023 Understand Child and Young Person development Essay

mount chain let off the sequence and ordinate of reading 0-3 calendar calendar months When born, babies show innate reflexes, such(prenominal) as sw all(prenominal)owing and sucking, rooting reflex, grasp reflex, set ab egress reflex, base on rollsing and standing reflex in the first month babies deform less curled up and the letle reflex is starting to go toward the end of the trey month babies start lifting and turning their heads. 3-6 monthsWhen lying on front babies bath lift their arms and legs balancing on their tummies they butt r from each one and only(a) and grab a toy and they mint pass it from iodine hand to anformer(a) they digest in addition roll from their backs to front about sixth month babies atomic number 18 comme il faut up to(p) to bait with brave out (e. g. high chair). 6-9 months Babies can sit without stay they ar first-class honours degree to move or make opposite commissions of creation mobile (bottom-shuffling) starting to invest fingers to lam. 9-12 monthsBabies be pass away truly mobile, fast crawling, standing up by the furniture, whatsoever babies walk along the furniture using their pass on to h anile on ontogeny abilities to handle objects and putting them into containers babies commensurate to hazard themselves with fingers. 1-2 long time At the beginning of this stopp geezerhood babies be beginning to walk and just about 18 months they be go to a greater extent and much skillful on their feet, moving faster toddlers roughly this age begin to sit and get with their legs to move on the sit-and-ride toys.Towards their second year fryren walk confidently, they can run and climb towards the end of the second year rough baberen are become ready to start potty training. 2-4 age In the third year tykeren start potty training they become fitted to push with feet or peddle a tricycle baberen can walk on a higher floor changenating their feet towards the end of the this period s entertainrren are skilful enough to feed and dress themselves they are satisfactory to do threading, pouring and they can use scissors. 4-7 historic period Physical companionship less rapid, however skills are becoming much refined and social movements more coordinated.Ability to kick and control ball ontogeny of fine motor skills essential for hand typography. 7-12 long time Good coordination of slender and large movements growing somatogenic skilfulness means task can be done quicker, more accurately and more confidently neater drawing and pen accurate cutting. Between 9 and 12 electric shaverren gain until now out bankrupt coordination and speed in fine and gross motor skills. Around eleventh year the bodies of rough girls are starting to change (growing breasts) and both(prenominal) talent start their periods. 12-16 years Gradual body changes in both girls and boys (girls physically mature quicker around 15/ 16 than boys around 17/18.Fast body change s whitethorn affect spatial awareness which can become occasionally hapless as a result. 16-19 years The maturing of the body is finishing with the amply suppuration of sexual organs the body is taking a distinctive pistil lately or male shape. 023 add-in 2 Intellectual and cognitive study Age range Explain the sequence and rate of culture 0-3 months kinda an proterozoic on babies are able to recognise the smell of their stimulate and her voice later(prenominal) they become familiar with voices of cardinal former(a)s and they can be calmed when they hear them they are affaire in faces.In their 3rd month babies start to several(predicate)iate between day and night (settled routine) babies become concerned in mobiles and other objects around them. 3-6 months Babies are becoming inte easinessed in what is fortuity around them, turning their head in the direction of interest objects are being explored by hands and mouth. 6-9 months Developing fine motor skills aldepress ion babies for a discover exploration of objects by handling and hearting with fingers around 8 or 9 months babies extrapolate object permanence (objects continue to exists even when out of hand).9-12 months Babies are more aware of what is happening around them, they are starting to clear routines through with(predicate) signals (bib = nourishment) 1-2 years Children enjoy pop-up and posting toys and in their 2nd year they are starting to form a go at undecomposable jigsaw puzzles and building bricks. 2-4 years Children pretend con with miniature world they more interested in books, mark making and painting. In their fourth year children are able to concentrate and focus long-dated on activities which which caught their interest. 4-7 yearsChildren begin to do some simple counting and calculations, recognizing letters is occured by gradual decode of simple words and later by reading. 7-12 years nurture and writing is becoming easier, children start reading silently to themselves. Play becomes more create and follows rules. Development of thinking and flat coating is demonstrated through independent fuss solving. 12-16 years Further evolution of reasoning and problem solving children are gradually starting to understand more abstract concepts. 16-19 yearscognitive abilities are becoming and refined, leading to high level skills in unsalted population. 023 Table 3 dialogue victimisation Age range Explain the sequence and rate of development 0-3 months To start with babies express their hunger, tiredness or other discontent through crying around fifth/6th week babies start to coo when content in the third month babies start smiling and reciprocate smiles. 3-6 months Babies starting to understand a little of what is being give tongue to and they are starting to give some colloquy signals themselves (e. g.raised arms when they want to be picked up). 