Physical * Change in location (families might move area, country or move house). Physiological * Changes in health and body (children may become ill or develop a chronic medical condition) Intellectual * Changes in settings (children may move from one class into another, the may start going to a breakfast club or an afterschool club) Others * Daily transitions (moving from one setting to another or going to a club or lesson). * Between carers (going between parents to practitioner). * An explanation of how to give adult support for each of these transitions Children transition better when they are prepared: they know what is about to change, they know what they will need to do, and they have caring adults to help. Ideas on preparing for transitions: Be supportive, attentive, and nurturing.
Child Development CD; Week 9 Attachment Patterns Essay Strange-Situation Method In the video, Mary Ainsworth devised what she called the strange situation experiment. This experiment is to test the different types of attachments, children age 14 months form to their caregivers or mothers. Her concern was to find the reaction and level of attachment and quality of attachment children have toward their caregivers. She is showing the behavior of a child, when a stranger is present with the mother present and when there mother leaves the room. Will the child warm up to the stranger when mom is gone?
ommunication Describe the expected pattern of children and young peoples communication development from birth to nineteen years. Communication development it anything to do with our speech and language development, the way we interact with the world around us, gather information, social awareness of situations and how to conduct ourselves when building relationships, among other things. Birth - 4 Months: • Coos, then babbles. These first sounds, apart from crying are intentionally made to show pleasure. Crying with different tones and intensities communicates a need or unhappiness.
In the setting there is a staff member responsible for senco who we can report to about a child we are concerned about and she will help organise a plan to put in place to identify the child’s needs. A social worker will sometimes be involved in a family to support vulnerable children as well as their family, also they are there for children with disabilities and children on protection registers. If a child has difficulty with his/her communication then a speech and language therapist would become involved seeing the child at home as well as in pre-school to help support the school. An Educational Psychologist supports young children with behaviour and learning difficulties and will provide programmes of support for staff and parents/carers to follow. A Psychiatrist is someone who may diagnose and support young children with mental health problems and will work along staff to support the individual child.
• What was involved in making the diagnosis? (Dr. visits, school tests, etc.) • How has the child’s disability affected your family? Other children in your family? • Is your child involved in special education in school?
Findings from this inventory may also be useful to school personnel, along with the school nurse, to tackle ways to help children learn how to manage stress. Classes and support groups can be formed for children and parents to help develop better understanding of stress management. Application of Tools to the Vulnerable Population and Self-Awareness Paper The vulnerable population from The Neighborhood is identified is an older adult with chronic illness population. Assessment tool such as Hassles and Uplifts Scale can useful in assessing Mrs. James’ stressors and coping skills. Multiple stressors identified in the paper are health problems, lack of support from family and friends, and lack of access to transportation.
Behavioural problems 5. Learning difficulties 6. Disabilities 7. Offending Behaviour Some children and young people may need a period of time in care while a crisis at home is being ashamed and support is being put in place. Parents often need extra support to help them parent and children will need to be with foster carer while that is taking place.
With the CBCL, the clinician simply scans the results and examines which symptoms seem to be troubling, according to the parent. Some checklists may require the clinician to tally the score up to get a composite score, which may point to problems with anger, attention, etc. Parents are frequently involved in the assessment of child and adolescent functioning, and are most often the person who pursues child mental health referrals. Parents are able to provide the therapist or clinician with information about the child’s
CCLD MU 2.2.3 Know how to support children and young people experiencing transitions 3.1 - Describe the different transitions children and young people may experience. Transitions can be categorised as Emotional Illness of a member of the family Living with the illness of a family member. Changing friends Foster parents Death of a family member Coming out as lesbian or gay Separation from parents New step-parents New siblings Physical: Starting nursery Starting primary school Moving house Living in a new country Intellectual Starting secondary school Changing school Moving through year groups Entering care First exams Change of class teacher Change of head teacher Movement around school Transitions within classes Supply teacher Physiological Diagnosis of Illness Diagnosis of disability Puberty First sexual experience 3.2 - Explain how to give adult support for each of these transitions. * Take time to listen. Children and young people may have concerns during transition.
Crying is the main form of communication and they will cry when hungry, in pain, need changing or simply need comforting. Much of an infant’s movements at this time, such as sucking, swallowing and grasping are reflexive. In the following months the infant begins to explore visually and orally, to develop facial expressions, including social smiling, and will imitate some movements and facial expressions. The infant will start to communicate by way of grunts, laughing and babbling probably uttering their first real word by the end of their first year. An infant will begin to focus on the source of a sound during its first few weeks of life and will pay particular attention to its name within the first six months.