Child and Young Person Development: Factors and Theories Report

This report delves into the multifaceted realm of child and young person development. It begins by outlining the sequence and rate of various developmental aspects from birth, providing a detailed timeline of physical, intellectual, language, emotional, social, and moral development across different age ranges. The report then contrasts the sequence and rate of development, emphasizing their importance in assessing normal development and identifying potential concerns. Furthermore, it explores the influence of personal and external factors on a child's growth, including genetic information and environmental impacts. The report also covers theories of development, methods for monitoring progress, the effects of disabilities, and various intervention strategies designed to promote healthy development. Finally, it addresses the importance of understanding these factors to provide effective support and interventions for children and young people.

Unit 3: UNDERSTAND
CHILD AND YOUNG
PERSONS
DEVELOPMENT

Table of Contents
INTRODUCTION...........................................................................................................................1
1.1 Sequence and rate of each aspect of development from birth 300........................................1
1.2 Comparison between sequence development and development rate500..............................2
2.1 Influence of personal factors in children and young's development 300..............................3
2.2 Impact of external factors on young people's development 500...........................................4
2.3 Theories of development and framework to support development 400................................5
3.1 Methods to monitor child and young people development 300............................................6
3.2 Reasons affects development of young people ....................................................................1
3.3 Affect of disability on development 200...............................................................................1
3.4 Types of interventions which can promote development of children...................................2
4.1................................................................................................................................................3
4.2................................................................................................................................................3
4.3 ...............................................................................................................................................4
5.1 ...............................................................................................................................................5
5.2 ...............................................................................................................................................6
CONCLUSION................................................................................................................................6
REFERENCES ..............................................................................................................................8

INTRODUCTION
Child and young person's development requires strategic approaches and support from
individuals who are in contact with them. Present report describes about sequence and rate of
each aspects of development from birth. In addition to that difference between sequence of
development and rate of development have been mentioned.
1.1 Sequence and rate of each aspect of development from birth
Development in children goes at various rates and this happens in distinct ways.
Sequence of development in each child is relatively same (Ansell, 2016). Consider an example
kids started sitting before they learn how to crawl and crawling starts before they walk.
Development in children is termed as a timeline which is divide into various segment of ages.
Development in kids is very fast as baby turns a child and then a young child. Development in
kids is classified into following phases:
Time period
of ages
Physical
developme
nt
Intellectual
developme
nt
Language
developmen
t
Emotional
development
s
Social
development
Moral
development
0 to 6
months
After birth
babies
started
smiling
leg
movement
starts
Babies
started
making eye
contact
Children
starts
looking at
things
Crying and
reacting.
Facial
expression
No
6 months to
1 year
About to
move
Periodic
contact
Starts
listening
Smiling and
crying both
Realizing No
1 to 3 years Starts
playing
with toys
Determinat
ion
Starts
talking and
recognizing
Starts
laughing and
crying
Learns how
to talk and
laugh
Socializing
boundaries.
4 to 7 years Learns Starts Expressing Confused Confidence Awareness
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coordinatin
g with
people
writing and
reading
through oral
modes
and
sometime
about things
building about
himself/
herself.
8 to 12
years
Strength
and
growths
Start
preferring
thinking
Fluency in
speaking.
Aggressive
and crying
Talks in
groups
Self
administratio
n is started
and moral
development
initiates.
13 to 19
years
Matured
and adult
More focus
on strength
Starts taking
decision
about future
Nervousness
and
responsible
Active and
starts
discussing in
society with
confidence
Generic with
adultness
Strength and co-ordination develops greatly between age of 13 to 19 years. Strength increasing
can be measured by voice changing and development in bones. Development in language
generally begins in first three months after birth.
0 to 6 months
Physical development
 Smiling
 Moving legs
 Unfolding hands
 Observing colors Eyes move in unison
Intellectual development
 Getting familiar with routine
 Controlling and stabilizing head movements
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 Turn to diffuse light
 Show fixation
 Becoming more aware of environment
Language development
 Smiling
 Recognizing voices
 Making sounds to themselves
 Having different cries for different needs Be startled by loud noises
Emotional development
 Recognizing primary carer
 Trusting caregiver
 Development of attachment to few people
 Communicating moods Laughs hard when tickled
Social development
 Responsive smiling
 Greets caregiver
 Enjoys social interaction
 Mimics facial expressions Responds to own name
Moral development
 Grasping objects
 Enjoying face- to face interactions
3