6-9 months Babies become quite vocal, babbling with a unlikeiated tuneful string of kic k the buckets. They are in like manner starting to understand various important key words committed with their routines (e. g. ?dinner? ). 9-12 months Babies clearly show they understand more of what is being tell around them/ to them. Babbling is still main way of communication. 1-2 years initiatory meaningful sounds/ words are beginning to emerge around 13 months, and at the end of 2nd year children business leader apply a vocabulary of about 200 words. 2-4 years phraseology is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up excoriates and their talking is becoming understandable even to those who are not in regular turn over with the child. Even though there susceptibility be the odd mistake in the sentence structure, the wording toward the end of this period is becoming fluent and children ask questions and loosely enjoy expressing themselves through vocabulary. 4-7 years Children are becoming inv olved with compose linguistic communication they are starting to analyze to read and write.7-12 years Reading and writing becomes easier flat at the beginning of this period children enjoy sexual congress jokes to others a pop out from chatting, children are beginning to be able to form a simple argument and be persuasive, they are becoming increasingly able to negotiate with others. Their writing shows more grammatical awareness as rise as cause imagination. 12-16 years Reading and writing skills are becoming very good and children are becoming increasingly skilful in negotiating and persuasion of others (peers and adults). 16-19 yearsCommunication with peers is becoming very important eminence between formal and informal language and its use in hearty life is becoming more and more important one-year-old muckle use variant means to slip away (via phones, mobile messaging, emails, facebook, etcetera ). 023 Table 4 kind, emotional and demeanoral development Age rang e Explain the sequence and rate of development 0-3 months First social contacts are being established mainly during feeding at the end of the first month babies start to show first smiles which thus gradually become reply to familiar faces.3-6 months Babies smile and squeal with delight when duck souping with familiar others. 6-9 months Babies quiz to stay close to their primary cathexisrs and around 8 months babies whitethorn become distressed when their primary carer leaves. 9-12 months Babies are fixed on their carers and do not want to be with strangers. 1-2 years Children start notice other children around them and they show some interest in them and later start replicate play. They also start show some frustrations and tantrums as they gradually interpret some boundaries. 2-4 yearsChildren play alongside others and whitethorn start write their actions. Around the third year children become more aware of others and their demand which also reflects in their play which i s gradually starting to be more and more cooperative. Children enjoy being praised by adults. 4-7 years Developing language is assist children to form better relationships and children begin to show some preferences in friendships. 7-12 years Friendships are becoming more stable and more important and may form decision making (if my friend is doing something I king be more likely doing it also).Gender particularised play is becoming more ap arouse. Children start to compare themselves to others. Children enjoy being given some responsibilities. 12-16 years Friends and friendships are very important and gradually opinions from friends magnate feel more important that those of parents/ carers. This leads to exploration and challenge of the boundaries of relationships as surface as scaning to deal with disagreements, arguments, etc. There are anxieties coming from pres trusteds from coach. 16-19 yearsYoung large number enjoy being with their friends, they are adventureing di scovering their give identity and star of belonging to a group/ groups of proper(postnominal) characteristics which defines for them who they are (religious groups, sport group, goth, etc. ) 023 Table 5 Moral development Age range Explain the sequence and rate of development 0-3 months 3-6 months 6-9 months 9-12 months Children big businessman start paying forethought to no and might stop their doings for a moment. 1-2 years Children are beginning to understand no and they start using it themselves.2-4 years At the beginning of this phase still no soul what is right or wrong but children understand when they are s military service oneself No. Later they become able to follow some simple rules. Around 4 years children are becoming thoughtful at times but near of the times digest decide what to do on the basis of adult approval. 4-7 years Children are beginning to understand rules they try to understand them, follow them and may attempt to create their hold rules where no rules are given (made-up game with friends). 7-12 yearsChildren parcel out their knowledge of rules with others and allow for readily point out if someone breaks the rules. Later they are becoming more aware of behaviour consequences and they are generally becoming more thoughtful. 12-16 years Children are beginning to be aware of a bigger picture rules of communities and societies and they are beginning to understand the remove for that. 16-19 years There is a interest in moral issues, finding out that right and wrong is not always black and white. Questioning and test of rules. A2 Answer the succeeding(a) questions. 1.What is the difference between sequence of development and rate of development? 2. Why is the difference important? (Ref 1. 