Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
Another factor that can affect how learning or development activities are implemented is language and communication. If the individual that is trying to teach somebody or help with activities that has a different first language to the individual it may be harder to understand. This not only places these learners at a disadvantage, but it also leads to linguistic difficulties which contribute to learning breakdown. f the individual you are supporting cannot speak due to how severe their physical or mental disabilitiy they have, it can create huge issues with learning development. These individuals are usually excluded from learning and development activities due to these disabilities.
This would make it difficult for the service worker to communicate information to the service user. Learning disabilities can also affect a service user’s ability to communicate. While speaking to a Speech and language therapist, I learnt that service users with Semantic-pragmatic disorder find it difficult to effectively communicate with others. Semantic pragmatic disorder causes delayed language development and have difficulty following conversations. This means that the service user cannot fully communicate their feelings and opinions and would struggle to convey what is wrong with them
The common assessment framework and how it relates to safeguarding children. The common assessment is a generic, holistic assessment. It aims to: Enable at an earlier stage, a wider picture of a child or young person’s needs and strengths to be built up and, with appropriate consent, shared among carers. Improve communication and integrated working between carers supporting a child or young person (including communication between a young person and adult services). Improve decisions about whether further specialist assessment is required and, if necessary, provide information to contribute to it.
Individuals with autism often have difficulties reading non-verbal forms of communication, such as body language, and find it hard to relate to other people’s feelings and emotions, which can effect their responses to a social situation as they will appear out of context or inappropriate. Another problem an autistic individual may experience in social interaction is having a rigid set of interests. For example, an individual may have a vast knowledge on sport, and will only want to discuss this topic of interest, resulting in a monologue of interests rather than a conversation. 3. - The problems of inflexibility and restrictiveness in activities and interests and how these may affect Individuals with autism can often show inflexibility and restrictiveness in their interests.
We often find ourselves criticizing the way a message is presented and ignoring its content or value. We don’t like the message being “read” to us, we find the speaker lacking in experience, or we don’t care for the negative tone of the boss. Our listening focuses on delivery and approach.
After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs. The information learnt could be used when the practitioner is planning, or when they are putting it into
Team members rely on each other to fulfil specific roles and specific objectives. 4. What are the key aspects to establishing and maintaining open communication processes with all stakeholders. In some situation communication barriers are caused by misunderstandings. Often what is being communicated is not being received because we are all different.
Poor communication between the service user and carer is a factor, he or she may be unable to express their concerns or opinions. If an individual is not mobile or bed bound, they are frail and powerless to defend themselves. Someone who suffers with dementia and is aggressive may be susceptible to abuse as care staff may not know how to deal with this and become frustrated and lash out. Question 2a (Weighting:
When we take care of children, we are also helping the human species find the truth and understand the world. (Gopnik et al. 1999: 211) This chapter begins by looking at what elements need to be in place to ensure that children develop to their full potential and have opportunities to explore and extend all their capacities and capabilities. It will further explore the generalized impact on children’s development of social breakdown because of war and conflict – looking in detail at the developmental processes of early childhood, and noting what happens when that progress is interrupted. The major theories of play will be outlined, with the emphasis here on play not only as a necessary feature of childhood and essential component of development, but also as a means to regain ‘lost childhoods’.