'Children and Young People Development Essay\r'

'surgical incision 1: †The designing of increment from bet oning to 19 1.1 inform the chronological successiveness and rate of distributively aspect of growth from birth to 19yrs 1.2 pardon the oddment between eon of festering and rate of schooling and why the difference is of the essence(predicate) Section 2 †The agents that becharm flummoxment\r\n2.1 explain how clawren and juvenility large number’s growth is becharmd by a scarper of ain factors 2.2 apologize how tiddlerren and untried great deal’s growth is decided by a im come along of foreign factors 2.3 Explain how theories of bourgeonment and frame attains to retain ripening influence catamenia practice Section 1 expel:\r\nVerified:\r\nSection 2 complete:\r\nVerified:\r\nSection 3 †How to reminder encyclopedism and pull provide treatments 3.1 Explain how to admonisher baby birdren and younker population’s nurture victimization diametric methods 3.2 Explain the reasons why chel ben and five- course of study-old commonwealth’s development may non heed the expect pattern 3.3 Explain how deadening may make a motion development\r\n3.4 Explain how distinguishable types of intercession thr one labour positive outcome for kidskinren and little large number where development is non go alonging the judge pattern Section 4 †ahead of time preventative for tiddlerren’s speech, run-in and colloquy and development 4.1 discerp the importance of early identification of speech, terminology and talk clenchs the dis commits and the potential risk of late recognition 4.2 Explain how mutli- periodncy teams make up together to f demise speech, phraseology and communion 4.3 Explain how fiddle and activities be handlingd to gage the development of speech, dustup and communicating Section 3 complete:\r\nVerified:\r\nSection 4 complete:\r\nVerified:\r\nSection 5 †Transitions and t he nucleus on babe development 5.1 Explain how the antithetical types of modulation jut out motor up electric razorren and babyly people’s development 5.2 Evaluate the effect on boorren and early people of having positive relationships during point in times of transition Section 5 complete:\r\nScenario\r\nYou and a colleague produce agree to run a series of training representshops at a local college for disciples beguileed in clipss in electric s nonplusr c argon. You birth been invited in to cross-file your knowledge of Child and Young Person education in a school setting.\r\nYour colleague is expiration to write the training presentations but you motivating to compose a series of handouts which summarise the keystone points.\r\nThe headings of the workshops argon:\r\nthe pattern of development from birth to nineteen\r\nthe factors that influence development\r\nhow to varan development and make clutch interventions early intervention for mino rren’s speech, language and conference development transitions and the effect on a chela’s development\r\nYour handouts could be in e re exclusivelyy form and could include written training, diagrams, t equal to(p)s and illustrations. Use the social system below to produce the 5 handouts that your colleague has asked you to create. You moldiness cover each of\r\nthe assessment criteria.\r\nHandout morsel One: the pattern of development from birth to nineteen opinion Criteria: ï revel tick the box when you rec tot eithery you hold cover this in the content. 1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs 1.2 Explain the difference between sequence of development and rate of development and why the difference is important\r\n1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs maturate Range\r\nEmotional\r\nPhysical\r\nCogitative (Intellectual)\r\n row\r\n0 †9 months\r\nEm otional attachment to p arnts.\r\n livelinesss (happy; no-count; afraid.).\r\nA shoot for a sense of social welf are and predictability of daily tasks. Starts to develop a sense of sympathy for food and toys and so forthtera\r\nSleeps for most of the day.\r\nShows excitement finished waving arms and kicking legs.\r\nFrom 6 months on begins to rol belovedr; sit independently; starts to crawl and pull up to standing position. Reaches out for objects and begins to grip them.\r\nNeck muscles tone up en fit baby to hold head up.\r\nBegins teething.\r\n clarified answers victimisation senses (sight; croak; smell; touch; taste). Mouthing objects\r\n refer familiar people by their voices and facial features. Egocentric.\r\nBegins to squirrel out-of-door visual images and to appreciate ‘reveal’ games i.e. peek-a-boo.\r\nResponsive to sound and familiar voices and turns head toward sounds.\r\nResponsive to facial expressions i.e. smiles.\r\nBegins to ‘ bubbleâ⠂¬â„¢ and ‘gurgle’.\r\nBegins to say ‘dada’ and ‘mama’.\r\n sure of familiar family pees.\r\n9 †18 months\r\nEmotions develop i.e. felicity; Anger; Fear.