theory shows us how children build up their thoughts by their experience of the world around them. This theory is used in the setting by observing the children and planning to the specific interests. Piagets theory is based on four stages of cognitive development sensori- motor, pre- operational, concrete operational and formal operational. Sensori – motor 0-2 year’s child develops of object permanence. Child begins to use symbols e.g. language Pre-operational 2-7 years which features children using symbols in play and thought. Egocentrism, centration, animism and inability to conserve. Concrete operational 7-11 years which features ability to conserve information children begin to solve mental problems using practical supports such as counters and objects And formal operational 11-15 years which features young people can think about situations that they have not experience the can juggle with ideas in their minds. Piagets work has meant people working in early years settings and schools have taken a more hands on and relevant tasks for children and young people. Child-centered teaching is now in place because of Piaget’s work which is teachers start by working out the needs of children and plan activities accordingly. Marslows theory looks at people’s motivation he came to the conclusion that people had certain fundamental need which had to be met before they could begin to fulfil their potential or self-actualisation. Marslow created the hierarchy of needs, before young children and babies have a good self-esteem they need a warm environment, food and drinks. They then can feel safe at home with their family and feel loved and cared for. Working with children in practice you will need to meet the environment as well as forming strong relationships with them. Vygotsky’s believes that children’s development is very important. Children are born to be sociable, and learn new skills and concepts when being with their parents and then with their friends. He saw that children as apprentices gaining understanding through being with others. He used ‘zone of proximal development’. working with children he thought that their zone of proximal development can emerge from children need to extend and challenge their thoughts. Children need to have social interaction and need for adults to work alongside children, In Smart Start we work on learning through playing, not sitting and teaching them if they do not want to. Staff working with children have the role to extend children’s play, working alongside the children and good interaction in order to move the children forward with development. John Bowlby theory says that children and young people’s mental health and behaviour could be linked to separation from a child’s primary carer. He says that children and young people can show separation anxiety and shows this on a attachment theory , their general pattern to the way children develop attachments. 6 weeks to 3 months- they start to get familiar with human faces and voices 3months to 7/8 months – indiscriminate attachments – show obvious pleasure when they recognise a familiar faces they prefer to be in human company than on their own. 7/8 months – specific attachments - babies seem to develop one particularly strong attachment often to the mother, babies show a wariness of strangers even when in the presence of their ‘key people’. From 8 months – multiple attachments- after making specific attachments, babies then go on to from multiple attachments. This is an important part of their socialisation process. Frameworks of development Frameworks are used to help us work with children using the EYFS - Early Years Foundation Stage. We use the EYFS when observing and planning for children to work closely with the child and plan the right activity for the child’s interests and right age. Social pedagogy is connecting theories and frameworks to aim to find out ways of working with children and young people to improve their life chances and social outcomes. Pedagogy is the science of teaching. Social pedagogy is about find ways to work with children to improve their social outcome. Unit 022 Outcome 3 Explain how to monitor children and young people’s development using different methods You can monitor children and young peoples development using many different methods such as in an early years setting they will see where the child’s development stage is using the EYFS which is known as early years foundation stage and for children with learning difficulties they will see the p- scales. When in an setting to record a child's development you will use the observation method which will involve writing down exactly what the child is doing, saying. These may include short, long, time line observation. An observation will be linked to the EYFS and used to plan an activity which is linked to the observation photos would then be taken and placed in the children’s folder. Standard assessments are carried out in children's and young people’s life by other professionals these will include a doctor, health visitor taking measurements such as height, weight and head circumference for a health assessments. Auditory assessments, test carries out by educational psychologist Cognitive test carried out to how a child is doing in relation to a large population of the same age children to see if the child is above, below or average information from parents is important because parents spend more time with the child and may notice a change in their development before a professional. They can work closely with other professional to support the child Explain the reasons why children and young people’s development may not follow the expected pattern We may not follow the expected pattern due to many different reasons disability, emotional reasons, physical reason, cultural reasons and many more. Disability may prevent a child from developing in one or more areas, early support may minimize the effect of the disability. Emotional needs Children's overall development is affected by how they are settled and how emotionally attached they are. Children who are lacking in confidence won’t want to try new things e.g. a company coming in to show the children music and dance a child that is lacking confidence will not want to join. Learning needs Learning needs may be due to specific chromones, disease and difficulties at birth. Learning difficulties may include learning to read You would support them on a one to one not rush the child and let them take as much time as they need. This will affect the child’s cognitive development Communication needs Children’s communication has a huge impact on other areas. Children whose communication levels are low may become frustrated easily they may find it hard to concentrate in activities that require listening e.g. a child that has difficult listening may get frustrated in concentrating in activities which may affect their behavior and may find it difficult to listen and learn. Explain how disability may affect development A child that has disability it may affect their development by if they are in a wheel chair and cannot walk they may lack in their physical development, intellectual development by having low self-esteem. The child might feel frustrated as he cannot participate in certain activities and this can affect his social development Explain how different types of interventions can promote positive outcomes for children and young people where development is not expected pattern. Children and young people will be monitored and assessed at many different times in their lives and by different professionals, a new born baby will be checked by the health service , where in schools children and young people have a range of tests. When a child who finds it harder to hear it is best to discover this earlier on in their lives because they will learn to speak how they hear and it will be more difficult to change them