 Differentiating strangers
 Developing trusting relationship
 Reciprocal interactions
6 months to 1 year
Physical development
 Increase in weight
 Increase in strength and agility
 Appearance of first teeth
 Dragging on floor with the help of elbows Picking objects
Intellectual development
 Showing interest in new objects
 Recognizing appearance, sound of familiar people
 Recalling memory of a person
 Feeling their fingers move
 Searching drawers
Language development
 Listening carefully
 Babbling strings of sound
 Begin to understand words
 Enjoying rhymes Taking turn in conversations
Emotional development
4

 Expressing several clear emotions
 Showing displeasure when a toy is taken from them
 Showing comfort around familiar people
 Respond by turning Giving affection and love
Social development
 Developing stranger wariness
 Developing powerful bond with the parents
 Developing marked preference for loved ones
 Reacting strongly on absence of caregivers Showing interest in exploring the world around them
Moral development
 Wanting to be involved in the family activities
 Prefer the caregiver to be always in their sight
 Responding to their environment
 Showing joy by smiling
 Learning to make choices
1 to 3 years
Physical development
 Building a tower
 Climbing up on low furniture
 Scribbling on paper
 Getting up off the floor without any help Running in a direction with accuracy
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Intellectual development
 Finding hidden objects
 Response becomes coordinated
 Learning animal noises
 Identifying colours
 Recognizing themselves in the mirror
Language development
 Sitting and listening to simple stores
 Understanding between 200- 500 words
 Put short sentences together with 2- 3 words
 Using limited number of sounds in their words Copying sounds
Emotional development
 Bringing things to show other people
 Beginning to feel jealous
 Demonstrate frustration Developing a range of emotions
Social development
 Sharing food
 Beginning to be helpful
 Beginning to assert independence Hugging and kissing parents
Moral development
 Learning that others share their world too
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 Learning to make choices in response to punishment
 Developing empathy
 Respond to help other when they are in need
4 to 7 years
Physical development
 Learning to coordinate with people
 Holding pencil with correct grip
 Rolling and bouncing a ball
 Balancing to walk Running on tip toes
Intellectual development
 Enjoys dramatic play
 Classifies objects by purpose
 Understands the order of routine tasks
 Understands ideas like opposites
 Attaches words to numbers
Language development
 Ask and answers
 Recognizes some letters and words
 Makes use of regular past tense form
 Enjoys books, simple songs Uses plurals and pronouns
Emotional development
 Showing more independence
7

 Experiencing excitement, fear happiness
 Being more even tempered Showing attachment to one friend
Social development
 Sharing toys
 Being bossy and defiant
 Developing friendships
 Expressing awareness of other people’s feelings Listening to others as they speak
Moral development
 Beginning to internalize family values
 Understanding then roles of child and adults
 Perceiving consequences
8 to 12 years
Physical development
 Child begins to appear slimmer
 Being able to Jump and skip
 Increase in strength Puberty characterized by growth spur like breast development in girls and enlarged testes
in boys
Intellectual development
 Understanding reversibility
 Beginning to make logical arguments
 Increase in problem solving strategies
8

 Mentally combine, separate and order objects
Language development
 Using language for predicting and drawing conclusions
 Understanding comparative words
 Beginning conversations with adults and children’ Understanding and using passive sentences
Emotional development
 Changing emotions quickly
 Expressing subtle emotions Becoming quite sensitive
Social development
 Developing sportsmanship
 Developing competence
 Spending time talking to others Developing their own point of view
Moral development
 Honesty
 Loyalty
 Demonstrating the acts of kindness
13 to 19 years
Physical development
 Rapid physical development
 Development of primary sex characteristics
 Development of secondary sex characteristics
9