2) Q1. What is the difference between a sequence of development and rate of development? Sequence of development is the suppose in which development occurs, e. g. children are able to sit before they aim to crawl. The order of the sequen ces in development are always the kindred (even though there might be some idiosyncratic differences babies always learn to move about before standing up and walking, but some babies bottom-shuffle instead of crawling).Rate, on the other hand, is the speed in which psyches go through the stages/ sequences of development. Most children learn to walk when they are about 12 months old. However, some babies might be ready to walk when they are 10 months old and others when they are 15 months old. Individuals might also be develop with different rate in different areas, e. g. some children might be developing quickly physically, but their language might be cont characterd. These individual differences are results of genetic predispositions and other biological influences as comfortably as environmental stimulation.Q2. Why is the difference important? Knowing the sequences of development in different areas is important for practitioners to be able to plan accordingly and therefore to pledge the development in individuals. The rate of the development is important in harm of recognizing any atypical development and recommending/ searching any additional interventions when inquireed. problem B Complete table Research and proclaim B1 Complete a table as sh bear on the following page, revealing the different psycheal and orthogonal factors that influence children and youthful peoples development.(Ref 2. 1, 2. 2) B2 Produce a storey to demonstrate your knowledge and taking into custody of differing theories of development. This report should reveal how these theories get influenced original practice and include the following Cognitive (e. g. Piaget) Psychoanalytic (e. g. Freud) Humanist (e. g. Maslow) mixer education (e. g. Bandura) Operant learn (e. g. Skinner) Behaviourist (e. g. Watson) Social program line. Over the years there occupy been many theories trying to explain certain(prenominal) aspects of development, behaviour, learning, etc.In the following text we entrust look at the most influential theories which are being apply by practitioners in better thought as advantageously as day to day prepare with children and young people. After a brief description of how an individual possibility was founded, we allow for discuss the key points for work at nurseries. Theory of cognitive development (Constructivist prelude path) Theory of cognitive development is connected with the name of blue jean Piaget (1896-1980) who through work on intelligence tests started to notice how children at same stages beat very similar mistakes in their tasks and problem solving approaches.Piaget then closely observed his own children, capturing their development in details and later using these cards to create a scheme of cognitive development. Piaget considered children as alive(p) learners who create ? schemas? (believes) about the world based on their possesss. This is how they make sense about what is happening around them . However, a child? s schemas are going to be challanged time to time by new and unhoped-for experiences and as a result existing schema will have to adapted to fit these in (e. g.touching something hot will alter the notion that everything is safe to touch and child will learn that certain objects can hurt when being touched). Piaget? s guess influenced the practice by having a ? child-centred? approach. In our setting, for example, we make regular observations on what our children are interested in and what they like to play/ do. After careful valuations and identifications of possible following(a) steps of development we plan activities which as well as reflecting children? s interest also further challenge them to encourage the development.Psychoanalytic theory of individualisedity Sigmund Freud (1856-1939) suggested that every personality has got three parts to it id, ego and superego. We all are born with id, which is the part of our personality that is driven by our de sires and reflects in pleasure-seeking behaviour. Id is selfish and passionate and it is purely after satisfying its postulate, known as ? gratification?. However, through social contact and learning babies/children gradually learn to be aware of the outside world and eventually of call for of others.They will be developing ego, which is able to plan the actions so the require of the individual can still be met but in more socially desired way, e. g. ability to wait for once turn when the food is being served at pre-school settings. This is called ? differed gratification?. Later, as a result of further parenting and learning about social and cultural values, the superego is developed. Superego could be cited as an internalised parent as the child is starting to be aware of what is good and what is speculative without immaterial reminder e.g. I must not hit because it hurts. If the behaviour trespasses the imperatives of the superego, the individual will feel guilt as they ar e now aware that their behaviour was bad (this is referred as ? conscience? ). Apart from sound judgement conscience, superego has got a notion of an ego-ideal to which it will strive. When ego demonstrates good behaviour the ego-ideal part of superego will reward this, e. g. feeling good after doing something for someone else even when external praise is not present.Even though Freud has been criticised for basing his description and accountings of development on sexual motives, some of his theoretical concepts are now astray accepted (e. g. the concept of unconscious mind id and most of superego). One could hypothesise that orientation on children? s of necessity might be partially inspired by Freud? s ideas about the dynamics of id, ego and superego. alike strong superego and suppressed unconscious id will lead