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The Effects of Early Years as a child Intervention

Content
  1. Assessments frameworks
  2. Progress check at two:
  3. Observations.
  4. Standard measurements
  1. Growth / healthy assessments.
  2. Auditory assessments.
  3. Reasoning assessments.
  4. Cognitive aptitude assessments.
  5. Information from parents/ carers, co-workers and more.
  6. CYP 3. 1: 3. 2 EXPLAIN THE REASONS WHY CHILDREN AND YOUNG PEOPLE'S DEVELOPMENT MAY NOT FOLLOW THE EXPECTED PATTERN.
  7. Physical factors
  8. The social, economical and ethnical factors
  9. Personal choice
  10. Poverty
  11. Housing and Community
  12. Poor parental guidance/ neglect
  13. Educational Environment
  14. Health status and Disability
  15. Learning needs.
  16. Bereavement and loss
  17. Religious beliefs and customs
  18. Ethnic beliefs
  19. Communication skills.
  20. 3. 3 Reason OF HOW Impairment MAY Have an effect on DEVELOPMENT
  21. Social model of disability
  22. Medical model of disability
  23. Low expectations
  24. Stereotyping.
  25. Cultural differences
  26. The benefits associated with positive behaviour to impairment.
  27. 3. 4 AN EXPLANATION OF HOW DIFFERENT TYPES OF INTERVENATIONS CAN PROMOTE POSITIVE Final results FOR CHILDREN AND TEENAGERS WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN
  28. Professional/Agency
  29. Main region of responsibility
  30. Impact
  31. Types of intervention
  32. Behavioural Support Service (BEST)
  33. Speech and terms therapists.
  34. Physiotherapists.
  35. Psychologists
  36. Health Tourists.
  37. Social workers
  38. Mid wives
  39. Play specialist
  40. Voluntary companies and services
  41. Special Educational Needs Planner (SENCO).
  42. Psychiatrist
  43. Nurse specialist
  44. Young justice teams.
  45. Additional learning support teams
  46. Assistive technology
More...

When children and young individuals development is supervised and assessed, it enables experts and professionals to notice when children and teenagers aren't progressing as expected. Therefore, if necessary checks can be produced to understand why children aren't developing needlessly to say may be anticipated to impairment.

When experts and experts intervene in early on years of the kids, they will able to get appropriate support they want and their development and their welfare is marketed. Children and young people's overall final results will be marketed significantly when experts carry out early intervention.

There are several ways of monitoring children's development described below:-

Assessments frameworks

Practitioners are required to carry out ongoing assessments through observations over a diary basis as its important part of development and learning. Any learning and development needs of children and teenagers must be attended to by the professionals with the mother or father/ carer and relevant pros. Parents/ carers should be updated regularly using their children's progress and development.

Progress check at two:

Practitioners should carry out a improvement check when the child is aged between two

and three. It ought to be carried out in the environment where the children spend additional time and discuss how children's learning is reinforced using the brief summary of development at home.

It is a written brief summary of the child's development in the primary areas. The specialist must consult with the parents and / carers how to aid children's learning at home using the overview of development. It must think about heading, regular observation of children's development.

The progress check at two permits practitioners and every other professionals to identify development needs in early stages in the child's life in order he/she gets the additional support needed.

Assessment by the end of the EYFS - the first Years Foundation Stage Profile (EYFSP). EYFSP must be completed for each child in the final term when he/she turns five years of age and should be before the 30th of June in that term. College must share profile results with the parents / carers and relevant experts. The account provides details of the child's talents and understanding, knowledge, their improvement against expected levels and exactly how ready they are simply for time 1.

Observations.

In settings, practitioners watch children play and watch the way they are behaving. Some observations don't need the specialist to connect to the children while in others it might be more appropriate for the specialist to be involved in order to support learning and development. Observations play a very important part in examining the children's development.

When practitioners carry out observations, they are able to get information about the child's development, pursuits and their relationships with friends and adults as well their level of concentrations.

Standard measurements

Different specialists use various standardized measurements to keep an eye on and examine the children's development.

Growth / healthy assessments.

These are being used to measure and examine the children's height, weight and brain circumference.

Auditory assessments.

These assessments are used to keep an eye on and assess the children's degrees of response.

