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 Children with specific language impairment have Social and behavioural problems, Withdrawn behaviour Aggressive behaviour Difficulty relating to others Learning difficulties There are thousands of children and young people effectively disabled by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.
1.3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected 2 Understand the factors that impact on children and young people’s development 2.1 Analyse how children and young people’s development is influenced by a range of personal factors 2.2 Analyse how children and young people development is influenced by a range of external factors. 2.3 Explain how current practice is influenced by Theories of development and frameworks to support development. 3. Understand the benefits of early intervention to support the development of children and young people. 3.1 Analyse the importance of early identification of development delay 3.2 Explain the potentially risks of late recognition of development delay 3.3 Evaluate how multi agency teams work together to support all aspects of development in children and young people 3.4 Explain how play and leisure activities can be used to support all aspects of development of children and young people 4 Understand the potential effects of transitions on children and young people’s development.
fast mapping) and the learning theories that support the relationships you identify. Q4 There are many risk factors for children prior to birth and during early development through infancy and toddler years. Often, children with many risk factors (such as poverty and poor access to health care) suffer from one or more developmental delays. To prevent these delays, children with many risk factors are placed in early intervention services to help identify and prevent delays. Using the risk factors named in your book (or found in your own research), create a one paragraph scenario that states the age of a child, his or her gender, and some risk factors.
Also identifying these delays at an early stage can the be recorded on all the child’s document so that it can prevent the child from falling behind in the school a lot more if the teachers and staff do not know about the delay. Important early identification on a delay may be that the child may have a medical condition that may be able to treat with medication or treatment slowly so that the child’s delay can be cured and will not affect them in the future. Also if the child has a disability that is identified they would be able to get the right support throughout their time in school to help them with work if it is a disability that is physical or mentally there is support out their for them no matter what even if they go to a school that is specially equipped to support them. Identifying the delay early can also help the child or young person in not only the area that they were
Children learn language in such a short space of time and this is why the pre-school years are so crucial - with parents and early years workers playing a vital role in encouraging children's communication development. Problems with speech and language are the most common developmental difficulty that children encounter. Studies indicate that as many as 1 in 10 children in the UK have speech and language difficulties, and these are particularly prevalent in the early years. Types of speech, language and communication problems that children experience: * Understanding spoken language: Children may have difficulty with understanding the meaning of words and concepts. They may have problems following instructions, understanding games and tasks, and making sense of what is being said to them.
Autism is a disabling condition. Some children improve in their language skills and communication. Some autistic individuals eventually achieve independence, but most require supervision their whole life. Most researchers believe autism is caused by defected genes. There is a greater risk for families who have one child with autism to have a second child with autism.
Also it can be seen that a child who does not enjoy being with the other children may have a communication need. 1.2: Explain how speech, language and communication skills support each of the following areas in children’s development; * Learning * Emotional * Behaviour * Social Ans: Children ability to communicate opens doors for children’s overall development. Using speech, language and communication can help children’s development in so many ways such as; a) Learning; this in relation to children involves their overall
Denver Development Assessment Project Age Group: Toddlers (1-3yrs) Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like jumping, running, or balancing). Children develop at their own pace, so it's impossible to tell exactly when a child will learn a given skill. However, the developmental milestones give a general idea of the changes to expect as a child gets older. The toddler period covers two year's in the child's life from about one to three years of age.
Children of the same age will not reach all of the milestones at the same time – some children will achieve milestones earlier than the expected rates of development and some will achieve them later. Children generally develop in broadly the same sequence (order) – babies will learn to roll over before they sit up, for example, and children will say single words before they string two or three together in early sequences. However, there are exceptions to this – sometimes includes disabled children and young people and those who have specific needs. DEVELOPMENTAL STAGES TABLE Age | Intellectual/cognitive | Social / Emotional/ behaviour | Language/communication | Physical | 0-1 year | Recognises mother’s voice, senses are used for exploration, understand that he/she is a separate person, understands that objects still exist even if hidden, memory develops, anticipate what comes next in daily routines. | Needs close physical contact with them for security, smiles from about 5 weeks, cries if the primary carer leaves the room , shows some feelings such as excitement and fear (3 months), laughs and fear of strangers (6 months), play with carers (9 months), increase of self identity and self esteem (12 months) | Cries to communicate needs (till 4 months), makes sounds to call the carer’s attention (6 months), understand ‘no’, own name, says ‘mama’ and ‘dada/papa’ (9 months), tries to talk making different sounds (12 months) | Lifts head first then chest,
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.