The challenge is to identify and use other relevant information to improve decisions about individual children. Speech, language and communication difficulties can have a profound and lasting effect on children's lives. For a small percentage of children their disability cannot be prevented, but early intervention is just as vital as for those with less severe difficulties to help give a child the best possible support that they need. The impact of these difficulties will vary according to the severity of the problem, the support the child receives, the child's confidence and the demands of the child's environment. Children with specific language impairment have Social and behavioural problems, Withdrawn behaviour Aggressive behaviour Difficulty relating to others Learning difficulties There are thousands of children and young people effectively disabled by Speech, language and communication impairments.
CYP37 Outcome 3 3.1 Disabled children and young people are not just those that you can clearly see are disabled, like suffers from cerebral palsy or downs syndrome. It also covers those disabilities that you cannot recognise straight away like dyslexia or autism. This can mean that it can be quite difficult to diagnose the child and determined what amount of support is needed and at what level. It is commonly known that the earlier the diagnoses the less impact and effect it has on the child and their families. Therefore I am always active to look for signs of disability and to try where possible to lessen these so that the child has an equal opportunity to education.
However we should adapt activities for them to joint in. Sensory impairment - If a child has a sensory impairment e.g. hearing this can affect them when mixing in groups they may not be able to hear what some say as they may be too far away or too many talking at once. Learning difficulties - a child that has a learning difficulty such as dyslexia may find it hard and frustrating, especially if they are reading as a class this may lead to behavioural problems or even not wanting to go to school which would then affect their development. 2.2 How children and young people’s development is influenced by a range of external factors Poverty and deprivation - how and where a child grows up can have an effect on their health development they may have medical problems like asthma.
Ratios of Staff to Children should also be met to meet current requirements. Light: Classrooms should, where possible, have sufficient natural light, to ensure that children can work without discomfort. If this is not possible or natural light is not sufficient, then alternative light sources should be those that do not cause discomfort, after a prolonged period eg, fluorescent bulbs. Noise: The level of noise around a classroom should be taken into consideration, as this can cause distractions and cause an area of work to become unsuitable. If planning physical play the age and physical development will be the main factors to take into consideration, as older children usually need less stringent supervision than younger children who may still be unsteady on their feet and lacking in co-ordination skills.
Also if the family cannot afford to buy enough food, the child might have trouble concentrating and absorbing information. This could have a negative effect on their intellectual and physical development. The child`s could feel ashamed of their home, family or clothes, which could in turn affect their social development and the way that they behave. Children who have had previous education are likely to do well in all areas of development, as they would have had access to lots of different
Intellectual changes can include a lack of concentration, not joining in activities. On the other a hand a child could also go through physiological transitions by them going through puberty. This will affect their development as there hormones are changing, which could cause mood swings or weight gain/loss. This will more than likely cause them to become self-conscious as the child will feel like they are the only one going through the transition and may be too embarrassed to talk out loud about what they’re going through. The NHS suggests that during puberty, the child’s body will begin to develop larger sweat glands around their armpits, breasts and genitals.
Material deprivation can also extend to before formal education, with middle class young children being given educational toys, whilst working class children are far less likely to receive these expensive toys and are more likely to be given non-educational toys. This is arguably one of the most important factors, as it is a huge hindrance on the intellectual development of an individual to be cut off from information that their peers have access to, and that they need to be effective in their progression through the education system. Cultural deprivation is a theory stemming from home background that is argued to have an effect on educational achievement. Cultural deprivation is the inadequate socialisation and pre-primary education of young children. Cultural deprivation can include speech codes, the way parents interact with their children and the values children inherit.
Criteria 1 For practitioners it is important for them to identify a child’s care and learning needs in a child care setting it is very important for them to know this because it is important to promote development, because some children develop and learn slower than others and for practitioners it is important that they ensure all children’s needs are cared for despite their stage, age and development. For practitioners meeting a child’s care needs can be challenging because every child is different and unique, there are areas that practitioners need to take into consideration that meeting a child’s need could affect them as they will need to plan accordingly to the children’s age, stage of development and needs. Every Child Matters is one
Children with speech and communication difficulties: There are usually reasons why Children find it hard to communicate. This could be due to a hearing impairment or Autism etc. You should provide other opportunities for them to communicate such as signing, gestures, and visual clues. This can be used with practice to construct sentences and help the children communicate their needs and wants. This can be of more benefit to the child if everyone is working together such as parents/staff and outside agencies.
But the majority of the times the cause of speech, language and communication problems are unidentifiable. Early identification of speech, language and communication delays or disorders means the child can sooner receive the right treatment and support to hopefully correct the problem. Greatly increasing the chances of improving their skills and helping to get their development back on track as quickly as possible. Late recognition of speech, language and communication delays can lead to problems with understanding or a child being able to express their own feelings, leaving them feeling angry or frustrated and causing them to act out and maybe develop behaviour problems. It can also affect their confidence and self-esteem causing problems building relationships with peers and becoming delays, particularly in literacy, having problems with sounds and letters leading to delays in reading and spelling.