Tibi has really low self esteem, and she doesn’t laugh and have fun anymore. She is addicted to not eating, and she’s obsessed with losing her weight. 2. It can be social problems or something like that. If you have a bad relationship to your parents or somone you care about.
Task: Complete the table to cover Assessment Criteria 3.1, 3.2 and 3.3 Candidates will complete the table below, giving THREE examples of transitions that affect MOST children and young people and THREE examples of transitions that affect SOME children and young people. With all examples, show how the transition may affect their behaviour and development. Transition experienced by MOST children and young people Example of possible effect on children and young people’s behaviour and development 1. Starting School Starting nursery ,school or even college is a big transition for a child/young person some children are not used to being around other children so may begin to attention seek , throw tantrums or show aggression towards others however starting school can have a positive impact as it can teach a child to be independent. Another example could be a language barrier between the child and their peers making the child feel isolated so all four types of development can affect the child when starting school.
After she leaves, Shane continues to scream and cry until you are able to soothe him. Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys. Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.
Task 201-3A This task will cover criteria within both Unit 004 and unit 006. You will complete the table below giving three examples of transitions that affect most children and young people and three examples of transitions that affect some children and young people. With all examples you will show how the transitions may affect their behaviour and development during this period. | |Transition experienced by MOST |Examples of possible effect on children and young people’s behaviour and development | | |children and young people | | |1 |Starting Secondary School |During the transition from primary to secondary school children can suffer from a lack of | | | |academic continuity, anxiety about being separated from friends in a new school, low self | | | |confidence and can experience a drop in academic progress. This could leave children | | | |vulnerable or being bullied.
The environment that the protagonist is in, impacts his psyche. Since, he is unaware of his surroundings, he feels alone, and in pain. Moreover, his isolation, and pain in a new environment, impacts his basic desires for food and water. “I am not a child, to eat picked leaves! But the belly gets the better of the mind.” (Le Guin, 145).
The sequence of development is an order of milestones that children and young people meet and accomplish. Developments in social and emotional, physical, intellectual, language and communication begins from birth and continues into adolescents and it’s within these areas that a sequence is formed, for example a child will learn how to crawl before they can walk or can point before they learn to speak a sentence. A child will usually progress forward from one milestone to the next, normally one accomplishment has a bearing on the next milestone and if a child or young person has difficulty meeting a milestone it can mean they could have delays in other areas as well, and if a child or young person meets a milestone early then they may be great at reaching the next milestone early also. The sequence of development cannot be confused with the rate of development as every child will grow and progress at different rates. A child can accomplish milestones quicker in one area such as mathematics but may take more time to accomplish a physical milestone like running or fine motor skills.
CYP 3.1 Task 1: Understand the expected pattern of development for children and young people from birth – 19 years. 1.1 Explain the sequence and rate of each aspect of development from birth – 19 years. Birth to 4 weeks Physical Development – Lies on back with head to one side Head lags when pulled up to sit Primitive reflexes, i.e. rooting, sucking, stepping, grasping Social and Emotional Development – Responds positively to main carer Imitates facial expressions Stares at bright shiny objects Language and communication Development - Cries when basic needs require attention, for example hunger, tiredness, distress Intellectual Development – Birth Blinks in reaction to bright light Turns to soft light Stares at carer Cries when basic needs require attention 1 month Physical Development – Head control still unsteady Hands in tight fists Grasps objects when they touch the palm of the hand Head and eyes move together Social and Emotional Development – Gazes intently at carers Social smile at carers (by 6 weeks) Language and communication Development – ‘Freezes’ when a bell is rung gently close to the ear, moves head towards the sound Stops crying at sound of human voice (unless very upset) Coos in response to carer’s talk Intellectual Development - Stares at soft light Gaze caught by and follows dangling ball 3 months Physical Development – Kicks legs and waves arms Can lift head and turn when on front Watches movements of own hands, plays with own hands Holds rattle for a few seconds if placed in hand Uses arms for support when lying on stomach Turns from back to side Holds on to and shakes small items Social and Emotional Development – Smiles, engages and vocalises with carers Language and communication Development - Becomes quiet and turns head towards sound of rattle near head Vocalises when
We all experience transitions in our life from time to time these are changes that happen to us whether physical to our self or just general changes. Babys and children go through a lot of changes as they grow up and it is important that us as adults guide them through these changes confidently and sympathetically to ensure they learn how to cope with these transitions as they grow. If a child has a negative memory of a change that has happened to them for instance if a child is going up to an older group within the setting but isn’t supported correctly by the keyperson that they have bonded with they may find this a scary change and then when they need to start BIG school this could be very very scary. * Emotional transitions. If a child isn’t supported through emotional transitions such as a new baby this could lead them to become jealous of the child and may be the cause of unwanted negative behavior, this could be because it hadn’t been explained that they were going to get a new brother/sister.
Since the media stresses that everyone should be thin people think that they also need to be like that (Kowalski 1). It can cause people to stop eating and make them get an eating disorder (1). It also lowers their self-esteem. Also if you do not interact with other people it can make you feel depressed or lonely. This was Jennie’s case she did not have any friends because they were all jealous of her (Cooney 104).
Withdrawal from work or social activities, Trouble remembering how to complete a work project or favorite hobby, avoiding sports or social events. Changes in mood, Becoming confused, depressed, suspicious, fearful, or anxious. Easily upset when out of comfort zone. 2 1.2 - describe the types of memory impairment commonly experienced by individuals with dementia People with Dementia lose their memory of day to day things but still remember things from their past. As the disease gradually gets worse individuals start to forget about their personal hygiene, personal