Explain how children and young people’s development is influenced by a range of personal factors. The personal factors are a child’s genes which influence development and how the brain works. This influences a child’s personality, potential and health, which will then later be influenced by how they are raised and the environment in which they are raised. Below are four personal factors that could influence a childs development and some of the reasons why. ● Health Status The ill health of a child could mean he/she may have to spend a lot of time in hospital , this would mean being absent from preschool and school affecting education on all levels, including emotional and social aspects of making friends etc.
Carefully introduce new information within a familiar structure in order for the child to learn and progress. Downplay the importance of handwriting skills in autistic children, since some motor skills can be compromised by autism. Instead, allow the autistic child to type answers on a keyboard. Place the monitor close to the keyboard, as many autistic children may have difficulty in establishing the connection between the two objects. Eliminate loud sounds, such as bells, PA systems and buzzers, from the learning environment.
Unit 1 Contribute to the Support of Child and Young Person Development Level 2 Credit 3 Questions Consider one young person you are working with and suggest ways the identified development needs of a child or young person can be met in the work setting. CA has server autism and associated learning difficulties. He also sufferes from neurofibromatosis wich effects multiple small growths in the brain; all together this effects CA in a server and profound way and thus reduced mobility, connotative function and limited communication skills. To help CA acheave some of his developmental needs we used many differant stratages including games, rewords and repetitive motions. We also reinforce positave beheavure with praise.
Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
As they mature, some children with autism become more engaged with others and show less marked disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have great difficulty with language or social skills, and the adolescent years can mean a worsening of behavior problems. The majority of children with autism are slow to acquire new knowledge or skills and some have signs of lower than normal intelligence. Other children with autism have normal to high intelligence.
PDD-NOS is diagnosed when the criteria are not met for a more specific disorder. B) What about the Rett and Childhood Disintergrative Disorder? Rett syndrome and childhood disintegrative disorder, both share several signs with autism but usually have unrelated causes. 4. ASD is a form of diability whereby there is need of intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills.
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. 4.1 Explain how different types of transitions can affect children and young people. 4.2 Explain the importance of children and young people having positive relationships through periods of transitions. 4.3 Evaluate the effectiveness of positive of relationships on children and young people’s development 5 Understand how assessing, monitoring and
Response/Analyses Every day, our brains interpret the things we see, smell, hear, taste, touch, and experience. But when someone's brain has trouble interpreting these things, it can make it hard to talk, listen, understand, play, and learn. A kid's symptoms could be very mild, severe, or somewhere in the middle. For example, some kids might be upset by too many noises or sounds that are too loud. Kids who have milder symptoms don't mind loud noises so much.
A lot of parents do a lot for their children with regards to speaking. Parents talk for their children at times and some do this more than others. This can affect their levels of communication as they may not have developed the skills they need to ask questions or answer them. It’s not always English as a second language which is a barrier. It can be that their opportunity to speak and communicate hasn't been the same as other children.
They may have problems following instructions, understanding games and tasks, and making sense of what is being said to them. Often children with these difficulties may appear to understand as they may be getting clues from following other children or guessing from the context. However, they may also come across as 'difficult' simply because they do not fully understand what is being said. * Spoken language: Children may have problems with using language. They may have difficulty with words or sentence structure.