For instance, Johnson suggests strategies such as providing additional instructional help including specialists, therapists, and aides, (b) establishing flexible classroom that are open and can provide direct instruction in small, self-contained areas, (c) assigning specific teachers with teaching styles that match the learning styles of children with special needs. More important, Sattler asserts that before a teacher evaluates a child with special needs he or she should the child for other potential health problems such as vision, hearing, and other physical conditions (261). In addition, the teacher should examine the student’s school record to determine behaviors of socialization and cooperation. Particularly for preschool children, Sattler recommends the use of materials that is important in communication strategies with younger children, and special needs children including gestures and positive reinforcement. More important, the best way to make a child welcome is to establish a good rapport with the child, so that the child feels comfortable and ready to interact with the teacher and the rest of the
The environment they are exposed to will help shape the people they will become. Family Dynamics Family dynamics can have a major negative or positive impact on childhood development. Family structure, function, and whether or not children are raised in shared or non-shared environments all effect the way children develop and respond to situations (Berger, 2010). Both functional and dysfunctional families can affect the way children develop. “Families provide material and cognitive resources as well as emotional and social support.
Section 1 Assignment Demonstrate knowledge and understanding of Child and Young Person Development Assignment question (a) Describe the expected patterns of children and young people's development from birth to 19 years, to include: * Physical development * Communication * Intellectual development * Social, * Emotional and behavioral development (b) Describe, with examples, how different aspects of development can affect one another. (c) Describe, with examples, the kinds of influences that affect children and young people’s development including: * Background * Health * Environment (d) Describe, with examples, the importance of recognizing and responding to concerns about children and young people’s development. (e) Describe, with examples, how transitions may affect children and young people’s behavior and development. Section 1 Assignment Q-a) Describe the expected patterns of children and young people's development from birth to 19 years, to include: physical development, communication and intellectual development, social, emotional and behavioral development | Every child follows a very similar pattern but the development can vary in each child and they can set the milestone of their development in different times. They develop at their own rate.
It is the caregiver’s role to follow the child’s lead and help him develop interaction and communication skills. The Developmental, Individual Difference, Relationship-based (DIR)Model is a framework that helps in comprehensive assessments and intervention programs tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges. The “D” part means a focus on whether the child needs more work on engagement or two-way communication, the “I” is focusing in on their individual ways of their biologically based ways of dealing with sensations like being over or under reactive, and the “R” is learning relationships that are tailored to their individual difficulties, and meet them at their developmental level. The objectives of Floortime are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. This is achieved by challenging the child to do six things at once to the highest level the child can.
| The assessment framework is how children are assessed in a school, e.g. when child reads, we write it in their reading records. | Standard measurement | Include health assessments, reasoning tests. Reasoning tests to assess an intellectual age in contrast to a chronological age. | Having a health checks is important to determine whether child is growing at the expected rate for their age.
* Analysing reports from an external social psychologists. * Working with CAHMS (child and adolescent mental health services) for on-going assessments and plans. * Through carrying out observations and assessments. * Through talking with the young person (and possibly the YPS family) and carrying out consultation reports. 1.3 Explain the importance of working with others to assess the needs of children and young people to inform planning It is important that children and young people have a variety of agencies or practitioners working alongside them, this will allow for the most appropriate skills to be
Depending on the action needed the child might be referred to a speech and language therapist, they will be able understand more of the child’s development stage. If the child is at school then the Senco special educational needs co-ordinator would be well aware of the problems and out interventions into place, with outside agencies will be informed and a ILP individual learning plan will be drawn up which will consist of activities that the child will benefit from with their speech and language. The GP may be involved to understand if the child had seen another agency before the Senco, this is will the Senco a understand of what may have happen before or if the parents were lack of information and never pick up on there child’s speech, or they thought it was at the correct stage of there age. The class teacher will be inform of what the Senco has pick up and will work together to help the child’s speech and language
Face Recognition in Infants: The newborn infants enter the world visually naïve but are possessed with a number of tools and means with which to make sense of the world around them. Developmental psychologists are more concerned about the early stages at which a child begins to differentiate between faces and innate objects. Moreover, faces provide infants with information about the identity, gender, age, and emotional expression of their caregivers who they are likely to spend more time with. Likewise, being able to recognize their caregivers is also crucial for the development of attachment styles they form at an early age which eventually leaves a long-lasting effect on their future relationships. Several experiments have reported that newborn infants, just a few hours from birth, are able to discriminate between individual faces, and will evidently show preference for the mother’s face when she is shown paired with a female stranger’s face.
| Children’s wishes and feelings | Children have rights and there will be times when it will not be appropriate to observe/assess children. For example, this will be if a child is upset. It is important to remember that the way we write about children in observations must be respectful. | Ethnic, linguistic and cultural background | It is important that we can assess children’s development reliably. Sometimes the behaviour, skills and interests that children show are dependent on their ethnic, cultural or linguistic background.
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.