 Enhancement of height
Language development
 Use longer sentences
 Use of more witty and subtle humour
 Understanding and sue of slang terms
 Understanding of idioms Use of sarcasm
Emotional development
 Dramatic mood swings
 Emotional conflicts
 Gaining comfort in their own skin
 Know how to deal with uncomfortable feelings Enjoy to look back on their achievements
Social development
 Develop strong bonds with friends
 Engage in conflicts with parents
 Interested in developing relationships
 Value committed relationships Develop community consciousness
Moral development
 Recognize individuals norms
 Recognize cultural norms
 Form moral values
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1.2 Comparison between sequence development and development rate500
Sequence is termed as a particular pattern in which child start developing for example a
kid starts walking before they starts running. This sequence is referred in which kids learn
various skills (Beauchaine and Hinshaw, eds., 2017). Development sequence is particular orders
of destination which is accomplished by child. Where as rate of development is termed as the
speed in which a kid develops. Rate is often termed as the pace in which development in child
starts. When development in child starts in sequence then it becomes easy for making plans for
t them effectively. Plans can be made at right time by if development goes in sequence.
Recording of development rate helps in determining the concern that ned to taken in the are of
development. Investigation of reasons become easy due to this. Developments in social,
affectional, intelligence and physical start from birth and continue till adultness. It is significant
to know that sequence and rats has their own role in determining achievements of child. It also
support in identifying what kind of milestones have been accomplished. When charting of child
enables development is about to happen. It gives structure and picture of that helps in measuring
support requirement for child.
Rate or velocity includes a specific time period which are connected with age. Whereas
sequence or order involves structures that are related with body, quality and growth of
intelligence. Sequence further includes and order that can cause both positive and negative
degradation. Development sequence can not be mixed with development rate because every
person progresses and grows at distinct speed.
Rate: it includes happenings at 1 year of age , 2 years of age and 7 years old.
Sequence: it involves how things take place and occurs in a particular sequence like breastfed,
weaned, proper meals, lying, sitting, crawling, standing , walking and running.
Rate and age are factors at which a kid reaches at various phases of development which varies
from each other. It could like one kid looses tooth at the age of 4 years whereas same thing
happen in another one at the age of 7 years. Forecasted development would be that tooth comes
at age of 6 or 7.
Rate or velocity includes a specific time period which are connected with age. Whereas sequence
or order involves structures that are related with body, quality and growth of intelligence.
Reasons
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 Recognizing the difference of sequence and rate of development is important to ascertain
whether the child is developing the in ta normal way. Speed of development is important
to be known so that one can find out whether development of a child is slow or at normal
rate.
 The difference is also important to be recognized to find out if the child is achieving the
required developmental milestone at the required speed.
2.1 Influence of personal factors in children and young's development 300
There are mainly two factors which affects development of young and child which are as
follows:
Personal factors are genes of child which affects development greatly. Working of brain is also
affected by it. Personality, potential and mental health of child is influenced due to that. These
things further gets affected by environment in which a child lives.
Genetic information
It is the information which cause disability like Down's symptoms. It means this kind of
children posse cognitive ability impairment and hindrance in physical growth. They requires
extra support and care in performing their regular work (Chawla, ed., 2016). Facial attributes of
these children are very different form the normal ones. Sometime this disability leads to bullying
of these people. One of the disabilities which is cerebral palsy is kind of disease which start at
birth due to brain . This impacts efferent conditions which causes physical problem in child
development. It also limits the movement of body parts and posturing.
Personal factors also involves health problems. For example Asthma which can impact
breathing in child. Child may not be able to take breath while taking part in physical activities.
Due to this problem inhaler is required by child to take breath. Child health also get impacted
during pregnancy if drugs are taken by mother. This results into untimely birth and weight of
baby would be low. This leads to slower rate of development.
Child born with weak sight and low hearing capabilities which can impact various areas
of development in child. Eyesight imperfection restricts child from taking part in physical
activities like football and racing. Due to that they may lack in these areas.
Difficulties in learning also a factor which impact development of child. These kind of children
require additional support while learning and they also have to develop self esteem. Sometimes
they gets annoyed with themselves because thy are unable to do anything by their own.
12

2.2 Impact of external factors on young people's development 500
There is a huge impact of external factors on development of young people. Here are
some external factors that influences development of people:
Care status
Children who live in care get less chances of establishing affirmative relationships with
key people (Crockett, 2014). They are very helpless and have already faced many negative
situations in life. They have faced the consequences of being detached from their family. This
impact their capability of making relation with others. They faces disorder of attachment. These
problems also cause difficulties in communication. Due to that people became aggressive and
behave weirdly with others. They become isolated form the world.
Education
Education also affects the development of child. Child gets various opportunities during
education and if proper education is not given to them then development hinders. Education of
parents also affects devolution of child. Factors of culture also impacts attitude of child. School's
expectations from child also impacts due to it.
Personal choices
Choice of persona also influences development. Food should be chosen healthy which
leads to healthier life. Fatty and junk food also restricts the growth of children.
Housing conditions
If condition of house in which child lives is poor then it affects the development of
person. Poor financing conditions of family also impact growth as child do not get enough
nutritions. It also leads to improper education. Illness rate also increases in child due to it. Proper
bed and blankets are also required by child. A house lacking in these requirements impacts the
health of child. Improper sleep and rest restricts growth of kids.
Living Location
Location and area in which people lives influences the heath and development. Society
and behaviour of people affects the persons behaviour. Unsafe areas and locality creates problem
sin living. Child may get caught by groups which are antisocial. Insufficient facilities in areas
influence the lifestyle of people. Social infrastructure in which playgroups and playgrounds are
included. Lack of these facilities impacts the social presence of young people.
Income factor
13

