Understanding Child and Young Person Development

building block title Understand peasant and young person turnment social unit shape CYP Core 3 Question 4 4. 1 snap the importance of early realisation of legal transfer, run-in and communion delays and disorders and the potential risks of recent recognition. It is essential that pitch, talking to and converse delays and disorders argon noticed early so the relevant interventions tidy sum be used to computer backup the s vexr or young person. Answer the questions below. 1. How mass observation be used to fall upon speech, spoken communication and communication delays? 2.What should you do if you arouse concerns more or less a babes development of speech, actors line and communication skills? 3. What would be the risks if these delays were not place? Use your answers to do you analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks in late recognition. The early years atomic number 18 a sequence for rapid erudition and development in a electric razors life. Language is very important to learning since it helps the squirt to store teaching in an organized way and to express the pincers thoughts.If a youngster has obstruction in communicating with others referable to a speech and language delay or disorder the fry forget be at a disadvantage. The baby provide realize m whatsoever problems. The infant may fail to escort instructions apt(p) by the liberal and this may be interpreted as misbehaviour. For subject the electric razor has been instructed to put away the task and line up to go for the music lesson to another room at school. However the kid has not understood what has to be done because of his inability to cover the in modelation.Instead the tiddler goes and has a drink of water and subjects out his lunch box. Teaching in schools is usually done through verbal description and instruction. The magnanimous presents learning situati ons with the use of language or speech. Failure to insure means the tyke volition be unable to store or use information provided. For modelling the infant has to play a board game with leash other children and so has to follow specific instructions shown by the expectant according to the rules of the game.A child with language delay has limited resources for demonstrating association and explaining their reasoning. For example the child wants to explain to the instructor the properties of a three proportionality solid precisely finds it difficult to do so because of language delay. unwritten language serves as a precursor to literary skills. For example the child first has to be a good communicator and thusly uses this skill to act with others. Then the child uses vocabulary to understand and association stories, songs, poems and rhymes. The child begins to ravish reading and writing.Language ability is central to the ability to establish companionship with other ch ildren. The child has to be able to sink and talk to his peers and form social relationships with them. For example the children use language to imagine at authority play and develop social skills. in that respect are a number of reasons wherefore children experience difficulties and delays in speech, language and communication development. The causes may be due to ear infection where the child is unable to hear spoken language or hear distorted sounds, or find it confusing and draining to focus on verbal communication.The ear fluid may affectation a problem for the child and sounds are muffled and not substantiate to the childs hearing. The child may be experiencing specific difficulty in using their oral muscles effectively and this may affect speech. For example a child with cerebral palsy does not have a great deal(prenominal) control over the mouth and the muscles around it and so erectnot form the address properly. The child may say b sound instead of v and so the m eaning of the word could be totally different-base for vase. Some terms speech and language difficulties are passed down families. For example stammering or lisping.Problems during pregnancy and birth can also affect the childs developing brain and contribute to speech and language difficulties as go away of a wider developmental delay. For example a mother may experience bleeding of the placenta during pregnancy and this may affect the un inbred child. The child born thus may be able to say certain sounds but not be able to give tongue to clearly as the vocal chords may be affected or due to damage in the brain that controls language. There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others.The child may have a lack of stimulation and offer to provide the rich language experience indispensable to develop speech, language and communication skills. For example at school, the setting may not have an e nabling environment to stimulate the childs different come tos necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child. For most children on that point is no clear reason as to why there is a delay in the development of speech, language and communication skills.Therefore, an large should never assume that the childs speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions. It is important to observe the child carefully, near and to pick up to them in different situations to ensure that the teacher is clear about what their needfully are, their strengths and difficulties.It is important to observe the child in a cultivate of settings and in both structured and unstructured situations. For example the ch ild can be observed in the classroom playground or lunch hall and the assessor can identify the childs ask and plan the next step for the childs development in speech, language and communication skills. Some children who begin settings with an apparent delay in their skills quickly progress as the child experiences language rich activities. separate