Infant’s social development needs are met by new people throughout the family, this way they build bonds and relationships with close relatives. Where as a toddler is able to interact with other children their own age and they do this mostly when starting school. Some children and babies are unable to develop at the pace they should be because of other needs that need to be met such as having physical problems like e.g. disability, sensory impairment etc. Intellectual needs for infants are met by their carer playing with them which helps with their learning, but most intellectual
The environment a child is in can also play a significant part in all aspects of their development. The child could be in Local Authority care, or the family home are dealing with many financial and housing issues, if these are less than ideal for the child it can cause a negative impact on the child’s learning and progress. For example the child could be placed in foster care and may be dealing with issues of bonding with the family and siblings. Therefore feeling
Within the nursery setting communication is a key feature in day to day doings; Practitioners will usually communicate witlh parents or carers to discuss a child's prgress in the long term and to explain about the daily activities a child has been involved with. A priotrity of communications use between practitioners and parents is to identify the incidents or accidents that have happened within the nursery. As well as serious communication, some forms can flow to encourage and perserveer children into fun activities and positive behaviour. Within the nursery environment communication is not always used with Parents or carers, it is also used with other staff members in a number of areas, these areas are presented within meetings about a nurseries running and to pass on urgent information, Practitioners can also use the tool of communication to discuss and talk with the children. Certain situations are presented within a nursery when speech is needed, this can be to give instructions within dangerous activities, (only dangerous if instructions
Since the toddlers I look after are unable to communicate verbally to me, I continue to speak aloud to them and I ensure that I emphasize the tone of my voice to suit the situation. Sometimes I incorporate some hand actions to convey a meaning i.e. lunch time, music time, time to change a nappy are a few examples. As the toddlers are unable to speak fluently yet I provide written communication to the parents on a daily basis and this enables them to see and learn about their child’s day to day activities in childcare. This form of communication helps build up a trust between carer and parent.
They do well communicating with their parents because they are home all day with them. However, when it comes to other children they freeze up. Socializing with other children is important also. If they don't know how to communicate, they will have a hard time socializing with other children. They need to learn how to communicate with children their own ages.
They are also encouraged to speak with staff at the schools they attend, so that they may be provided the most productive environment possible. Patients generally have trouble in social situations, and will do much better if they have the proper stimulation at home from an early age (Nielsen, 1998). If parents submerse their children in group interactions at a young age, it will aid in diminishing the problems they have in social situations. Parents are also encouraged to place these girls in pre-school rather then waiting for kindergarten. Girls with delayed speech development should see a speech therapist (Nielsen, 1998).
How we manage transition in our settings Children can go through many transitions in their lives. Practitioners and key workers to our children will support both parent and child in these transitions. Children can face many types of transitions: -Moving between setting and carers. - Moving through the setting - Moving to School - Birth of a sibling - Moving home - Family breakdown Transitions can be managed by ‘Containing the loss’. If we are aware of a transition that is going to happen in a child’s life we could manage the transition by talking to the child, asking them how they feel talking about it with them.
UNIT 4222-350 Outcome 4: Be able to engage with babies and young children and be sensitive to their needs. 3) Babies and young children cannot yet moderate or communicate their exact feelings. This can cause confusion and frustration for children and also confuse adults who may be trying to understand why a child is behaving in a certain way. It seems obvious, but It’s key to remember and rationalise, that as an adult you have gained the discipline to understand and moderate your own feelings during the process of growing up. Children and especially babies are at the beginning of this process, have not yet had the chance to master it and a child’s behaviour can look erratic and illogical if you do not take the time to focus back in on this.
Intellectual – moving to a different setting i.e. from nursery into a reception class – it helps if the child visits the setting and meets the people who they will be involved with before moving, allow the child to be involved to help them understand what is going to happen, work closely with other practitioners sharing information about the child. Emotional – change within the home i.e. someone in the family may become ill or die – comfort and reassure the child, work closely with those around them to share information to benefit the child’s feelings and needs, allow them time to come to terms with what has happened and be there for them so they are able to talk about it if they want to, be prepared to seek further support. Physiological – development to the body and health i.e.
Some families may move house a few times throughout live. This can affect the child as they have to make new friendship and get use to a new area they have moved too. Children and young people can not do anything to their transition and can be daunting like: first day that school, first exam, first sexual experience, most of these are navigated. The experience they gain can help them learn to deal with the challenges of life ahead. The range of transitions faced by children and young people includes: Moving schools or class Puberty Bereavement Parents splitting up Illness (Parents or siblings) Changing friend Groups: