Explain How To Pinpoint Interpersonal Cognitive Development Of Children And Young Adults

|Theory. |their second year they will start to walk and be able to |Social, emotional and behavioural development – Slower to |

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At this stage any activities will have an impact on their intellectual development as they become aware of the different activities they do.

2.1 Explain how children and young people’s development is influenced by a range of personal factors

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

It is important to safeguard children and young people because no one deserves to be abused whether it be emotional, physical, sexual abuse and no young person deserves to be neglected and we have a duty to protect them from harm.

Adapting communication based on your audience is very important to ensure that your message is fully understood. Therefore, you must change how you communicate with different people and in different situations.

Communications with children or a young person will be different depending on their age, you would not speak to a 4 year old in the same way as say an 11 year old, for example. You need to adjust your choice of words and expressions so a young child child can understand what is being said to them. Younger children who have just started school or children who are new to the school will most probably need lots more reassurance so we must ensure we are always approachable and aware of these children to help them settle happily in to their new environment. It may be that they wish to hold our hand at playtime or stay close to feel secure in their new environment but these small exchanges will hopefully encourage a trusting relationship between

It consists of one-to-one developmental discussions. It provides people with feedback on both their strengths and weaknesses. It is aimed at specific issues/areas. It is a relatively short-term activity.

* The baby turns its head towards light and stares at bright and shiny objects (1 month old)

Unit 3.3.1 – How communication with children and young people differs across different age ranges and stages of development

Early identification of speech, language or communication delay is important for a child or young persons’ well-being. All practitioners have a responsibility to identify children’s needs and intervene with appropriate support as early as possible, to help children achieve the goals of ‘Every Child Matters’ and progress towards the Early Learning Goals. The importance of early language and communication skills for children’s later achievements is now well documented and the need to provide support for children at this early stage is so that they can achieve their full potential. This means recognising a child’s difficulty quickly:

4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. Answer the questions below.

It is well know that foster Children have a very hard time finding a permanent home and adjusting to their new home. The majority of foster children go through this process of finding a home at a very young age. For most of these children it occurs during very young age which is the most important time for develop mental processes. Therefore foster children are at risk of cognitive and social- emotional development delays. (Jacobson et. al 2013). As mentioned in the article “research has underscored the importance of early, nurturing caregiver environments on brain development, and the importance of positive brain-environment interaction during the first 2 years of life has also been documented by research on foster care and adoption”(Jacobson et. al 2013). The article currently looks at, specifically the issue of foster children’s cognitive development and social- emotional functioning specifically of children ages between 2 to 3 years of age. There has been previous research done on this article. A research done to look at this issue was one done in Romanian were 136 institutionalized children were randomly selected. These children were selected to continue to be institutionalized or placed in foster care. In this study, the foster parents were selected and trained,

As demonstrated the children were extending their learning and development throughout the activity in all seven developmental areas. They also all demonstrated their enjoyment during the activity by smiling, laughing, talking and happily asking questions.