to many problems in adult life, where individual tries to live mainly by what is required by the outside world rather than allowing themselves to follow own desires. In early years healthy development of ego can be delay by putting the child and their needs in the centre of our attention activities and work with children is individualized and child-led, yet still well planned and safe. For example, in our setting we might notice that a particular child enjoys orifice and closing doors, gates, etc. Instead of completely discouraging him from doing that we might identify powers when it might be appropriate for him/her to do so and explain the indispensable things around it in a child-friendly way (e.g. When everybody has got their shoes on, you can liberal the door, Henry. , We will keep the gate closed now, because we are going to play in the yard now. , Mind your fingers when closing the door you could close them in and that would really hurt. , etc. ). If we say ? no? to children it is good to make sure that the child knows about the reasons behind our decisions (even though they might find it catchy initially anyway, they are more like ly to come round and understand it in their own time).Humanistic theory of motivation and personality Abraham Maslow (1908-1970) Maslow canvas motivation in people and came up with what is now known as Hierarchy of Needs. Maslow divided the needs into five categories ( physiological, safety, love/belonging, esteem, self-actualisation) and put them in hierarchical order from the most essential and basic needs to higher-order needs. Maslow argues that it is obligatory to fulfil the needs from from the bottom of the hierarchy first to be able to meet the needs of higher order.Only when all the other trim down needs are met, an individual can focus on fulfilling the highest needs of self-actualisation, such as creativity, problem solving, morality, etc. In our practice we are aware, that when a child is for example overtired and hungry (the most basic physiological needs), there is no space to try to fit in other things, e. g. ?wait for your turn? , ? say please? ,. (which would be on the job(p) on their higher order needs, such as love/belonging (friendship) or esteem (respect for others, respect by others).This child at that stage needs to be fed and put to sleep as soon as possible and other input has to wait until the child is over again able to tune to it/ receive it. Social cognitive theory Social cognitive theory has its roots in behaviouristic approach. However, Albert Bandura (born 1925), even though pass judgment learning by conditioning, argued that lots of learning happens through social observations (? experimental learning? ). Observational learning is when children copy what other children or adults do in comparison to conditioning, data-based learning happens spontaneously and often without the need for reinforcement.Cognitive abilities seem to play an important role in observational learning as children need to be capable to notice the exercise itself as well as remember it accurately. As staff we need to be mindful in the way we act and interact in front of children as they are likely to copy our behaviour. In conformation with the social cognitive theory we try to set good examples to the children in our settings by showing good manners and being courteous to them as well as to one another.Behaviourist approach to learning operative conditioning Operant conditioning is based on absolute conditioning (I. P. Pavlov J. B. Watson), which teaches that certain behaviour/ reaction can be connected with a stimulus through conditioning, e. g. fear of cats after a bad experience with a cat. F. B. Skinner (1904-1990) however took this a bit further and through experiments mainly with pigeons and rats showed that learning can be strengthen by reinforcements, such as coercive reinforcement (praise, sticker, attention, etc.), detrimental reinforcement (this is removing something which is cast out from the situation so it no longer poses a ? threat? or causes negative emotions and the whole experience becomes more positiv e, e. g. child does want to play with a toy because it is scared of the noises it makes by switching the sound off, the child is able to explore the toy) and punishers (negative consequence which is likely to prevent individuals to repeat their behaviour e. g. touching hot iron).Skinner researched most matterive ways to turn back the learnt behaviour and he found out that even though day-and-night positive reinforcement is good at the beginning of the learning, later freakish positive reinforcement keeps the learnt behaviour in place for longer period of time. This is because even though the reward comes frequently, we are not sure when it is going to come next and therefore we keep doing the behaviour. At our setting we might be using operant conditioning for example when we are jockstraping a child to potty train.First every sitting on the potty, regardless of results will be rewarded. When the child gets into the habit of sitting on the potty, then only successful potty se ssion will be rewarded with a sticker (however praise for trying when unsuccessful remains). When starting to do regularly this stickers might gradually become praise and sticker will be awarded if the child successfully asks for potty when they need it. Behaviourist approach to learning innocent conditioning J. B. Watson (1878 1958) followed I. P.Pavlov? s work on classical conditioning with animals (dogs salivating when food arrived became then salivating even at the mere sight of the bowl Pavlov took this further by conditioning completely unrelated food stimulus, such as bell or light, which after regular heraldic bearing at the mealtimes would later on its own initiate the salivating response in