Reasoning assessments.

These assessments are used to keep an eye on and determine the children's reasoning and they are completed by educational psychologists.

Cognitive aptitude assessments.

These assessments are used to keep an eye on and examine the children's brains and they are widely completed in academic institutions.

All the aforementioned tests help experts to see how a kid is performing compared to the large group/ people of other children in the same age group.

Information from parents/ carers, co-workers and more.

Practitioners should accumulate just as much information as it can be from parents/ carers when monitoring and assessing children's development as the parents/ carers spend more time and are more attune using their children. They see the child in a variety of different situations hence have a lot to contribute and they're aware of their learning and behavior outside the setting. They always have a different perspective. It is vital to also entail the child whenever possible.

Although key employees will be the ones mainly dependable to monitor and examine their key children, all professionals working with them should but consulted as they could have different in put towards the children's development.

CYP 3. 1: 3. 2 EXPLAIN THE REASONS WHY CHILDREN AND YOUNG PEOPLE'S DEVELOPMENT MAY NOT FOLLOW THE EXPECTED PATTERN.

Children face issues in their lives that have a confident or negative influence on the life and prevent them from following a expected design of development. As experts, we have the work of good care towards the kids and teenagers to ensure that we improve their life chances by following a Every Child Matter outcomes, that happen to be be healthy, remain safe, enjoy and achieve, make a good contribution and achieve financial well-being.

Physical factors

The children's/ young people's genetics impacts their development, which includes their physical development and physical power.

Sometimes professionals may struggle to identify why a kid is not following usual development pattern even after thorough investigations on the influences of development. This may possibly be to the actual fact that it in the hereditary makeup of the kid to truly have a slow-moving start or postponed learning.

The social, economical and ethnical factors

Personal choice

Families may decide to reside in a different way example venturing individuals. The children/ young people's education may be afflicted if their own families travel a lot and they may well not settle in. This may stop children from pursuing their expected development pattern.

Some families talk about their children diversely and some talk about boys in different ways from girls and this can affect the children's development.

Poverty

Families reside in poverty mostly credited to unemployment and low income. Due to lack of money, people may fail to provide enough food to consume, clothes to wears, educational resources outside college and high temperature for winter for their children, which may affect their health insurance and that of the mother or father. This might hinder the children/ teenagers to reach their full potential

Housing and Community

Children and young people's development is greatly damaged negatively if they are in poor real estate conditions like moving into a wet condition may cause health problems to the kids that may impact their learning.

Children and young people residing in neighbourhood with anti-social behaviour may be affected negatively as they may be isolated or they could decide to interact and their development will be affected.

Poor parental guidance/ neglect

Children need guidance to understand how to respond well. If they do not get the guidance of their parent, they will misbehave at school because they do not understand the limitations. Lack of boundaries may lead to the kids and teenagers being involved with criminal offense and anti-social behaviour.

Educational Environment

If the setting will not reach the statutory need, this will impact the children and young people's development and they'll not achieve their full potential therefore they might be un able to follow the expected development design.

Health status and Disability

Children and teenagers with existing health condition or with impairment may find it hard to fit in and if they're discriminated against, this will have a poor impact on their lives.

Learning needs.

Children and young people with learning issues and those with specific learning needs might not exactly follow the expected development structure as they may need a selection of additional support using their learning and development, for example with writing, reading or maths. Children with Dyslexia they need support with their learning and development.

Bereavement and loss

Losing someone you care about or family pet can have a great impact on mental and physical health. Children/ young people could find it hard to handle the grief which may affect their well-being.

Religious beliefs and customs

Children may be excluded from establishing to wait specific settings because of the religious values and customs therefore the children may miss out on some activities which might have a poor effect on their live.

Ethnic beliefs

Children might feel isolated and discriminated against because of their ethnic belief and this will have a negative impact on their lives.

Communication skills.

Children and teenagers who've trouble with their communication, their learning and development will be impacted on and this leads to the children not following their expected development pattern. Communication development is linked closely to public, emotional and behavior and intellectual/cognitive development.

3. 3 Reason OF HOW Impairment MAY Have an effect on DEVELOPMENT

Practitioner must have a good knowledge of particular impairments and understand that the same impairment make a difference each child diversely. Therefore, professionals must understand the children they are working with, the way the impairment is affecting them in order to meet their needs correctly. Practitioners should look for ways of increasing learning and development opportunities for children with disabilities.

