Early intervention is a process which involves stepping into a child’s life as soon as possible to tackle problems. ‘Early’ does not necessarily mean at an early age but in this case it refers more to the stage in the development of a child’s problems. Early intervention is important as the earlier a problem is identified; the more likely it is that the problem can be corrected before serious consequences arise, sometimes resulting in a child’s death (Mahoney 2007, p-3). Bracknell Forest Council (2012) explained early intervention as “referring to a way of working which will ensure that children, young people and families who are at risk or vulnerable to poor outcomes are identified early and that those needs are effectively assessed and met by agencies working together. The aim being to prevent their escalation rather than to respond only when the difficulty has become so acute as to demand attention”. The Munro Review (2011) states three main arguments for the importance of early intervention. Firstly, the importance of minimising adverse experiences for children, secondly, the ‘now or never’ approach which sheds light on just how difficult it is to reverse the damage caused to a child’s development and thirdly, questioning whether is it cost-effective to intervene earlier. A Sure Start Childrens Centre study based on research in the USA showed that for every $1 spent on intervening early into a childs life, $7 were saved later on due to help being given to the child
Click here to unlock this and over one million essaysGet Access
In the video ‘Early Intervention: The Missing Link’ a presumably deaf woman explains how confident deaf people are, how they are not disabled, and how doctors should be more sensitive with families of deaf children. However, I think this is not only a presumptuous point of view, but also a fine example of how political correctness is slowly taking over society.
There are many social, economical and cultural factors that impact on the lives of children and young people. In my role as a Young Carer’s Support Worker, I work with a number of families living with the consequences of these factors. Every Child Matters (ECM) aims to improve the outcomes and life chances of every child and young person, therefore, it is important we understand and do all we can to help them achieve the 5 outcomes of the ECM, stay safe, be healthy, enjoy and achieve, make a positive contribution, and, achieve economic well-being.
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.
Early years education is about supporting very young children, children aged 3-5 years old. It is very different from Key Stage 1 as it is based on learning through play rather than a form of formal education. Although TA’s may not always work in the early years department it is important to
The role and responsibilities of an early year’s practitioner follow a number of codes. When working with children there are many care needs of children, such as special needs, safeguarding children, children’s learning, behaviour, and working with parents. Early years practitioners have set responsibilities when working with children, like meeting the learning needs of a child, providing an environment which is welcoming and also they have to work together as part of a team to provide good service for both children and parents.
As an early year practitioner, it is very important to support the child development and confidence, help them learn about how to manage their feelings and behaviour and making relationship with others.
Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to
CYP 3.1 – 3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
It is very important that anyone working with children should be able to recognise if a child is at risk of harm of in need because of their vulnerability. The earlier this is recognised, the better outcome for the child involved.
1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.
An explanation of how different approaches to work with children in early years have affected current provision in the UK
‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other
Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.
Early childhood experiences have long lasting biological, psychological and social effects upon health. Therefore, The Ontario Early Years Centre acts as a support for children healthy development to prevent future health implications
This assignment will show what services are available in early year’s settings and for young people to support positive development. It will show what assessments we carry out within my setting and I will also critically analyse agencies that are available for referrals, transitions and safeguarding for children and young people.