dogs). Watson showed that classical conditioning is possible in humans as well (famous Little Albert experiment, where a baby was conditioned to have fear of rats).Classical conditioning is not really use in practice as a active way of teaching, however its theory can be used for ob servational purposes (e. g. recognising when sucking thumb signals hunger etc. ). Social pedagogy Social pedagogy is a discipline which brings unneurotic theory and practice in order to assure the best and holistic way of corroborateing children in their development and education. The overall aim of social pedagogy is to give children and young people the best possible chances for their future lives.In accordance with social pedagogy the early(a) Years Foundation degree Framework (EYFS) has been devised to puzzle the development in early years and to economic aid professionals to monitor, plan and support answerively individual development. For better and focused understanding the development has been divided into seven areas, out of which three are recognise as prime areas (Personal, Social and Emotional Development Communication and Language Physical Development) and four are described as specific areas of development (Literacy Mathematics Understanding the World Expressi ve Arts and Design).The support the professionals can go out is differentiated into helpful advice in positive relationship and suggestions for enable environments. In EYFS we can see influence of Piaget? s work in enabling environments where the focus is pre predominately on individual? s own experience. We can also strongly identify the theory of ? zone of proximal development? by Vygotsky (cognitive development) in EYFS as we can easily identify where children are in their development, what is the next developmental stage for them and how we can support this next step.023 Personal and external factors influencing development B3 Personal Factors ante up cardinal explanation of a positive influence on the development of children and young people Health shape given by genetic predispositions as well as environmental factors, such as diet, pollution, stress, etc. If corpulency is genetically passed on in the family than healthy diet together with developing positive attitude tow ards regular exercise will help the child to maintain a good health. Disability Physical impairment, such as missing or underdeveloped limb Wheel chair together with barrier free environment (e.g. lifts, ramps, low sinks, etc. ) will help to support independence of an individual. Sensory impairment visual impairments, hearing impairments, death-blindness, When working with individuals with visual impairment, we can use the other senses to compensate and provide necessity stimulation which helps the development, e. g. using spare toys/ learning material which uses touch and sound as a mean of gaining information. However, if there is some vision left(p) (which usually there is), the environment can be adjusted by using contrast colours, non-reflective material, good lighting, etc.Learning difficulties Dyslexia, dyspraxia, dysgraphia, dysortographia, minimal brain damage, ADD Children with ADHD benefit from having a regular routine. Activities needs to be victimize and well plann ed with simple and easy to follow instructions. Hands-on activities with regular physical exercise and lots of praise are essential. External Factors Poverty and release poor diet, inadequate housing, lack of education, lack of access to play and leisure, low aspirations and expectations Good education can help the individual to break from the need and secure them a better brighter future.Family environment/background neglecting parents, abusive parents, parents with alcohol or other drug-taking problems, ill parents who are not able to provide adequate environment for their children, etc. Parents who are ill and no longer able to fully provide for their children could be provided with carers who would help with the overall liquified running of the household, caring for needs of the disabled parent and the needs of the children, composition keeping the family itself together.Personal choices from certain age children/ young people make some decisions for themselves which can ha ve effect on their development, e. g. taking drugs, changing their diet, etc. To help to prevent drug-taking it is important to support the development of a positive self-image and healthy egoism education and raising awareness of dangers of drug-abuse is also a helpful preventative measure. Looked after/care status children in residential care, in foster families, in their own family but having care status (they are the responsibility of local authorities).If children are being fostered it is advantageous if siblings can stay together. Education Educational system, through family itself, through other groups (religious groups, sport groups, hobbies and interests, etc. ) Finding out strengths of an individual (which do not have to necessarily academic) and building upon those to build a healthy self-consciousness and recognition of self-worth this can help to compe with other weaker areas in a positive way. 023 Task C Report Produce a short report in the form of an induction pa ck for new staff at a setting, covering the following. a.Give two examples of appraisal methods that could be used to monitor a child/young persons development. (Ref 3. 1) b. Give three examples of why sometimes child/young persons development does not follow the expected pattern. (Ref 3. 2) c. Give one explanation of how stultification can impact and affect development. (Ref 3. 3) d. Give three examples of different types of intervention that could promote positive aftermaths for the child/young person, where development is not following the expected pattern. (Ref 3. 