Some of the children that will enter our classroom may come from undesirable environments. As early childhood educators it is our responsibility to find strategies that will help those with autism, ADHD, and other environmental issues, to change their challenging behaviors into one that would be more suitable for learning. Children with autism have challenging behavior because their brains deal information in a different way. These children have a hard time learning to take turns and sharing with others. Autistic children are known for self-stimulating behavior such as; flapping of their arms when upset.
Children’s development is shaped by both what they are born with, personal (health, learning difficulties or disability) and external (what experiences they have, environment, home life etc). The main factor is learning disabilities or health problems. If a child has a common learning disability, like ADD/ADHD or Autism, then it will always be hard for that child to learn and develop the way they are suppose to. Health problems can slow a child's physical development. Children’s development is mapped out from conception, as their genes develop this will determine everything about them in the future, sometimes through pregnancy if the mother has picked up an illness, is a smoker or addicted to drugs or alcohol these can cause problems with the growth and development of a child.
The same is said for the development of emotional and social expectations for a child. Unlike physical development milestones, social, emotional and behavior development has much harder to observe. New skill such as self-awareness can be tough to spot, and others can be difficult or even impossible to see directly, this is mainly due to the child entering a school environment then these social and emotional skills become more important. The first three months from birth, babies are learning about themselves and every person around them. They start looking at their own hands and feet, sucking on their fingers, this also helps them to understand how the legs and arms are attached to the babies body.
Some families may move house a few times throughout live. This can affect the child as they have to make new friendship and get use to a new area they have moved too. Children and young people can not do anything to their transition and can be daunting like: first day that school, first exam, first sexual experience, most of these are navigated. The experience they gain can help them learn to deal with the challenges of life ahead. The range of transitions faced by children and young people includes: Moving schools or class Puberty Bereavement Parents splitting up Illness (Parents or siblings) Changing friend Groups:
Children may react very differently to a transition, depending on how other people react to the transitions and when it happens. For example, going up a year in Year 1 may make the child feel displaced, unfamiliar, insecure and stressed. They will be uncertain of whether or not they will get on with the new teacher, any potentially new classmates and whether or not they like the classroom environment. If they do not adapt or problems arise with this transition than the child may start to not concentrate in class, listen to the teacher, complete the work set, refuse to go to school and, depending on the personality of the child, they may become passive and withdrawn, be bullied and lose friends or start to bully, become rude, interruptive and may refuse to
(preschool) • Child gains trust in their care givers, they are in control of their emotions Stage 3: • Initiative verses Guilt (3-5 years) • Their social world is widening • Adults expect children to be more responsible • Children develop uncomfortable guilt feelings if they are irresponsible Stage 4: • Industry versus Identity ( elementary-school years) • Children take initiative which gives them new experiences. • Mastering knowledge and intellectual skills • Children enjoy learning new skills • Problems can arise developing a sense of inferiority and incompetence Stage 5: • Identity verses Identity Confusion (High School) • Trying to find themselves and what they want out of life • Encourage students to explore different paths • If not allowed to explore may develop identity crisis. Stage 6: • Intimacy versus Isolation (early adulthood) • Developing a relationship with a partner • Intimacy is finding yourself but not losing yourself in someone else • Hazards - Feeling of loneliness when you cannot find a partner Stage 7: • Generativity versus Stagnation: ( mid-adult ) • Generativity means transmitting something positive to the next generation. • Stagnation can happen when we feel we have done nothing to help the next generation Stage 8: • Integrity versus Despair ( Late Adulthood ) • If retrospective evaluations are positive they develop a sense of integrity • If they have mainly negative backward experiences they
1. “ Teach children positive social skills and provide them with skill training to cope with their negative emotional states and deal with the problems and stressers that they face daily.” This basically means, teach children how to be friends with each other, how to share their belongings, how to respect others' belongings, and how to communicate. If they start displaying inappropriate anger coping skills, teach them in the moment how to deal with it properly. Counting to 10 may seem cliché, but it actually can work. Stepping away from the situation until the child has calmed down; there are many things that can be taught early that will be more effective then teaching them at a required by the courts class at the age of 39.
They will also begin to develop moral values, which will come into greater focus during adolescence (Berger, 2010). Children in the adolescent stage of life will also deal with a variety of challenges that can change the way they function in their environment (Berger, 2010). Some of these decision-making challenges may include peer pressure, sexuality, and other inter-adolescent relationships (Berger, 2010). Many developmental changes occur during middle childhood and adolescence that will impact children as they mature into adults. The environment they are exposed to will help shape the people they will become.
3.3 Describe with examples how transitions may affect children and young people behaviour and development…. Transitions may affect the child in many ways for example, A new sibling coming into the family whether being born onto the family adopted or fostered, the child/ children already in the family may feel exited, happy, giddy on the other hand upset jealous may become withdrawn and start attention seeking among other things, this in turn would affect their development in many ways if they are exited their Emotional development will progress due to wanting to help be in there doing lots of things for baby, their intellectual development will progress due to learning new things talking to the baby telling it stories. Their social development can go in two ways, if they became withdrawn they will end up on their own and lonely or with the new baby they will be getting a lot of attention and will end up in the thick of it. Their physical development again can go either way too, they could develop trying impress others and new baby, or they may regress due to not getting enough attention and wanting more whether its good or bad attention. Another example, Puberty, a sudden change to the body hormones raging through the body, changing things dramatically.
Emotional endurance, while easier for older children to grasp, is a trait that can be learned by everyone involved. Just as children learn that eventually school will be over and summer will come, they will learn to understand and accept that the hurt and confusion that comes with divorce will not last forever and things will get better. A blended family can help to speed this process by putting the children back into a functional, loving two-parent family. Adaptability, flexibility, and creativity are also skills that can be learned by children of blended families. These skills will be very useful as children grow and develop in their personal and professional lives.