Income hinders the development as at every phase of life requires finance. Poor financing
conditions of family also impact growth as child do not get enough nutritions. Cheap priced food
affects the health of young people. Low finance also lead to improper education and child
lacking in educational activities.
These all factors brings anxiety in people and always reaming upset due to it. Self esteem
of people becomes low due to it and they show aggressive behaviours. People get addiction of
drugs and alcohols. They also start abusing others and which in turn impacts the development.
2.3 Theories of development and framework to support development 400
Psychoanalytical theory
The psychoanalytical theory of development was developed by Freud. This theory is
based on functioning of human mind and making of personalities (Dowling,2014). It is
considered that there are various components present in the outside world which affects the
emotions of person. Sometimes past incidents and experiences also impacts the actions and
behaviour of people. Future of the people majorly affected by these incidents. This theory is
based on the thought that personality of people is made from childhood. It is highly dependent on
how a person deal with every phase of life. Personality when child becomes an adult also gets
impacted by this. It is a clinical method for treating psychopathology and is the theory of
personality development .
Erikson theory
Base of Erikson's theory is motivation factor. It is an amendment of Psychoanalytical
theory. This theory accepts that people have some basic requirements which are need to be
fulfilled. These needs are need to be met for proper development of people. In the present setting
of BDHF we motivate children to express and cope up with their real behaviour and feelings. It
is done by using flash cards, pictures and posters. Children get support from this and they easily
express incidents which have occurred in past have you felt god when you went for swimming
last week. Have you felt sad when you toy got lost, did you get worry when you were in trouble.
The organisation aim is to support children, by determining the feelings attached with emotions.
By using this theory all needs of children will be fulfilled. In this there are 8 different stages that
can help the children in their childhood days. In the stage 1 trusts vs mistrust is there and the
success in this stage will lead to virtue of hope. In the next stage comes autonomy vs same and
doubt. From the parent a delicate place is needed. The success in this stage will lead to the virtue
14

of will. In the last stage comes ego integrity comes and the success in this stage will lead to the
virtue of wisdom.
Description of theories
ID- Reflecting instinct is required in biological.
Superego- Physiological reflecting intellectual is required.
Ego- Social or moral reflecting institution is needed.
In recent practices children expects phases and structure of development. This expresses details
information and ways.
One theory is from emotional development which is given by John Bowlly. This theory describes
that early relationship with child plays an important role in development. It also influence
reactions of children in social communication and interactions. It is believed in this theory that
children who feel secure with their cares generally posses high level of self esteem. This type of
people enjoys more in social gatherings and have confidence while talking to other persons.
Theory of social development is concerned with observation of child on behaviour of people
around them. Children observe their parents, friends and siblings. Child behaviour gets
influenced by behaviour of these people. Child also behaves the same as he/she is observing in
other people. Quite communication must be carried out by people so that it can impact
positively on child.
Piaget’s cognitive developmental theory
This theory provides information on the development of the thought processes of a
person. Further, this also provides details of the influence of thought processes on the way a
person understands the world and develops interaction with it. The more detail knowledge can be
gained by using this theory. The four stages of cognitive development is proposed in this that is
sensorimotor, pre- operational, concreter operational and formal operational period.
Bowlby's Attachment Theory
This theory assumed that there is an innate need in children regarding forming
attachments. These attachments are assistive in survival of child as these ensure that enough care
and protection is received by him. With the children will be feel safe ass protection to child will
be given by using this theory for the children in their care. It represented that children comes into
the world biologically pre-programmed to develop attachments with other as it will help them to
survive.
15

Bandura's Social Learning Theory
This theory believes that human learning cannot be completely explained on the basis of
conditioning and reinforcement processes. Observation ad modelling help in learning behaviours,
as per this theory. By using observation, imitation and modelling people learn from one another
and basically provided motivation. This mainly encompasses attention,memory and motivation
and it often knowns as a bridge between behaviourist and cognitive learning theories.
Vygotsky's Sociocultural Theory
According to this theory, active learning is developed by children through hands-on experience.
In this theory the social interaction will play a fundamental role in development of cognition. It
describes learning process as a social process and the origination of human intelligence in the
culture or society.
3.1 Methods to monitor child and young people development 300
a) Range of approaches to observe children and young person
There are two methods of observing one is summative and other one is formative method.
Formative method
In this monitoring formal testings such as SATS (Hart, 2013) in which record is kept of
child's academic performance. In this record information about intellectual development is also
kept. In formative methods such as child observation technique, mark child, checklist, time
sampling approaches etc. These all techniques would be used distinct time, for various purposes,
and by distinct people. In these approaches assistant teacher can be asked to notice child who is
not developing properly. Assistant can give feedback about child. They can also use a checklist
to mark out the problems in child development.
Summative method
This method is used to transfer records and for serving various purposes of formative
method. It can used to monitor the progress of child development. It is used to asses final
progress in children. In this Standardized testsassessment current results are compared with the
expected results. It is required to mention feedback about child to his/her parents.
Observation should be compared against expected results so that area of improvement could be
find out. Parents feedback should also be used as it will provide the major problems that are
occurring in development of child. Teacher can take feedback from school performance.
16