Social model of disability

When contemporary society is not set up to meet the needs of men and women experiencing impairment, this implies that impairments give rise to disability. "The world disables them, alternatively than enabling them" (Walker 2011 p. 285).

There is factor in the interpersonal model of disability that people with disabilities have privileges and alternatives and the change needs to be made by the world.

Children with learning issues and impairment that have an effect on their cultural and mental development may find it acquired to connect to others and they will be unable to socialize and positive associations.

Society should change to give the children with disability an opportunity to participate in modern culture and ensure which it meets the children and young people's needs so as to achieve positive end result.

Medical model of disability

In this model of disability people without a disability, they see the impairment of impaired people as an issue that needs solved or healed whereas some impairments haven't any remedy. Medical model restricts the opportunities for children and young people which impact negatively on the learning and development.

The children with long term medical conditions or physical disabilities might not achieve their full potential as they could miss educational opportunities due to their health, having to stay in clinics and joining medical visits.

Low expectations

When people/ societies have low objectives for children and young people with disability, they'll be rejected the opportunities they have to achieve their full probable. If children and teenagers with impairment have low expectation of themselves they might not want to get involved and they'll feel isolated and unable to easily fit into.

Stereotyping.

Children with disabilities may develop low self-confidence and self-esteem due to the stereotyping, discrimination in case the family members see them as a burden or have negative behaviour because of their lack of ability to cope with their impairment.

Cultural differences

Children and teenagers may miss out on the chance to learn, play and work credited to discrimination for their impairment as well as their backdrop, hence unable to achieve a positive final result. People from different ethnicities should become more understanding, agreeing to and stimulating to children and teenagers with disabilities.

Due to lack of money and resources, can impede the children with disability having opportunities to activities activities and achieve their full potential as meeting the needs of a kid with disability can be quite expensive and funded services vary from one local area to some other.

The benefits associated with positive behaviour to impairment.

Positive attitudes to impairment helps children with disability develop a good attitude towards themselves and they will have high anticipations for his or her life.

The children and teenagers will have increased self-esteem and self-confidence, gain their freedom and have an objective in life.

They will be able to achieve a positive results with their learning and development.

Positive attitude to disability can help children/young people who have disability become more resilience and take care of the negative behaviour towards them from others like discrimination and stereotyping.

3. 4 AN EXPLANATION OF HOW DIFFERENT TYPES OF INTERVENATIONS CAN PROMOTE POSITIVE Final results FOR CHILDREN AND TEENAGERS WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN

A number of professional agencies may become engaged when children are discovered as not following the expected developmental routine.

The experts will all work together to support children and their own families to ensure that children and more radiant people achieve their full probable.

Children and young people's effects can be advanced when multi-agency methodology is involved and this includes the children and young people's development.

Below are the professionals mixed up in interventions with children.

Professional/Agency

Main region of responsibility

Impact

Types of intervention

Behavioural Support Service (BEST)

They work together with procedures within the construction to include everyone.

They promote good behavior and offer support to children and young people, parents and settings.

Behaviour impact the children's and young people successes. When children have positive behavior they achieve at university.

Recognising and taking care of their emotions and learn about relations.

Improved educational final result.

Training of staff

Advice how to develop and review behaviour policies.

Speech and terms therapists.

They are employed by the local Major Health Trust.

They evaluate and treat conversation, terminology and communication problem to permit children to communicate to the best of their capacity.

Children having the ability to communicate with others. Interacting with their specific development needs.

Improved vocabulary skills.

Settling better in configurations and can to learn.

Improved education result.

They are known from the GP or concern from the setting up.

Therapy

Educating parents and staff.

Promoting speech and terms development through melodies and rhymes affecting children and parents.

Physiotherapists.

They help children who have problems as a result of traumas to rehabilitate and increase their movement and coordination, condition or for medical reasons.

When the children and teenagers are rehabilitated.

Improved movement.

Treatment

Range of movement exercise

Electrical stimulation

Strengthening exercise

Soft tissue motion.

Psychologists

They support and help children with social, mental problem or learning troubles. They offer advice and supplying counseling to children and parents.

