Sequence of development

1.2 Analyse the difference between sequence of development and rate of development and why the distinction is important

It is important that this is monitored closely and the distinction between sequence and rate is defined as it can help to distinguish if a child has Special, educational needs. If the sequence and rate of development are not followed it can help professionals to identify that a child might be presenting as having difficulties which could lead to SEN so it is important that this is identified as early as possible.

A child that is not reaching there milestones can be identified through monitoring the sequence and rate of development and can then be offered a range of services that can support them with any additional need they may have.

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1.3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected

There are a large range of factors that may contribute towards a child or young person’s development not following the pattern normally expected some of the following reasons could be:

A child could have a disability - a disability may prevent a child from developing in one or more areas and may lead to them not reaching their developmental milestones.

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Emotional impact – a child may not be interested in learning new skills or may be in an environment where they are not stimulated emotionally to enable their development to progress.

Physical reasons - developmental patterns may be affected by genetics.

Environmental factors - such as the home environment, how much stimulation a child gets at home, what resources and opportunities are available to a child to enable development.

Cultural factors – Different cultures can have differing opinions and attitudes towards children’s development and this could impact upon a child’s development. Some cultures for example the gypsy roman community do not like much intervention from services such as health etc so this could ultimately lead to an issues arising not being identified.

Social factors- all families are very different and function in different ways, some environments may be more suitable for a child to develop in while some could impair development.

Specific learning needs - difficulties at birth, disease

2.3 Explain how theories of development and frameworks to support development influence current practises

Jean Piaget (1896–1980) focused on the cognitive-developmental theory that “views the child as actively constructing knowledge and cognitive development as taking place in stages” .According to his con-structivist theory, Piaget asserted that children pass through four distinct stages of development, including the sensor-imotor stage (birth to 2 years), preoperational stage (2 to 7 years), concrete operational stage (7 to 11), and formal operational stage (11 and beyond). Piaget believed that reasoning deepens in children as they grow, engagement in the physical and social world enhances development.

Freud –unconscious mind- he puts forward the ideas that childhood experiences impact & influence behaviour in later life as adults

B. F. Skinner (1904–1990) theory of behaviourism or operant conditioning theory, this is based on the premise that children's behaviour can be increased based on the presentation of reinforcers. Social learning theory, created by Albert Bandura (b. 1925), expands on operant conditioning by adding the idea that imitation or observational learning increases the chances that children will learn new behaviours. behaviourists believe that children's development is outside of their own influence, that it is shaped by the environment around them.

The ecological systems theory was originated by Urie Bronfenbrenner (1917–2005) who believed that children developed “within a complex system of relationships affected by multiple levels of the environment” (Berk, 2000, p. 26). There are four systems that influence child development. The microsystem involves those that are part of children's most immediate environment such as their parents/carers and how te interaction between them may influence child development.. The second system is the mesosystem and involves systems that interact with the people in the microsystem, including child care programs and schools. Exosystems are the third which are external influences which may affect the child. Then the last is the macrosystem which focuses on the families beliefs, values etc that may have an impact on the child.

Lev Vygotsky (1896–1934) thought that child development was defied by culture. It was theorised that culture influences the activities, language, and education to which children are exposed, these affect children's development.

3.1 Analyse the importance of early identification of development delay

It is important that any identification of development delay is spotted early as this will enable a child to get the right support as early as possible. Early intervention is crucial when a child may be showing signs of development delay as the child will be able to access relevant services and support that are needed to clarify exactly what support is needed. Early identification enables time for thorough assessment, planning and identification of relevant services so that an action plan can be put in place. Some development delay/disabilities can be screened for during pregnancy and at birth, again this is crucial as the earlier any potential disability/developmental issue is identified the earlier a support system can be put in place.

3.2 Explain the potential risks of late recognition of development delay

Risks that can be associated with late recognition may include:

* Children who are not identified early may sometimes not have their development delay identified until they begin mainstream education. Therefore a child will not have had access to service provision that may have supported them with their needs and will therefore find the transition harder than other children. A school will need to act quickly to identify and work with nay development delay and ultimately a child’s progress will be slower as they have not had the correct interventions.

* A child may be suffering from lack of confidence by this time and this may be hard to work with and to turn round. * The child’s family may have lost confidence in their abilities as parents and this will again affect their confidence and their ability to be able to support their child. * The child may experience discrimination and exclusion if their development delay has not been identified or is identified at a later time. * A child will have not received the appropriate assessments and intervention support plans.

3.2

Evaluate how multi agency teams work together to support all aspects of development in children and young people

Multi agency teams are the most important part of working with a child/young person and their families. At riverboats we take a holistic approach to working with children and families and see the great importance of involving the family and all relevant professionals/agencies in the work that we do. Multi agency work is particularly important at Riverboats as we work with children and families with a variety of needs in a large reach area (56 square miles).

3.3

Explain how play and leisure activities can be used to support all aspects of development of children and young people

4.1

Explain how different types of transitions can affect children and young people development

4.2

Explain the importance of children and young people having positive relationships through periods of transition

4.3

Evaluate the effectiveness of positive relationships on children and young people’s development

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1.1 Explain ways in which transitions and significant life events affect individuals wellbeing 1.2 Analyse how theories on change inform approaches to the management of transitions 1.3 Explain the concept of resilience in relation to transitions and significant life events 1.4 Analyse the factors that affect individuals ability to manage transitions and changes

2.3 Support workers to encourage individuals to identify their own strength and abilities

2.6 Enable workers to identify any additional support they may require to support individuals through transistion and change