Whereas with young child, it is required that he/she should be involved in assessment
which is conducted for their development. Record should be kept about their feelings, wishes,
and perceptions. Young children observation is conducted in distinct phases like social
development and emotional development.
Standardized tests
These tests lay emphasize on individual differences and cover all aspects of a child’
development. These are developed to fit a standard of testing standards so that guidance can be
provided about a child’s development. There are certain standards using which these tests are
administered and scored. Hence, these are an effective method for assessing the performance of
children. The test is termed as standardised test when similar test is given in the same manner to
all test makers and for everyone it is been graded in the same manner. The high-standard tests,
time-limited tests are not needed by standardised test.
Information from parents and carers
The information obtained from carers and parents also helps in monitoring the
development of children. This is because parents can provide fine details about a child’s
activities and his responses to different situations. In order to keep the children safe parent play
an essential role in it. All necessary details about child care can be taken from parents as they are
aware about each and every details about them. This information from parent will help the child
in its growing years.
Growth and healthy assessments
For an instance to monitor developed of children the height,weight and head circumstance
measure and assessment can be done
Information from parents
From the parents and careers the practitioners should gather information as much as it is
possible. As the parents spend more time with their children so they can provide more
information about them. In a variety of different situations they have seen their child and about
their learning and behaviour habits they are aware.
17

3.2 Reasons affects development of young people
→ Disabilities: Namely, this has an inclusion of disabilities in accordance with either learning or
physical. The children who are found to have disability are often unable to pay attention for long
span of time during the classes. They are often found to have lacking sense paying the attention
in close manner. However, referring to the intelligence disability is not at all regarded as a
problem. Rather, the differences are found to be occurring because of receiving, processing and
communicating within the brains. The person or child who is found to have a disability in
physical aspect, generally has an inclusion of functional, fine-motor skills as well. It is difficult
to make understandable people as they are not able to give there 100% during activities of class.
Special care need to be given to them.
→ Environment : The environment in which the child is kept often affects their development.
The child who lives in an environment where crime and unemployment plays in dominance are
not offered the same opportunity that the children living in highly developed areas have. Also,
the child who stays in poverty driven area might be prone to the probability of facing problems
regarding health. Henceforth, development regarding social and intellectual aspects is highly
affected by environment.
Culture – As in different counties different cultures are followed and it is difficult for children to
adapt the cultures of different people. So, there development can be hinder by cultures. There are
chances at school different culture is followed and they are not aware about that culture that is
followed. In different cultures different values are being valued .For an instance in some
cultures independence and strong connections are being valued however in some culture self-
esteem and interdependence are being preferred. In the classrooms early childhood educators
need to give training to children in order to make them understand the different cultural
orientation. The development of children is also shaped by culture. In some culture independence
and self-esteem are given value. In their classroom each children need to be given training to
understand the cultural orientation.
→ Emotional : the level of emotions shown to a child plays an effective role in determining their
levels of development. If no love is shown to a child than the proper development to children
will not be able to be given .In the development of children love play an essential role .If the love
is not given to children the proper development of children is not possible. The love ,care and

support need to be given to children at their growing period so that in order to make them feel
important. The parents and carers plays an essential role in it. The love and support can be given
to children by them only.
Learning needs - It is also termed as mental handicap where the child is finding it complex to
learn, understand and do things in comparison with other children of same age group. In this the
children find difficulty in learning so proper care need to be given to these children.

