Cognitive, Motor, And Social Emotional Skills

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

Each child’s physical, social, emotional, and intellectual and language development will be looked at through age stages. All of these categories are as important as each other and can each have a substantial impact on the child’s full adult potential.

If a practitioner see that the child is struggling with certain things, there could be an influence on other areas of development, because as we know each area of development are connected, and practitioner can use special screening programmes what can help the to pick up any areas of difficulty that child maybe suffering.

However, it is important to observe and note the difference between sequence of development and rate of development, when working with children so that the child’s needs are met. For instance if a child shows delays in any aspect of their growth, taking into account their background, health and environment in which they are growing up, as these factors will affect all areas of development. Tassani et al (2010) states that the difference between sequence of development and rate of development helps identify child’s needs during their stages of their school years. This will help the school to plan and ensure that the child has enough support they require in areas they are struggling with. It is important to be aware of each child’s development as this will give us the knowledge and understanding on how a child is developing so that any concerns or problems are easily spotted , and then investigated and offer the required support. For instance a child with language problems can then be referred to a speech therapist who would then work with the school to implement ways or skills that will help the child. If they

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

A child’s development can be measured through physical and language milestones, intellectual, emotional and social development.

The childhood development of the individual followed the normal development patterns that are expected. In the childhood stage the individual development changed rapidly and their ability to be active and learn new skills improves on a daily basis. During childhood a child will grow steadier compared to an infant. A child’s body and organs size grows at a steady pace. By the age of 6 a child’s head will be 90% of a full adult size even though the rest of a child’s body has a lot more to grow and to develop. Until a child reaches late childhood, and entering adolescence, an individual’s reproductive organs are still not fully developed. Infants and children can suffer from delayed development. This could cause potential effects

A two year assessment is carried out between the ages of two and three. Parents/carers/guardians are provided with a short written summary of the child’s development in the prime areas. Within the progress

Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.

There are expected patterns of development for children from birth to 19 years old. Although all children are individuals and unique and there are factors which can have a bearing on development such as health, environment and home life and parenting these milestones happen naturally. The patterns start from birth with new-born babies having very little control of their bodies and are totally dependent. Up to 1 month old, a baby can focus both

Also when I took Abnormal Psychology I learned about the Adaptive Behavior Assessment System 2nd edition (ABAS) it measures the behavior frequency of the child. Parents score the child on individual questions between 0-3. 0 is not able, 1 is never when needed, 2 is sometimes when needed, 3 always when needed. The sections include communication, home living, academics, community use, health and safety, leisure, self-care, self-direction, social, and work. When the ABAS is scored it gives a score on developmental skills, emotional behavior, and relationship with others. It determines if the children is above or below average, it shows which sections they are strong and weak in, and if help should be given to that child. I was able to score a couple of Adaptive Behavior Assessments by putting it into the computer that generates an report that would then be used in the weekly meetings to determine if the child should be placed in special education.

However, if these executive function skills, including self-regulation are impacted depending on SES, then some children are restricted from taking advantage of their entire education. According to Kozol, “the present per-pupil spending level in the New York City schools is $11,700, which may be compared with a per-pupil spending level in excess of $22.00 in the well-to-do suburban distract of Manhasset, Long Island” (Kozol, 2005, 6). Additionally, Manhasset has moved forward in their per-pupil spending allowing students to have an enriched educational experience. However, those within New York City are not able to take advantage of the suburban district resources suffer from crowded schools and fewer materials. In regards to how SES impacts executive function skills, researchers concluded that children in an environment with one parent were less successful on the cognitive tests than children in an environment with two parents who also had a low socioeconomic background. Therefore, this finding also suggests that low SES not only negatively impacts the three core executive functions discussed here, but parents’ involvement also plays a significant role. Fortunately, this research suggests ways in

A report on the interpersonal skills of listening, questioning and feedback and the benefits of these in the engineering field

During this recap, I found my empathy skills strong at times, but I also found that I used some of the other skills as well. I used empathy during the beginning of the session when repeating back to Adalee that she was sad that she forgot her bunny and that she did not feel she could sleep without it. I also feel that I was able to use empathy effectively when we were going through her animals and eliminating ones that she did not want to sleep with. On the other hand, Adalee was having a hard time understanding that she needed to go to sleep and that she had to do it without her Bunny that she had left at the babysitter. This task seemed too difficult for her. As the time got later, I found myself getting frustrated, which is why I took

Within Emotional Intelligence, which was discussed in my previous tenet, there are several components. Empathy and social skill are two specific components within Emotional Intelligence that tie in nicely with the tenet of being empathetic. In order to be empathetic with another individual, one must have social skill. Social skill is defined as “proficiency in managing relationships and building networks that can be expanded in a source of persuasiveness” (Goleman 103). Being able to hold a conversation with someone can slowly build a relationship in which that person is more comfortable in revealing his or her issues to you. If a leader is able to do this with his subordinates, than his or her subordinates will feel more inclined to approach them in a more personalized manner. This can ultimately lead to an empathetic conversation that can reveal as to why a person is going through a certain trouble or hardship. After building this relationship with the subordinate, a leader can then empower them to lead which is an aspect that falls within what makes an authentic leader (George et al. 152). If a leader is able to display this to their subordinates, it can build resiliency in the subordinates which is a trait that any leader would want in their group. An empathetic leader can also instill self-regulation that provides a sense of well-being in the affective domain of the resiliency model. The affective domain consists of self-regulatory factors that are involved in the