Being able to enhance the child's learning and permitting practitioners to become more alert to the interpersonal factors influencing children's learning.

Improved education end result.

Counselling

Training

Health Tourists.

They are medical researchers who help, support and teach parents on the way of protecting against diseases through immunizations, good child nutrition, minor illness and tendencies issues. They advice parents on health insurance and child development. They do home sessions and sometimes, they could be found in the neighborhood medical centre at least once weekly.

They support parents to ensure that children are safeguarded from illness plus they achieve their developmental milestones.

Improve education and life results for children and teenagers.

Identifying mothers experiencing depression.

Reduced post-natal depressive disorder.

Medical advice

Training

Home visits

Parental training

Social workers

They are employed by sociable services.

They provide assistance and advice to children, young people and young families with health need, casing issues, and poverty.

They support teenagers living care and those facing challenges of any kind.

Keep families alongside one another giving them support.

Children from health care fulfil their full probable.

Families getting the help they want.

Crisis intervention

Anger management

Stress management

Relaxation training

Mid wives

They offer health support to parents wanting a child/ children.

Parent has a successful pregnancy and beginning.

Reduce the number of women smoking during motherhood.

Increased breasts feeding.

Increased parental assurance.

Training

Antenatal treatment. Pre- and post - natal treatment.

Birth plans

Training

Breast nourishing training.

Play specialist

They are employed by the local Primary Health Trust.

They make observations and assessments through play with children in hospitals to recognize their needs and worries while in hospital.

The children get full recover and play openly without the problems.

Assessments

Introduction of play

Voluntary companies and services

These include local and national services like NSPCC. They support and give advice to children, young people and their families experiencing threatening situations.

The families feel safe, secure and protected. They have a peace of mind knowing that they can get support and advice if they experience ant threatening behaviour.

Training

Support and advice

Special Educational Needs Planner (SENCO).

Works in the setting

They have the duty to organise identification and support for children with special education needs

Being able identify that a child has special education needs and the child having the ability to obtain the help they want early on in time.

Referrals to respective professionals

Support

Psychiatrist

They are doctors trained medically. They specialise in mental health.

They diagnose and support children and teenagers with mental health problems.

When the child and young person get all the support and treatment the y need. If they have the ability to lead a normal life later on.

Counselling

Training

Awareness

Nurse specialist

They give advice and support to children, teenagers and their own families on how to control chronic conditions. In addition they measure and examine children's development.

When families are able to handle and deal with long-term conditions.

When families are able to get help in time if there are any underlining issues with their children's development.

Training

Raising awareness

Measurements and analysis of children development.

Young justice teams.

They work with children and young people with anti public behaviour in the community. They work together with the social workers.

When the kids and young people get the support they have to be model citizens.

Recognising and controlling their feelings and find out about relationships.

Improved public and emotional skills, attitudes, behaviour and academic performance.

Target offending behaviour

Thorough assessments of children and young people's specific needs.

Offer structured programs.

Offer programmes that could work that meet the individuals' needs.

Additional learning support teams

They help children with specific educational needs within early on years provisions, universities and out of school.

Children receive the support and education to achieve their development goals.

Improved learning outcomes.

Training

Awareness

Support

Assistive technology

Children and young people's development can be supported by utilizing a selection of technology. A speech activated computer program will help children and teenagers with delayed fine engine skills with writing. Children and teenagers with challenges walking might use the latest wheelchairs so as they could achieve their development goal and become more indie. Physiotherapists, conversation and terminology therapists and sensory impairment support experts have the responsibility to find the right kind of assistive technology for children and teenagers.

http://www. ehow. co. uk/socialworkers (16. 02. 2013)

http://www. physiotherapy. notes. com (16. 02. 2013)

http;//www. surreycc. gov. uk/social-careand health (17. 02. 2013)

http://www. nfer. ac. uk/nfer/publications (17. 02. 2013).

Tassoni, P. , Beith, K. , Bulman, K. , Griffin, S. (2010) Children and Young People's Labor force. Early on Learning and childcare. Level 3 Diploma. Essex: Heinemann.

Walker, M. (2011) Children and Young People's Labor force. Early Learning and Childcare. Level 3 Diploma. Cheltenham: Nelson Thornes.

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