3.3 Affect of disability on development 200
There are various kind of disabilities that can impact the development of child. Some of
the disabilities are as follows : Autism: It is a disability in which people faces problem while communicating with
others. It also affects people (McPherson, ed., 2015). it also impact relation of people
with others. A child or a adult suffering form autism is unable to understand expressions
and behavior of others. These people cannot understand voice of people. They feel alone
and are avoided by society. Due to this reason they avoid interacting with people. This
highly impacts development of child.
3

 Dyslexia: It is the disability which causes difficulties in reading. Person suffering form
this gets frustrated and suffers form various problems in school. These people also posses
behavioural problems. Child who suffers from dyslexia feels unmotivated and starts
disliking school. If this disability is unidentified before then it can impact child
development at school.
 Physical and learning needs – There is a need to make children learn about physics need
such as nutritions need to be given to them at right time. As they need to make aware
about hygiene activities such washing hands before and after food etc .All thee thins
need to be taught to children.
 Social model of disability -As per this model the disability is caused by the way so city is
organized. This model will help the children to fight up with their disabilities .For an
instance with a step at the entrance a wheelchair user wants to get inside the building. By
using this model, at the entrance a ramp will be added so that user will go freely in the
building with wheelchair. The difference is forced or changed by medical or other
treatment .This model will change the attitudes of pole towards disabled. Equal
opportunities is not given to them. With the person what is wrong at is looked by these
models rather than on need of person. Low expectation are created by this model
From conditions such as congenital deformities,spina bifida, cystic fibrosis children may face
physical disabilities. Due to physical disability the children may face issues in carrying out day
to day work.
The social model disability says that by the way society is organized disability is been
caused rather than impairment or difference in a person. The social model of disability is
developed in disabled people as personal experience of disability is not explained in traditional
medical model. For an instance a child having visual impairment wants to read the latest selling-
books .By studying these books they can chant about that book with their fiends. When the book
is been published a full-text recordings is been made by a social model solution. So, by this
model a child can join cultural activities with others also.
4