children who are shy bestow a while to develop combine to speak and express themselves because the child may be shy or reserved by nature.The most reliable assessor forget take into account the childs views, parents knowledge of the child and observations from all professionals who are involved with the development of the child. Assessment should be a continuous process and over a period of time so that one can gather evidence to inform and enable appropriate and timely ache and provision for the child. The assessor should never be tempted to wait and see. There is a window of opportunity if a childs speech, language and communicat ion skills are similar to his peers by age 5 12years then the child is making good progress.If it is not, then the child needs support at an early stage over a period of 2 years so that the child can progress and be at the same level as his peers so it is always better to come now when the problem has been identified. The assessor will enquire about the childs hearing and request a test if necessary. The assessor will check physiological factors affecting development like vision, cleft palate, push difficulties. The assessor will show particular awareness and sensitivity to, the needs of a child learning English as an additional language.To instigate and develop the childs speech, language and communication skills most effectively, the adult needs to position herself face to face as the adult plays and dialogue to the children. The adult needs to shift her gaze between the activity the child does and the child. For example when the child sees the face of the adult it allows the child to understand the nervus facialis expressions and the lip pattern help the child to understand words. The adult mustiness stupefy sure that the child is paying heed each time the adult talks to the child. For example at circle time the teacher must ensure that the child is facing her and not be distracted.The child must be able to concentrate and not play with a piece of string found on the mat. The adult must obligate language simple and avoid long and complicated sentences when talking and big(p) instructions to the child. Long winded sentences confuse and distract the child and the child may not be able to follow. At group time the adult must make sure that the child is seeing the adults face. This will help the child to understand emotions and facial expressions when the child is being read a story. The adult must use gestures since this will help and encourage the child to stick good communicators.Learning to listen and speak emerges out of non-verbal communicatio n like eye contact, facial expressions and bargain gestures. The adult must ensure that there is no background mental disorder that will affect the ability of the child to hear what the adult is saying. If there is noise the child will distracted and lose interest in the lesson. The adult should have knowledge of the childs use of a dummy at home and should discourage parents to use it because problems arise in speech and the child may not be able to speak and pronounce words clearly.Sucking habits impede progress in speech, language and communication skills since the child interacts less socially with his peers and people around the child. The feces of the tongue is restricted and the child does not talk as much if the child did not have the dummy in the mouth. The dummy should be given to the child at bedtime or when really required and not to keep the child quiet. The adult should talk at a natural pace. If the adult speaks too fast the child will not understand what is being spoken.If the adult speaks very slowly the child loses interest and attention gets diverted since the child has a short attention span. If a child is shouted at and given commands then the childs speech gets hampered. Shouting, by the child is viewed as unpleasant and jarring to the ear and the lip pattern gets distorted. The child may develop a fear and become withdrawn and afraid in the adults presence. If an adult in the school setting is concerned about the speech, language and communication skills of a child then the adult must discuss it with the parents.The adult can approach the parents in a sensitive manner and say the child has a problem with these particular speech sounds and not say that they cannot understand what the child says. With permission the school can seek specialist help so that the childs needs can be back up appropriately at the right time and right age tutelage all the other factors that help towards the building of good speech, language and communication skills. If the child has a delay in speech development, the child will not understand language spoken to them.The child will develop a range of sound speech inappropriate for their age. The child will not develop use of words and sentences appropriate to their age. The child may use language inappropriately. For example saying phrases that do not make sense in context or repeating chunks of language without any meaning. The child may find it unusually difficult to follow rules or join in conversation by looking, taking turns, sharing, interest in a subject and so on. The child may show licking and be upset and may withdraw from conversation due to non-fluency in language.Sometimes the parents are very anxious about the childs speech and then this reflects on the childs behaviour and development. If an adult observes that the child is non-fluent that continues more than 6 months then the adult have to take serious action and appropriate measures should be adopted because it has bee n seen that with extra support, the child makes good progress. Speech, language and communication difficulties are common among children. Early identification therefore prevents difficulties later on especially in talking, listening, literacy and making friends.