201.3.1 Identify the transitions experienced by most children and young people 201.3.2 Identify transitions that only some children and young people may experience eg. bereavement 201.3.3 Describe with examples how transitions may affect children and young people’s behaviour and development During a childs life they will experience a number of transitions. A transition is the process or a period of changing from one state or condition to another (oxford dictionary) There are a number of transitions that all children are likely to face but some children may have to face very particular transitions that are not shared by their peers. As someone who works closely with children we should be aware of the various transitions that children may go through and how we can best support them during and after the transition. Some transitions are physical such as moving home, starting a new school or they may be emotional such as bereavement, parents divorce, new family.
Ass 1 Task 4; Explain how children and young people`s development is influenced by a range of external factors. Some external factors that could influence children are; childcare arrangements, family, poverty previous education and where they live. If a child has been taken into care or has been moved around a lot this child could be unsettled and they might misbehave as they are afraid of rejection. This could also happen if a child`s parents separate the child would feel under pressure to choose a parent or that a parent might leave. Family can have a big effect on a child’s development for example if the child is an only child he / she will not know how to socialise with other children.
s recent policy and practice failing the needs of BESD childrenIs Recent Policy And Practice Failing The Needs Of Behavioural, Emotional And Social Difficulties (BESD) Students, Therefore Putting Them At Risk Of Social Exclusion? The Special Educational needs agenda in the United Kingdom has made great leaps in the past century. Children experiencing difficulties are no longer seen as imbeciles who are uneducable to individuals who have the same rights to an education as all children, although they may need additional time and resources to be able to achieve this. These children are no longer locked away in special schools or institutions, but are educated alongside their peers wherever possible. However there does seem to be some forgotten children.
Some other possible impacts of social, economic and cultural factors that will impact on the lives of children and young people can be as follows: Personal choice: A family may decide to live in a way that differs from others such as communal living or same gender parents. A travelling community child may have their schooling affected if they leave and join new schools as they travel. Housing and community: There can be a negative affect on children’s development if they have poor quality housing or cramped conditions. Families can become isolated if they live in a community where children have challenging anti-social behaviours, this can make them unwilling to let their child play in the community. Health facilities and education can be tricky to access if transport is limited.
Some of the children that will enter our classroom may come from undesirable environments. As early childhood educators it is our responsibility to find strategies that will help those with autism, ADHD, and other environmental issues, to change their challenging behaviors into one that would be more suitable for learning. Children with autism have challenging behavior because their brains deal information in a different way. These children have a hard time learning to take turns and sharing with others. Autistic children are known for self-stimulating behavior such as; flapping of their arms when upset.
At the end of each tier a participant’s academic progress is analyzed, if it is determined that farther intervention is appropriate, then, the student is moved to the next tier. Because RTI uses a unique and innovative approach to learning students and parents may feel more receptive to it. An Overview It is very frustrating for educators when a student is struggling in their academics but continues through the grade levels. School administrators are likely to recommend placing the student in special education classes. Unfortunately this cannot be achieved unless a student is tested for and labeled as learning disabled.
Some students just are not mentally prepared for the classroom whether it be because they struggle with social or self-management skills, or because they have a tough home life, they can because a disruption for others so it is essential for the school system to come up with a way to diffuse the maladaptive behavior. Many studies are conducted to test the validity of functional behavioral assessments. One study sought out to
Analyse the factors that effect emotional and mental health of children and young people [20] The enhancement of positive early experiences as well as prevention methods and early intervention during childhood are critical for children growing up for their mental and emotional health but there are many factors effecting mental and emotional health in children. One of these factors is the socio-economic factors; children can be deprived of resources that would give them deprivation in experience, intellectual opportunity and meaningful human relationships beyond human survival that would contribute to emotional problems in children. Poor housing, overcrowding in the home or high unemployment of parents can also contribute to mental health problems of children. Family life breaking down is another factor influencing the emotional and mental health issues for a child. Parents divorcing can be very distressing for children and can make them feel angry, sad, powerless and abandoned.
The sooner health problems are identified and resources are put in place, the more chance there is for them to catch up with other children. Sensory impairment Children with sensory impairments develop differently depending on the type, severity of impairment and how quickly it is diagnosed and support can be put in place. For example, children who have hearing issues usually will not meet communication milestones in their early years and children with visual problems will struggle to read and write at school. Learning difficulties A child with learning difficulties will have delays in reaching milestones and therefore will need extra support in school. They may also develop a low self-esteem because they get annoyed with themselves for not being able to do something i.e.
These need to be taken into consideration when observing and assessing. If a child that had dyslexia for example at school, they will be allowed additional time for help and additional time to sit tests. In nursery however a child may need an adult to remember to give one instruction at a time. Not understanding the nature of a child’s disability can lead to a practitioner underestimating a child’s ability. | Reliability of information |