 Cerebral palsy: It is condition in which person became unable to move his/her body
parts. Posture problem is also faced by them. A person suffering from this disability
impacted physically as well as mentally. Other problems like seizures and problem in
speaking can also happen.
3.4 Types of interventions which can promote development of children
There are various kind of interventions which can promote development of person. Early
intervention is very significant in child development. Following are the type of interventions that
can be carried out to encourage development: SENCO: SENCO is special educational needs coordinator. The SENCO member is
responsible for supporting and suggesting other teachers for the suitable intervention for a
specific child (Midgley, Vrouva, eds., 2013). Their responsibility is to make a specific
plan for education of child. In this a written document is made which contains strength
and weaknesses of child. The member identifies the are in which child is facing
difficulties. The identification is been organised by them and with special education
needs the support is been given to children. The special education needs of children is
being identified by them and in the early time the child is being able to get help, Salt: It is speech and language therapy. Their role is to bring an affirmative outcome
from child. They help person by enabling them in speaking and speech problems.
Therapist conducts assessments on speech , language and communication. Various
therapies are used like articulation therapy,intervention for language. Justice teams for youth: This team works to prevent offends against children and young
persons who under the age of 18. They ensure safety of child, security and protection
against violence. This team includes probation officers who works for social
empowerment.
 Educational Psychologist: They are the professionals who assist children who have
difficulties in learning. Their responsibilities in boosting positive outcome is like working
with child who has problems in behavior and issue in mental health. With
social,emotional problem they help and support children. To the children and parent they
offer advice and counselling.
 Additional learning support staff- A range of services to help children according to the
needs of education is provided within and outside schools. The teaching assistants,
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advisors offer this help to them and the training and support to staff is also given by
assistants of teaching. The workers assist children in learnings several new things except
for studies this assist the children in determining various needs and changes. The service
demonstrates the road map to children about the education. It is important for the family
to take assistance for the children from additional learning staff because in some case's
children do not listen to family but understand the language of support staff.
 Youth justice – With problem of behavioural they deal and is based on children. In order
to provide them help they will work with social workers. In accordance to this the
children behave abnormally like sometimes the individuals are extremely happy and
sometimes unhappy which makes difficult for the family to analyse the need of children
because of which the skilled social workers assists families to understand the need of
child in case of mood swings. In the community they work with children and young
children with anti-social behaviour. With the social workers they work hand in hand. The
assessment of children and young people is mainly done by them in order to find out
needs of individual.
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4.1
Early identification of speech, languages and communications delays and disorders create
various benefits for the receiver. Major advantages of early recognition are as mentioned :-
Early intervention supports for helping the child in better and effective manner and it also
helps for it prevent children's understanding from deterioration purpose (Zhou, Ren and Wang,
2014).
It helps the child to become independent and with this the child acquire knowledge which
is required by them for achieving growth and success in their life.
Early identification of speech, languages and communication also supports the child for
gaining the opportunities for realising their full potential.
Potential risk of late recognition are as follows :-
It creates difficulties for developing sense of isolation in the child and difficulties are faced by
child in keeping friendship with other students.
Low self esteem and lack of motivation in child is major risk that occurs due to late
recognition (Mitchell, Oslin and Griffin, 2013).
Separation anxiety and inability to express feelings appropriately is also a major threat
that is created by delays in identification of speech, languages and communication.
Probability of showing possible regression of behaviours is common in the child and it
may lead to anti social behaviour shown by child.
Child faces difficulties in becoming strong and independent and due to it also issues are
faced by the child.
4.2
It is important that mutual coordination and understanding should be there so that
development of child takes place at a faster pace. A multi agency team comprise of TA, SENCO
and teachers who works together for supporting communication, languages and speech and thus
it helps the child to develop better and effective understanding. In case when delays are
recognised than efforts could be made for providing better opportunities for the child to grow
and learn in better way (Lewis and House, 2015).
Once the delays are recognised in the child in the speech languages than effective
measures could be taken. Contacts can be made with the Therapist so that better opportunities
could be provided to the child. Initiatives can be taken for developing an individual learning plan
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for the child so that they can be rendered support and help in acquiring knowledge and
developing good communication skills. The plan can be developed and designed in association
with the SENCI. The plan can be made by attending an school or attending any speech therapists.
It is vary important that information and details should be shared with the child so that they can
also be involved in their development process (Evans, 2017).
School teachers and class teachers also needs to be informed regarding the information
that is provided about the Child's young professional plan. For accomplishing the required
objectives of the plan TA can take initiatives for making interaction with the child. They can
spend some time with the child so that their needs and requirements could be identified. It will
help the child for understanding the pronunciation in more better and effective manner. Child can
effectively understand how to break down the words and phonics and thus good communication
skills can be acquired by the child (Winnick and Porretta, 2016).
Teachers can try to make effective and proper interaction with the child so that a strategic
and appropriate plan could be developed and on the basis of that measures could be taken for
supporting speech, languages and communication in the child. TA, SENCO and school teachers
can play a very important role in designing and implementing the plan for the child. Major role
played by SENCO in this process is to work with the school teachers for understanding about the
process that are acquired by school teachers for supporting the child. In addition to that they can
work with the class and school teachers for identifying if any additional support is required by
them. They can identify about flaws in the procedures and on the basis of that they can take steps
for rendering better and effective care to the child for supporting speech, languages and
communication. Mutual efforts taken by multi-agency team can prove beneficial in imparting
better speech training to the child and it will also help for developing better communication skills
in the child. In addition to that SENCO, TA and school teachers can play a vital role in giving
mutual efforts for supporting languages, speech and communication in the child.
4.3
Play and activities could be used for supporting the development and speech, languages
and communication in the child. They aid for developing logical thinking abilities and skills in
the child and with this it will support for ensuring overall and long term development of the
child. Toys and other playing objects are used by children for playing (Kallahalla and Salagame,
2016).
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These objects could be used for imparting necessary language, communication and
speech skills to the child. These toys can be used in many ways. For example boxes with the
child is playing can become boats that could be used for sailing in the land. In the same way
other toys can also be used and all the toys can be used for designing some innovative activities.
Role playing sessions and play can be organized which will prove beneficial in teaching problem
solving skills, decision making skills and interaction skills to the child (Palaiologou, 2016).
Imagination power of child will enhance and it will help for supporting development of