when that's what they are use to identifying it at early age will have a better overall outcome. Observations are a good method of identifying a child’s development some observations the key person is involved and others the children don’t interact with the key person. Unit 022 Outcome 4 Analyse the importance of early identification of speech, language and communication delays and disorders and potential risks of late recognition When a child has been identified as not following the expected pattern a range of agencies may become involved. When you get different agencies work together it is called multi- agency approach. At the setting I work in I had an instance where a child had an ear infection from then I had noticed that the child’s speech wasn't clear as the other children of the same age. I spoke to the parent and she was a little concerned. I then spoke to SENCO member of staff who came to observe the child a when adult observed child a she explained to me that there was concerns about speech and hearing difficulties and behavioral problems. I then spoke to parents to see if she would be ok about booking child a hearing test and parent informed me that she had already had one booked and was just waiting for it come through. When parent had the results through she came back to me it showed us that child did have hearing difficulties from there I worked closely with the child and completed an IEP to work on targets for child a. The child was later prescribed with a balloon to blow up to release the pressure levels in the child’s ears. From the IEP I worked one to one with child on activities to encourage speech. This shows that key person was working closely with parent and parent closely to GP. Speech language and communication are fundamental for the child’s development in particular social, emotional and intellectual development. Will have a great impact on the child’s outcome without the development of this area children can have low self-esteem, confidence, feel isolated frustrated as they are unable to express needs emotion causing problems with socializing also cognitive development , literacy development is linked to speech language and communication. This are essential for a child to cope wise all subjects in the curriculum frame works , so the sooner the child is support the more likely the outcomes become more positive. When a child that is in a wheel chair may have difficulties in walking a physiotherapist may be involved in helping the child by taking the child to a swimming pool and encourage them to move their body to encourage the muscles and stimulate them. How multi-agency teams work together to support speech, language and communication When the parent's and those who are involved with the child have identified that a child additional needs and additional support a multi-agency approach may be used the parent will be encourage to see the health visitor or GP will rule out hearing or visual impairment, Then either refers directly to speech and language service or setting may do this directly or drop in sessions or parents. Is established the types and levels support the child requires a collaboration approach is required in order that all professionals, work together to support6 the child to achieve full potential. Explain how play and activities are used to support the development of speech, language and communication Children learn speech, language and communication by being with adults and other children and particularly when they are having fun. When singing nursery rhymes children remember the words by the actions for example the wheels on the bus the more you sing the song and show the children the actions they will recognise the action when the word is sung. Role play and dressing up children imitate others around them either at home or at the nursery setting as adults can take on roles and play alongside children. Books are really good in allowing co-operating/ participating children to be co-operated in the story for example walking through the jungle story it lets the children get involved by shouting out the names of the animals. Unit 022 Outcome 5 Explain how different types of transition can affect children Transitions are described as a change/ changes that may affect a child. A child moving to school, physical changes such as puberty. Some say children are adaptable this isn’t always the case a baby at the age of 2 years may not want to go to nursery as they are unfamiliar with the staff around them. Changes to the family structure- a new baby coming into the family. This may affect children and young people’s development by making the child feel nervous jealous and thriving for love. This could be helped by when mummy has a baby in there tummy get the child involved as much as possible take them to scans if they are old enough to understand. Ask the child what they would like a brother or a sister them but remind them that you can’t choose what they are having and ask what clothes they would like mummy to buy the baby. After the baby is born gets the child involved after the birth getting them to help you out. This will get the child feeling proud of them and help their self-esteem. It will also help their intellectual development. Moving setting- starting Infants school. A child aged 4-5 will be starting school they may feel sad if they are leaving a nursery setting, excited to be meeting new friends and teacher, nervous and very clingy to parents. To help the child feel comfortable in this transition encourage a positive approach read books to the children about school see if there are any children they know who are going to the same school, show them the new uniform , and items they need to take to school pencils pens etc. This transition will develop there self care and make them feel more independent. Changes to the body- puberty All young people/ persons will go through puberty the change of a child turning into an adult. Boys and Girls will have different changes to the body girls will start there periods and grow breasts and will have other changes. Boys will grow hair around different parts of the body; voice breaks and grows bigger gentiallia. This may affect a young person’s self-esteem by the young person who hasn’t started puberty but friends have they will feel that there is something wrong with them. You could support them by reassuring them that nothing is wrong everybody starts at different times and ages. Young people who have started periods will become emotional, angry and scared you would support them by buying them products such as Tampax and sanitary towels to use, talk to them make them feel comfortable and advise them to talk friends around them or young people of the same age. Direct them to sources of appropriate information and be there to answer any questions Evaluate the effect on children and young people of having positive relationships during periods of transition Children and young people need positive relationships during transitions to support them and reassure them that they are safe and secure. When a child starts a nursery setting the child will have support from parent and key person within the setting who will comfort them, listen and monitor their progress within the nursery. A key person will talk to a parent and discuss what the child likes, dislikes and there comforts. The key person is also able to monitor effects of the transition on the child to see if this is temporary or long term effect and to assess if the child needs extra support to overcome these effects ----------------------- Morality, Creativity Spontaneity, Problem solving, Lack of prejudice, Acceptance of facts Self-esteem, confidence, Achievements, respect Of others, respect by others Friendship, family, sexual intimacy Security of; body, employment, resources, morality, the family, health, property. Breathing, food, water, sex, sleep, homeostasis, exertion.