4) a. In our setting we use several assessment methods to monitor our children?s development. The most used one is a short free description on sticky labels these capture a specific short observation in a specific area of development (e. g. Physical Development) the date and the identify area/ areas get recorded on the label. This method of recording information is useful for gathering evidence of the elevate of d evelopment in specific areas and building a developmental visibility of an individual child. We also use specific observation sheets, on which we capture a more detailed and complex observation.In the next incision on the sheet the observation is evaluated and areas of the development are identified (often more than one). In the last section we identify the next steps for the child and how we can help the child to achieve that. We have two types of observation sheets in our settings following this format one is purely written observation, the other one is a photo observation sheet. This method of recording and evaluation allows us not only to add to the developmental profile of each child but also to plan effectively to further support the child? s development. b.There are many possible reason why at times the development might not follow the expected pattern. Apart from the most obvious ones, such as disabilities and particular(prenominal) learning needs, the development can get affected by external factors, such as environmental reasons, cultural reasons, social reasons and specific individual reasons, such as emotional reasons, physical reasons and communication difficulties. Environmental reasons Among environmental reasons which may affect child? s development is for example where and in what conditions a child lives and what type of school they attend.Social reasons There might be big differences between children in terms of wealth of their families, family status and family structure (big family with strong bonds in comparison to divorced parents with negative plebeian relationship), education of parents as well as their ability to tune themselves to the needs of their children all of these will affect the way children will be developing. Communication skills Slower developing communication skills have got potential to negatively influence the development in other areas.The inability to effectively express themselves may result in frustrations in c hildren and aggressive behaviour as well as consequently lower literacy skills. Similar effects can be observed in children whose families? language is not the dominant language of the country. If the dominant language is not fully acquired the child may significantly repugn once at school. c. Disability can affect more than one area of development as children can become frustrated and their self-esteem can be lowered. The attitudes of low expectations and stereotyping by others will also have a secondary negative impact on a child? s development.d. There are several ways how difficulties in development can be recognised, monitored and positively supported. Educational establishments will have nominate SENCO, a person who is responsible for identification and organising further support for children with special needs. If appropriate Educational psychologist will be contacted to make a full assessment and recommendations in how to support individuals in education (behavioural probl ems and learning difficulties). Suggested interventions may be discussed with parents and with learning support assistants and individual educational plan might be written up and followed.If there are any issues with delivery and communication, Speech and language therapist will be consulted the outcomes of the assessment will lead to a specific plan of action, often involving regular contact in which special exercises will be explained, practised and taught to children and their parents/carers/other professionals for them to be able to support the children outside the sessions. If a child? s physical development is affected, physiotherapist can provide help with special exercises and massages to aid the physical development, maximize the range of movement and develop the appropriate movement control.Task D Report Produce a report which explains the following a. Why is early identification of speech, language or communication delay important for a child/young persons offbeat? (Re f 4. 1) b. What are the potential risks for the child/young persons wellbeing if any speech, language or communication delay is not identified early? (Ref 4. 1) c. Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. (Ref 4. 1) d.Who might be involved in a multi-agency team to support a child/young persons speech, language and communication development? (Ref 4. 2) e. How, when and why would a multi-agency approach be applied? (Ref 4. 3) f. Give four different examples of play opportunities and describe how you would put them into practice to support the development of a child/young persons speech, language and communication. (Ref 4. 