The child may have difficulties making and maintaining eye contact and with being touched by others unexpectedly. A lack of empathy or awareness of others feelings and an insistence on always doing things the way they consider to be correct can making getting along with other children extremely difficult. The child may also find other children unpredictable and prefer the company of adults. Although the child may have a good level of understanding of language they may have problems with communication, both verbal and non-verbal. They may speak with an unusual tone or inflection, have pedantic speech or be either too loud or too quiet and are often over-literal.
According to Burnham, “If pupils suffer poor health or a physical disability/impairment, this may restrict their development opportunities.” 1.2 Describe how physical development might impact upon communication and intellectual development * If a child suffers with visual problems, they may not be able to develop their reading skills at the same rate as other children and my not contribute in group reading activities. * If a child is dyslexic, they may be struggling with certain subjects and therefore lack in confidence to tell someone they are struggling. * If a child suffers with autism, they may suffer delayed walking and this could cause them to fall behind interacting with others if they can’t get up and play with them. For example they may lack confidence to take part in sport activities or to socialise with peers. Or they may have problems with their memory and ability to learn at the same pace as their peers.
If a child has language delay, foreign language as their first language or a speech impediment, which will prevent children from talking to each other as they will find it hard to interact as others will find it hard to understand them, and this will affect their social and emotional development which may cause them to become frustrated, annoyed, or upset at being unable to communicate with others easily, and then lack of confidence may follow on, affecting other areas of development, physically and intellectually as they may feel that they can not achieve and they may become low in self-esteem. There is always a counter balance to each negative. This for example can be seen as if a child is good at reading in a group it will increase his communication and social skills by allowing him to achieve well and participate in this particular area and at which will then increase his intellectual and emotional well being by making that child feel good about themselves and allowing to progress onto
However we should adapt activities for them to joint in. Sensory impairment - If a child has a sensory impairment e.g. hearing this can affect them when mixing in groups they may not be able to hear what some say as they may be too far away or too many talking at once. Learning difficulties - a child that has a learning difficulty such as dyslexia may find it hard and frustrating, especially if they are reading as a class this may lead to behavioural problems or even not wanting to go to school which would then affect their development. 2.2 How children and young people’s development is influenced by a range of external factors Poverty and deprivation - how and where a child grows up can have an effect on their health development they may have medical problems like asthma.
2.1 Explain how children and young people’s development is influenced by a range of personal factors Health, Disability & Social if the health of a child is poor this could make an impact on their development. For example, a child with uncontrolled asthma or cystic fibrosis will not be able to be as active as other children meaning there physical development will not be as advanced as the others, not being able to get out and about playing with other children as much as others could also affect the child’s social development meaning they may not have as many friend as the other children and would make it hard for the child to make friends as they grow older. Learning Difficulties Children with that have a difficulty learning and developing new skills may be falling behind their generation, this will have a really big impact on every factor of development such as physical, social and intellectual skills. Children with this issue may also find it difficult to communicate with other children and stay interested whilst having a conversation. Schools offer lots of support to children with learning difficulties such as one to one lessons to keep the child up to date on their education like the other children.
First, his teachers have made a nonverbal promise to students by showing up that they will do anything in their power to teach and to make sure that they comprehend the lesson. Second, he comments that many of his classmates have no desire to learn and were notorious to slack off from doing homework that were assigned from teachers. Finally, he stood out to Ken Harvey, who asked for an opinion about working hard to reach achievement, saying that “he wanted to be average.” Rose questions himself why he wanted to be average and how crazy it is in school years. Rose concludes that he is intelligent in his educational ways of being an average person by being forced to sit in a classroom without anyone challenging him to be a successful learner. Although Mike Roses’ learning experience paid off, students are responsible for doing assigned work and finding ways to understand what they are being taught by teachers with higher standards.
1.1 Young children are harder subjects to assess accurately because of their activity level and their ability to get easily distracted, shorter attention span, wariness of strangers, and becoming unfamiliar to new environments. Other factors that may affect a child's performance include cultural differences and language barriers, parents not having books to read to their child and a child's lack of interaction with other children. Consequently, assessment of infants, toddlers, and young children requires sensitivity to the child's background, and knowledge of testing limitations and procedures with young children. Relaxed settings where the child can be as much at ease as possible are needed when doing assessment. Assessing a child within the context of his or her community and the interacting social systems, and taking into account the family's needs, resources, and concerns affect both the evaluation and possible interventions.
It is often at this point that they become labelled as troublemakers. They get excluded from schools which can further encourage negative behaviours and so the circle continues. This can often affect the young persons ability to form and maintain relationships and can even ultimately have an impact on their mental health. Many young people don’t understand themselves what help they need, that coupled with possible communication
With this sort of communion brings along support, support that a student needs to be motivated to go to school and to do well. Without this support, cause drop outs to give up in school because no one’s
CT230 - Understand Child and Young Person Development 1. Understand the expected pattern of development for children and young people from birth - 19 years 2.1. Explain the sequence and rate of each aspect of development from birth – 19 years Whilst they are holistic and do not work separately, the five different aspects of development are: * Physical – fine motor skills (e.g., tying shoe laces), gross motor movement (throwing/kicking), and locomotive movements (balance and walking). Help children become more independent * Cognitive – the way the brain develops and processes information – memory, distinguishing colours, imagination. Strongly linked to communication and language development * Communication – linked to cognitive, talking, gestures, writing, reading, understanding communications, thinking about want they want to say or express * Social and Emotional – also linked to cognitive and communication - relationships, controlling emotions, knowing what is acceptable behaviour * Moral – also linked to cognitive & social and emotional, decisions, principals, behaviour Babies at birth Reflexes (actions performed without thinking) such as swallowing & sucking; rooting; grasp; startle; walking and standing (if held) Physical – reflexes Cognitive – recognise the smell and sound of their mother Communication – Crying when hungry, tired or distressed Social, emotional, behavioural – close contact with carer e.g., when feeding At 1 month Settled into a pattern; sleep less; parents often understand the different types of crying the baby uses to communicate it’s needs; recognises and soothed by familiar voices; focus on faces(20-25 cm) Physical – less ‘curled up’ and startle less Cognitive – soothed by familiar voices Communication – coo when contented Social, emotional, behavioural –