Difficulty with reading and writing If a child is having problems with reading and writing this could cause concern. This could be recognised, as a child would be at a delayed rate to the rest of his/her peers. This could affect the child’s /young person’s behaviour/social development...Low self esteem and loss of confidence may be a result. With peers of the same being more advanced ridicule and bullying may result Learning to communicate is one of the main skills a child needs to help them develop in all areas. They can quickly fall behind from peers of the same age.
Children with learning difficulties will need extra support with certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. If a child has sensory impairment, a hearing problem this would influence their development, it could affect their speech and communication and may make them feel they are unable to join in with
Children are put into groups in order to give them the best learning potential and for their learning to be appropriate for their age and level of understanding. Some children can be easily distracted, so would work better in a smaller group with adult supervision to keep them on task and encouragement them to keep focused. Potential issues that may arise in group learning could be that some children may take over the group and always answer before others, which in turn not all children in the group get to put their opinions, idea's or views across. It could cause ineffective communication between the group if a few are not understanding the task or some may be shy and introvert. Due to the nature of working in teams, children can sometimes find that they are not working effectively, which negatively impacts on their learning, and their ability to progress.
Monitoring and assessing a child's early development is crucial as it has been seen that early intervention can make a huge difference to a child's overall outcome. For example a child with hearing difficulties will find it hard to understand language unless the correct support is given early on. In education, there are specific frameworks against which children's development is measured, particularly in details to do with academic progress and performance. Good examples of frameworks are The Early Years Foundation Stage Profile or for children with learning difficulties the P-scales. Observation is watching the children.
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
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.
These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS. The aim is that each child can meet the goals by the end of their reception year. However, some children would have exceeded the goals whilst others may still be working towards the goals by the end of the EYFS. The seven arears of learning and development mentioned above are: Communication and language- This is about the child listening and attention, understanding, and speaking. Physical development- How children gain control of their bodies, use equipment’s successfully and how they learn to use equipment.
Children’s vocabulary and skills develop rapidly, especially in their early years so the sooner a problem is identified; the sooner support can be put in place to help the child’s development improve. If a delay is not identified risks could include: children not fulfilling their full potential, children experiencing problems with their learning and understanding of information, children struggling to become independent, children may suffer a sense of isolation, a child may become withdrawn, they could experience difficulty or loss of interest in making and keeping friendships, children may have a lack of motivation, they may suffer from depression, low self-esteem or low confidence, they may be unable to express feelings appropriately, they may be at risk from a possible regression of behaviour, children could suffer from separation anxiety and present anti-social
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.
Children are seen as emergent readers and writers, who bring to school with them a whole variety of skills and knowledge with which the teacher can work with. As language and literacy (or English) teachers, it is up to us to analyse and asses the needs of children according to; theories of development (Piaget, Vygotsky, Wilkinson, Luke & Freebody), developmental practices (socio-cultural), prior knowledge (grammar, punctuation, orthography, text-types), establish their skills base (reading [invented spelling], writing) to help determine what phase children are in according to their stage of development, what there ZPD’s are, and thus establish a teaching strategy to help scaffold their learning, giving them the skills to enter society as literate adults, as summed up by Gardner (Gardner & Brockman, 2000): ‘I want people at the end of their education to understand the world in ways that they couldn’t have understood it before their