Bekah Case

Social and emotional development of babies and young children should be encouraged. This can be done through activities provided at any childcare settings or within the home. They should be given opportunities to interact with other children and adults. For example, they should play with their parents and have playdates with other children

Theories of development and frameworks to support development are massively important to those working with children. They help us to comprehend children and understand how they react to different situations which affect their behaviour and in turn the way they learn. Theories and ways of working with children have merged to provide frameworks for children’s care, for example the Early Years Foundation Stage (EYFS). This tries to ensure everyone works together, along the same lines. Some of the theorists and their theories have had a huge influence on current practice.

As most of a child’s communication happens at home it is vital that close links are made between professionals and family members/carers and to look at ways of supporting the child or young person at home.

As early years practitioners our resposnibility is to provide unconditional love and express love both physically and verbally by holding, rocking, and stroking and by using soothing words to calm, comfort, and encourage the child to calm himself or herself. We gently enforce rules for children, and use removal of privileges and other forms of discipline that do not belittle, harm, or reject the child. Wemodel behavior that communicates confidence, optimism, and good results for children two and three years old. We praise the childre for accomplishments such as toilet training, calming self, talking, or creating something. We encourage the children to try things and do things on his or her own with minimal adult help. When acknowledge and label the child's feelings and so encourage the child to recognize and express his or her own feelings and to recognize some feelings in others (for example: sad, sorry, happy,angry);this can be through activities and songs such mr happy, how do you feel today etc. We use also use language to reinforce aspects of resilience for example encouragment `I know you can

The key to attain this solid foundation is through communicating effectively and clearly with the adults associated with the play setting. For example, it is important that parents and carers are aware of any issues that may have arisen during the session, any difficulties their child is encountering, or if their child has behaved or responded particularly well to a certain situation. Essentially, this involves being ‘updated’ on their child’s general behaviour and well-being. The importance of clear communication can be evidenced here. Being vague in ones communications can lead to problems such as misunderstanding, the child being reprimanded for something they didn’t do by parents, or by parents not grasping the full extent of the problem. Not only would this affect the support the child would receive, but many could argue that such misinterpretations or misunderstandings could result in conflict between play setting and parent.

The first activity that parents can introduce to their children to help promote physical, cognitive, and social development is to give them access to toys that promote mental and physical development as they grow older. A second activity that can help promote physical development is to allow them greater independence as they grow and not stop them from taking minor risks. The third activity that can help promote both their mental and physical development is to make sure that you are communicating with them instead of just taking care of their needs. A fourth activity to help promote your children's cognitive development is to let infants and toddlers solve their own problems if the problem does not include a significant risk of harm to the

You can’t force a child to learn or be physically able to play certain games which aren’t cognitively, socially/emotionally, or physically appropriate for your child’s age and/or abilities. They also have to have the language skills to communicate with you or their peers when they are learning or playing. The whole child process cannot be forced. At the same time, you can’t expect your child to flourish and learn when they aren’t encouraged. The age appropriate toys have to be available along with play and time spent playing and interacting with peers for the whole child process to be a

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Taking a child to a social group could also help the child so that they are interacting with different children.

When working in a setting it is essential that we teach children at a young age that it safe to come to us with any problems that they have. It is a large part of working with the children that they are safe and feel comfortable to be able to confide in you about anything that is troubling them. You need to be able to notice when something is bothering a child from as young as 6 months as they have no way in speech communication with you until the age of 3 and then it’s not clear what they are trying to tell you. Good and effective practice is shown by being able to share information correctly and efficiently that nothing is lost through the communication. But it is also shown by giving correct information out, so nothing is shared that isn’t

The basic components of pivotal response treatment (PRT) consist of providing opportunities for learning within the context of the child’s natural environment, facilitating opportunities for family involvement and treating the pivotal areas of a child’s development, resulting in improvements across social, communicative, and behavioral domains. The five pivotal areas of pivotal response treatment (PRT) are motivation, responsivity to multiple cues, self-management, initiation of social interaction, and empathy (Koegel & Koegel, 2006, 2012; Koegel, Koegel, Shoshan,

Discussion with the child’s mother gave me insight into his favorite activity at home, which was incorporated into his social story. Additional discussions with the extended care staff were essential to support the methods designed replace unwanted behavior with positive behavior. The afternoon staff used visual prompts to help the child recognize when he was exhibiting unwanted behavior. This extended collaboration ensured he expected to exhibit this behavior throughout his day.

expresses her longing to learn and play with the other children, but once she begins

Children are not required to share, nor should they be forced to. For example, my nephew and I walked to the park, where we were approached by at least four different kids all at once, demanding that he share his toys with them. It was clear that he was extremely overwhelmed, as he held them all close to him while the kids reached for them. He looked at me. "You can tell them no, Issac" i said. "Just say no. You don't have to say anything else." Of course as soon as he said no, the kids came to me tattling to me that to he was not sharing. My response was "He doesn't have to share with you. He said no. If he wants to share he will." That got me some dirty looks from other parents. "Kids should have an opportunity to share when they're ready instead of being forced to share. They're likelier to have a favorable view of sharing when they take the initiative."(Garcia, N., Par 5)

The therapeutic interventions discussed in chapter 6 are particularly informative for any person working with children. Selected from a number of therapeutic frameworks, such as Gestalt and Theraplay. Hughes breaks each type of intervention down and explains why they are significant and examples of how they are used. The holding