This is a significant moment in their development as they moved into adolescence and then adulthood with the physical, psychological and emotional changes it brings, and each child deals with it differently. Some see it as positive change and a sign they are maturing, some see it differently and feel odd and different from their peers. Those that struggle to manage the change may lose focus and be affected with poor academic performance. They may withdraw from peer groups or physical activities for fear of being teased and bullied and will feel uncomfortable about getting changed in front of peer groups. Children often fail to communicate for fear of drawing attention to
Plus, a stressful family environment may cause a child to experience learning disabilities and possibly be of a high risk of a stress related illness. At the same time, various other elements within a child’s background may affect behaviour and development, these being; divorce, a new baby, diet, poverty and media to mention a few. Children of one parent families may suffer as the parent may work long hours leaving the child with very little support and possibly no role model to look up to. Divorce also can be very traumatic for a child. Children whose families have joined with another family and therefore have ‘step-family’ may experience unhappiness due to the child being picked on or feeling left out, this would lead to low self-esteem and they would quite possibly result in lack confidence in their own abilities.
They might also become angry about losing a loved one which could make them unsettled and have bad behaviour. This may occur as depending on age, the child may find it hard or lack the maturity and experience to express how their feeling. This could make them frustrated which could then manifest itself into angry behaviour. 2) New sibling – When a new child is born into a family, this can make the existing child or children feel left out and abandoned as the attention shifts to the new baby. This can cause feelings of jealousy as they fight for the attention of their parents.
This could affect their ability to development or interact in social settings or in the classroom. Dyslexia; is a difficulty in learning to read. A child/young person suffering from this may become frustrated and problems could arise at home or in school, behavioural problems could also be seen, as well as the child becoming unmotivated or developing a dislike for school. If dyslexia is undetected then this will affect their development at school and could spoil any chance of achievement. Physical disabilities could include.
Some children who have arrived from another country where formal education begins later may also find their intellectual development affected as they have had no previous education but could also affect their emotional and behavioural development if they feel they are not able to do what others have already learnt to do. Schools will often put appropriate support in place for children in these situations. Abuse/Neglect - If a child has suffered from any abuse or neglect it will almost certainly affect the
CYPOP 12 Support young people to move towards independence and manage their lives 1.1 Explain the reasons why some young people may find it difficult to move to independence As young people leave care they face a variety of challenges. Some meet and overcome these challenges, yet others struggle. Some reasons may include: * Incomplete attachment * Abuse * Exploitation * Disrupted or multiple placements * Repeated damaging or unsatisfactory relationships * Unresolved emotional issues * Physical disability * Learning difficulties * Mental health problems * Risks of threat Physical disabilities – In early stages of the young person moving into independence there may be poor transitional planning between multi-agencies preventing access to valuable support. The young person may not receive information correctly in relation to support and choices that are available to them due to the length of time that the young person will have spent with family or paid carers. They may not have developed and experienced independent social lives, access to transport and communication may be limited and placements may be too far away from close family support networks.
Young children are very impulsive and find it hard to control their behaviour but, once language is mastered, children’s behaviour changes. It would seem that language helps children to think things over when talking about it. They can then focus on the consequenceses of their r their friend’s actions and they can initially begin to remind themselves of what they need to do or what they should not do. For example in an early age when a toddler goes up to something they souldnt be touching and points at it and say ‘no’ is an example of this. Another example would be in the pre-school age, when they have ran into someone by accident and hit them, they know they didn’t mean to do it but to still say sorry for hurting a friend.
1.2 Describe, with examples, how different aspects of development can affect one another. A child being unable to express themselves through oral language may find it themselves frustrated and will show this frustration in their behavior towards others. This will affect their social and communication development strongly, as they won’t be able to communicate normally, they will probably show less want to join in with others and friendships may be harder to obtain. A child that crawls later than normal wouldn't be able to explore their environment the way a normal child would. This would affect their physical development and their intellectual development, as their learning at the age of crawling is sometimes dependent on their ability to move and touch things.
A discriminatory attitude may have a negative impact on children's education and emotional development. A child who is discriminated against by the teacher can feel unimportant and worthless. The responsibility of teachers and TAs is even bigger as they have to be an example for the children. If the children observe that the teacher or T.A. makes differences between pupils they can follow this attitude and so the children that are discriminated may lose their confidence in their self and in others as well, and may develop inferiority complexes.
However a practitioner needs to encourage positive behaviour and manage children’s common behaviour. Specific types of unwanted behaviour that should be referred to others: • If pupils are a danger to themselves and/or others • If you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions • If you are not comfortable dealing with a pupil, for example they are behaving in a threatening manner or behaving unpredictably • When an incident is serious enough to warrant the involvement of a senior member of staff, i.e. biting Other behaviour concerns that should be referred outside of the school are ones that interfere with a child's learning. If the child is destroying property, this would also be an area of concern. Other behaviours that could be of concern and interfere with learning could be attention maintenance, hyperactivity, or severe withdrawal.