speech, languages and communication in the child. For example drama activities can be
organized in which a group of children can be asked for preparing meal in a team. It will aid for
enhancing group working in the child so that they can understand importance for working in the
group. Children can be encouraged for engaging in different activities and it will prove helpful
for developing the cognitive skills in the child. When children are involved in different activities
than they will find it easier to express their feelings and views in better manner. For example in
an activity if children are asked about painting different objects by making use of their fingers,
thumbs and brushes. In another activity of this type children could be asked for creating music
through different objects and in this children can take part in enthusiastic way. Creativity skills
can be developed and further encouraged in the child and thus it will prove helpful in supporting
development of speech, communication and languages in the child.
The plan is used to improve the communication and leadership skills of children. Extra
curricular learning activities helps the schools in distracting the minds of children's With the use
of these techniques individual learn to speck their mind and thoughts. Through play the child can
learn about the world. The child will learn how to get along with others when children plays with
adults and other children. They will also learn about how to communicate and also make use of
language effective. The new skills,language will be developed through play .The children can
learn verbs, nouns etc through play.
5.1
Different types of transition gives impact on the children and young people's
development and due to this their overall growth is impaired. Transition is defined as changes in
the lives of people and that takes them from one stage top another stage. It aid for starting a new
phase and living the old one and due to this it supports for growth and development of the child
(Taylor and Pacini-Ketchabaw,2015). Transition supports a child for growing from one stage to
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another stage and due to this impact is being observed on the overall growth and development
process of the child. It is very important that transition could be appropriate other wise it could
lead towards creating depression and anxiety in the child. Emotional and behavioural
development of child gets affected and due to that distress and feelings of disorientation are very
common. There are various types of transitions and it is as mentioned :-
Emotional :- This type of transition gets affected by personal experiences carried by the child
and it affects emotional behaviour of the child. Family, parents, support of children, divorce,
separation of parents and death and other family situations also lead towards creating emotional
transition in the child. In addition to that physical transition involves moving from one place to
another where this supports for creating physical transition in the child. For example if a child
moves from one school to another or from one nursery to another than problems are faced. If
they move to a new pear and new parent than also physical transition occurs. In addition to that if
the child is moving from home to care than also transition takes place (Van Manen, 2016). In
this when the physical surrounding on kids is changed regularly than it fluctuates its emotions
and makes him tough as the individual looses the spirit of interaction with others and it disturbs
his or her emotional balance. For instance, due to some family problems like death of one parent
or sibling the child gets disturbed because the individuals losses the best of family due to which
the kids becomes emotionally weak and this the reason the children's stop interacting with
anyone because according to them if they will do so than they will lose that person. On the health
of children both mentally and physically the transition get affect. The behaviour of child can be
changed due to any divorce, death or parents separation.
Intellectual :- If a child move from one organisation to another organisation than intellectual
transition occurs. If a child moves from one school to another than they gets separated from their
friends and family members and due to this their mental state gets affected. It is required that
proper support should be given to child and young people when they are moving from one state
to another state. In accordance to this the intellectual spirit of child gets degrades and the person
gets lost and do not believe in interacting. For instance, if in case the kid has no say in class room
or family than according to that children he or she has no idea of interacting due the children
becomes silent and isolates them from society. While moving the child need to be looked after so
that mental state of child is not affected.
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Physiological :- Young child when passes through puberty age faces challenges in following the
rules and it also affects the physiological state of child. First love and other challenges of young
age also creates difficulties and they start rebelling against the rules. The shifting from one place
to another, creates various kinds of challenges for children's due to which the physiological
needs and wants of children's gets isolated from society.
Planned: The planned changes prepares the mind of children's for specific period but still creates
huge impact on thoughts and mind. For instance, if the child knows that the parents usually gets
transferred from one location to another for the sake of Job, than in this case child has the idea of
changing in place regularly but still due to this factor the kids gets isolated from society because
it becomes difficult for them to mingle with new people after every period of interval.
Unplanned: The unplanned changes in children's life disturbs its stability of mind which creates
impact on his or her mind for a long period or for lifetime. For instance, if in case the kid has its
own group of people to play with and due to un usual circumstance of family such as instability
financial condition because of which the parents shift from one location to another than it
becomes difficult for the child to understand the situation instead the kids isolates them from
everyone for the sake of their own feeling. Due to unplanned transition the mindset of child in
the family get affected the most.
5.2
There are various positive benefits that are observed on young children of having positive
relationship with each other. This type of relationship support them in phases of transition.
Various people who are in contact with the child can identify the problems and issues that are
faced by the child. In addition to that TA, SENCO and other school teachers who are working
with the child can also play a vital role in supporting the child during the period of transition
(McArdle and Boldt, 2013). Diagnosis of problem faced by the child could be an effective way
for rendering better and effective solutions to the child during the phases of transition. Moreover,
child will feel it easier for sharing their problems and issues that are faced by them and on the
basis of that they provide better and effective solutions to the child so that they can work
effectively. In addition to that having positive relationship also helps for ensuring that child
should reach at their development targets so that positive results could be gained from their
languages and communication targets.
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Positive relationship with children helps in boosting their morale, improving communication
skills, enhancing their skills of speaking out feeling. But if the individual do not get appropriate
and positive environment it de motivates him or her and due to which the person gets isolated
from society, family and school. The positive relationship assist the children in interacting with
society which is the best way to make them learn the situation and its consequences. Apparently,
if the society and family will not maintain positive relationship with children than the kids are
vulnerable to changes and the individuals think that they have say for the right and wrong due to
which the children isolates them from society. Further, not maintaining positive relation with
children's impacts their mentality due to which the children's reacts weirdly when it comes to
interaction with anyone. In the growing years the positive effect on the children will be there if
the relationship with children are positive they will appreciate the things that have been taught to
them and follow them. If the negativity will be around then the child mindset will also be
negative and will not learn good things.
CONCLUSION
Summing up the above report it can be stated that it is important that positive and
effective relationships should be developed with the child so that they could be given support in
their languages, communication so that their overall growth and development could be supported
effectively. There are different phases of transition which comprise of emotional. Physical and
intellectual transition. 1511009297
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