Children and young people in the care system are more vulnerable,often due to the lack of stability and attachment disorder this can affect their emotional ,social and academic development. 3.3 Explain how disability name affect development. Disability can affect the development of children and young people in a variety of different ways. Physical development may be affected by limited mobility if
3.2 Explain the reasons children and young peoples development may not follow the expected pattern. there are many reasons which may cause a child or young persons development not to follow the expected pattern. These factors may be external or personal and can include disability, emotional influence, physical influences, environmental influences, social influences, learning needs and communication skills. Disability. this could be a physical or learning disability.
Unit 136 Support children’s learning and development in the early years 3.1 – Analyse the role of responsive communication in promoting children’s care, leaning and development. Active listening Reciprocal communication Non verbal communication Augmentative communication Gestures, rhymes, songs, finger plays, drawings and representation Appropriate and accurate use of language It is important to know and understand the role of representative communication in order to promote the children’s development. Active listening is not just listening but thinking about what you hear, the use of body language and other signals that are sent out through play. It is important to give time to be able to think about how to respond. Your full attention should be given.
Explain what is meant by the term dysarthria. Dysarthria is a disorder of speech 3. Describe the communication challenges presented to the individual and self by dysphasia and dysarthria. People with dysphasia often have language that is fluent with a normal rhythm and articulation but it is meaningless as they fail to comprehend what they are saying because they have problems word finding. So they can be asking for something but the words mean something else and communication could be difficult when talking to the individual.
Different techniques could include; sign language, adapting the classroom activities or even the classroom itself as well as the use of specialist equipment. Special educational needs can come in a variety of forms, but tend to include; Communication Difficulties and Cognitive or Learning Difficulties such as speech and language problems, autism, deafness, blindness or visual impairment. Pupils with these special needs may have difficulties with things such as; language, memory and reasoning skills, problem solving, movement skills, understanding numbers, problem solving and organisational skills. Other supportive needs that pupils might have could be; emotional, hyperactivity, disruptive, withdrawn or isolated. The children outlined above are the more typical examples someone might think of when we mention special educational needs.
• Speech, language and communication needs: refers to any difficulty a child has in any of the 3 areas. 2) Complete the chart below to explain how speech, language and communication skills support each of the following areas in children’s development:- |Area of development |How it supports children’s development | |Learning |Speech, language and communication skills support a child’s | | |learning because for a child to learn, they have to remember | | |what they have seen, make connections to what they are now | | |seeing or hearing and then come to a conclusion. In the example| | |of learning, a child needs to use speech, language, | | |communication as well as body language,
EYMP 5 1.2 Explain how speech,language and communication skills support each of the following areas in childrens development:learning,emotional,behaviour,social Learning – Language is needed to understand concepts, participate in problem solving, and to develop ideas and opinions. Language enables a child to express their thoughts and feelings, and to think about abstract notions helping them to make sense of their world. •Emotional – Children need to be able to express themselves, if they have difficulty doing this it can have a damaging impact on their self esteem and identity. This can lead to a lack of confidence. Expressing their emotions and talking about them can help children to understand acceptable social behaviour.
Language acquisition is the cognitive process where humans acquire the ability to perceive and comprehend language, as well as to produce and use words and sentences to communicate with one another (Friederici 2011). It is known that as physical development occurs in infants, the voice box dropping down, enhanced control of tongue muscles and the ability to hear, language development and acquisition occurs (BBC, 1998). Also, cognitive development is related to language development, where the inner processes such as remembering, reasoning, problem solving and creating are forming mental activity that leads to the ‘knowing’ (Berk, 2013). Children build on these developmental processes with physical movement and touch, gathering perceptions of the world using all the sense organs (Berk, 2013). Piaget and Vygotsky both identified the most important source of cognition is the child itself.
Language can be defined as verbal, physical and biologically innate. Behaviourists often define language as a learning behaviour including a stimulus and response. There are varying theories on language development. Chomsky (1959) believed that children are born with specific linguistic knowledge and an inherited ability to learn any human language. He stated all children needed was a trigger to this pre-programmed ability to learn language as the brain was pre wired for language.
Guidance to Support Each Child’s Learning & Development Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. This Busy Bees guidance helps practitioners to support each individual child’s progressive line of development. Guidance Index Planning 1. Continuous Provision Monitoring Guidance 1.1 Support Tool for Enabling Environments 0-2years 1.2 2-3 years 1.3 3-5 years 2. Learning Areas 3.