this impacts on the life chances of the young person because they may not be able to fully put their trusts in the adults around them because of all the new changes they have gone through. They may struggle to ask for help in later life and rely on themselves more. A young person may have moved schools which will interrupt their education and mean they will not do so well in class and could become disruptive to other pupils. A young person may become resentful of their parents and communication could of broken down, and this could to lead to them having negative feelings about themselves. This could mean that a young person turns to drugs or alcohol and not be able to access higher education or get a good job.
If a parent is always stressed and worried there child will sense this and not feel as loved as a parent who is more warm and comforting. This does not mean that a parent doesn’t love their child but the way they are each emotionally will have an effect on their level of attachment. A child’s temperament can be shown at a very young age you will see this in the child’s level of activity, emotionally and socially. If a child is always upset and crying when they are at daycare or with a caregiver this will also affect their level of attachment it will be much harder for that child to be cared for and the love and comfort a child needs will not meet as the child’s temperament is affecting this attempt for attachment. A child’s temperament can affect a child's choice of activities and environments.
. The value of using functional assessment information to develop effective behavioral interventions has been demonstrated, especially with students who have emotional and behavioral disorders yet who have normal cognitive abilities (Hagan, Lewis-Palmer, & Sugai, 1998). Not every student that begins school is ready to learn. Some children cause so much disruption within the class that it distracts other students that are ready and willing to learn to lose focus and not obtain the lesson that they are there to learn. 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.
When a child hits age five there are certain skills that should be developed such as paying attention, keeping certain thoughts to them, and staying focused when given a task. A child with ADHD will have trouble staying focused when given a task by a teacher, often leading to missed assignments and outbursts in the classroom. The behavior problems associated with this disease makes it difficult to keep friends. Classmates may think it is funny at first, but eventually they grow bored of the classroom interruptions. Children with this disorder have trouble recognizing the personal space of others, which can sometimes lead to child spending a lot of time alone.
Therefore her social and communication skills have begun to cause concern. This will affect Heidi’s emotional, intellectual and language development as she is likely to isolate herself from her peer group, and lead to her falling behind in other activities and skills. As Heidi does not follow instructions she will not learn the social skills to enable her to enjoy coming to nursery to fully participate in all the activities available. 2 Speech Impediment Finley is in year 6 and has begun to stutter when he feels anxious and under pressure to answer a question in the classroom. Therefore his communication skills have started to deteriorate.
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.
It is often at this point that they become labelled as troublemakers. They get excluded from schools which can further encourage negative behaviours and so the circle continues. This can often affect the young persons ability to form and maintain relationships and can even ultimately have an impact on their mental health. Many young people don’t understand themselves what help they need, that coupled with possible communication
Children in this age are still considered being at Piaget’s Pre-Operational stage, not quite ready to come to terms with abstract concepts and logic (Fetherston, 2007). Some will come into the class with delayed life skills, such as toileting, others may shy due to lack of siblings or earlier socialisation. One particular issue common to all students in this range is their level of understanding. Students in this developmental bracket may not be able to make inferences and draw conclusions on their own. In relation to behaviour management, this means that there is a risk of a child not understanding if the rules are too vague, or if the consequences are only implied rather than clarified.
The dramatic physical changes that a child goes through can be very stressful. It causes stress from their body changing and developing making them fill as if they are different from others and they have a feeling of not belonging. These changes that their bodies go through cause them to do and act in a ways that others are. Peer pressure on a child can be very overwhelming. If they do not act or do the things that others do they are bullied.
Children may react very differently to a transition, depending on how other people react to the transitions and when it happens. For example, going up a year in Year 1 may make the child feel displaced, unfamiliar, insecure and stressed. They will be uncertain of whether or not they will get on with the new teacher, any potentially new classmates and whether or not they like the classroom environment. If they do not adapt or problems arise with this transition than the child may start to not concentrate in class, listen to the teacher, complete the work set, refuse to go to school and, depending on the personality of the child, they may become passive and withdrawn, be bullied and lose friends or start to bully, become rude, interruptive and may refuse to