3) a. Early identification of the language and communication difficulties is important as it can support the development to prevent further (secondary) impact on other areas.Also, as the brains in young children have not finished their development, the earli er we can intervene, the better prospects of success we have. b. Problems in language and communication can have a negative effect on other areas of development, such as cognitive and social development. Children with language and communication difficulties are more likely to struggle at school in learning to read and write, which can have further negative impact not only on other subjects but more importantly on their self-esteem. Children with such problems can become gradually isolated. c.Early identification of the potential risks of late recognition to speech, language and communication delays and disorders is very important in terms of putting the most appropriate interventions in place to support the development and benefit the children? s needs. Well quantify and well tailored intervention has got the potential to optimize the development and to slander potential negative impact for other areas of development. d. In the multi-agency team to support the child with speech, l anguage and communication there will be the child? s GP or a health visitor, who will make a referral to a speech and language specialist.If there is a incredulity that the communication difficulties are connected with learning difficulties Educational Psychologist will be consulted. When it is decided on the type of intervention needed, the parents, the educational setting professionals and the rest of the team should work together in order to implement the chosen intervention in order to meet the needs of the child. e. Multi-agency approach is used when parents and/ or other professionals (such as GP, early years settings, etc. ) have recognised that a child is in need of additional help to aid the development.Different professionals are involved in the assessment of the needs (e. g. GP to assess potential hearing or other impairments) and speech and language therapist devises the best possible individual support. Multi-agency approach brings together different fields of experti se to assure the best possible outcome for the child. f. There are many informal opportunities how children? s communication and language development can be supported. These might often be more effective than formal exercises as they naturally meet the child in they world of play, making it more motivating and amusement.Nursery rhymes and songs Children enjoy connection in nursery rhymes and songs. These are short and memorable and their rhythmical pattern make them perfect little exercises for developing language, pronunciation and fluency (good practice when dealing with stutter). Books are perfect for developing passive and active vocabulary, understanding meaning of words and learning correct sentence structure informally. Books are a wonderful way to spark children? s imagination as well as teaching them to express themselves about the world around them by providing the relevant vocabulary.Pictures in books make it possible for children from the earliest age to actively util ise with the story as well as to control in a dialogue with another person. Dressing up and role play again helps the child in an informal way to engage in talking and communication with others whilst enjoying the imaginative play. Puppets are a barbaric way how to involve children in communication through play. Children are hypnotized by puppets and enjoy adults taking active part in their play, which again allows for an opportunity to develop language and communication in a fun way. 023 Task E Complete tableComplete the table on the next page, showing how the different types of pitch contours can affect children and young peoples development and evaluate how having positive relationships during this period of transition would be of benefit. Additional Guidance Different types are a. Emotional, affected by personal experience, e. g. bereavement, entering/leaving care. b. Physical, e. g. moving to a new educational establishment, a new home/locality, from one activity to another . c. Physiological e. g. puberty, long-term health check conditions. d. Intellectual, e. g. moving from pre-school to primary, to post-primary. (Ref 5. 1, 5. 2)Give ONE specific example of a transition Give ONE possible effect on children and young peoples development Evaluate the benefit of a positive relationship during this period of transition provide ONE example Emotional blow Depression which may affect sleep pattern, children may become lackadaisical and less interested in engaging in any activities which may affect they social, emotional and cognitive development Positive relationship with sacrifice communication and listening skills allows for a child to ask difficult questions and share their worries and sadness, to talk over difficult memories and anxieties about the future.This may help with overcoming the erst plot of ground(prenominal) and the sadness. Physical go home Moving home may effect the children social development as they may lose previous friends and f ind themselves uneffective to fit in new friendship groups. Some children might start having food issues, such as overeating to deal with anxieties. This can affect their emotional, social and physical development. Positive relation can provide a helping hand with dealing with the new situation while supporting the self-esteem and encouraging the confidence in a young person.Positive relationship can also act as forge of skills of how to establish a new relationship. Physiological Gaining a physical disability e. g. lost limb Withdrawal children may become very solitary, unable and unwilling to join in with their peers, which can affect their physical, emotional, social as well as cognitive development. Positive relationship will communicate acceptance and healthy support in dealing with a life-changing situation this should help in dealing with difficulties as they come IntellectualMoving from pre-school to primary school Lack of concentration and motivation as the child might feel overwhelmed by new routines and new demands which they might find very difficult this may affect their natural cognitive development and they might regress into safer younger stage of development. Positive relationship will allow for a child to feel safe, valued and as achieving (in their own pace) by identifying the appropriate approach of working with the child with the sensitivity to their specific needs and pace of development.