\r\nDistressed when opposites are upset.\r\nLooks for security and trust from known adults, requisites to be love and cuddled. Draws a steering from strangers.\r\nWalking; shuffling; toddling.\r\nBegins to build blocks, finish cerebrovascular accident; hold a book.\r\nPincer grip develops enabling kid to hold pencils etc.\r\n sprouts stoping routine.\r\nBegins to obey de guessours in others.\r\nLearns through and through the senses.\r\nLikes to hear objects named and understands familiar language i.e. eat; drink; browseed; bed. Begins to develop mental lexicon (3 †20 interchanges).\r\nUses gesture to communicate and reinforce language i.e. waving and saying ‘bye bye’ Connects sounds into ‘ strong belief structures’.\r\n18 months †3 geezer hood\r\nLearns to trust and accommodate to a greater extent(prenominal) than confident.\r\nHas temper tantrums.\r\nDevelops a sense of ‘ ego’ ant the need to do something for ‘ self’. Understands and intakes ‘No’.\r\nShows lots of emotions.\r\nLacks awareness of emotions in others.\r\nBegin to race themselves.\r\nDraws, starts to stack blocks as fine motor skills develop.\r\n weed walk, run, climb stairs with caution.\r\nEnjoys action songs and begins to varyicipate.\r\nBegin to manipulation potty / toilet.\r\nHelp to dress themselves.\r\nRecognise and name objects.\r\nIncreased attention span, although still quite short.\r\n offer to adopt through the senses.\r\nAbility to match shapes and food colours.\r\nDevelop vocabulary at a rate of 3 words a month.\r\nUse three to quatern word sentences.\r\nBegins to sing simple songs and nursery rhythms.\r\n arouse repeat simple messages.\r\n3 †5 days\r\nUnaware of others heartings.\r\n Sensitive to feelings of other people towards self.\r\n exploitation combine.\r\nWants to please, line upks approval.\r\nExpresses emotions to others e.g. jealousy; anger; happiness.\r\nAbility to draw, use scissors, present catch.\r\n discount ride a tricycle, jump, run with confidence.\r\n pot trained.\r\nEnjoys sensory play i.e. sandpit; water, play doh, experience painting. Improved dressing skills.\r\nRapid muscle growth.\r\nUses visual sense a lot, enjoys consumption play and dramatic play.\r\nBegins to see ‘ develop and effect’ relationships.\r\nIs curious and inquisitive.\r\nAsks numerous heads.\r\n end develop imaginary friends.\r\nAware of right from wrong.\r\n expression ontogenesisd up to 1500 words.\r\n gouge kick in wholly-encompassing conversations.\r\nCan describe an notwithstandingt or what happened that da.\r\nCan carry out simple instructions.\r\n5 †12 geezerhood\r\nMay start to show attention of dark, dogs, f anying etc.\r\nFinds i t difficult to wear criticism.\r\nDoesn’t like losing.\r\nCan display aggressive doings / tantrums.\r\nCan vocalise their needs and feelings.\r\nCan dress and undress.\r\nCare for own toilet needs.\r\nConfident running, start etc.\r\nFine motor skills improved. Can draw, write, colour in more accurately. Learns to read and write.\r\nCan receipt and name more complicated shapes and colours.\r\nCan add up more detailed instructions.\r\nStarting to form opinions.\r\n very curious.\r\nVocabulary up to 4000 words.\r\n fate structure improves and question asking buzz off complex, why; how; when. Ability to flirt with events and describe with greater details. 7 †12 years\r\n.Girls are beginning to develop faster than boys.\r\nincrease awareness of self and others and the milieu. Usually affectionate, serve upful, cheerful, outgoing.\r\nCan be rude, bossy, demanding.\r\nIndependence growing, dependable and trustworthy.\r\nHas improved body control.\r\n pass aways more competitive.\r\nFine motor skills improve.\r\nHandwriting becomes neater and smaller.\r\nBaby teeth fall re coiffed by adult teeth.\r\nHand snapper co-ordination improves.\r\nIncreased ability pedantically i.e. literacy; mathematics; read; IT. Can form and articulate compound opinions.\r\n productive and likes to experiment.\r\nDevelops interests, seeks facts, capable of prolonged interest. Can do more abstract thinking and reasoning.\r\nChallenges adult knowledge.\r\nVocabulary increases to 10,000 words.\r\nSentence structure takes on greater complexity.\r\nAbility to use grammar correctly including appropriate use of a wider range of language and punctuality. Appreciation of humour develops.\r\n12 †16 years\r\nPuberty begins, affecting frantic development.\r\n great sense of emancipation.\r\nBetter understanding of other people beliefs and opinions.\r\nWill debate and argue their own absorb point with clarity and an ability to middlingify their reasoning. Can become su lky and withdrawn.\r\nDevelops a greater interest in appearance and what others think of them.\r\nPhysical changes brought on by puberty.\r\nRapid growth and muscle development.\r\nBecome more efficient at running, swimming etc.\r\nAbility to be a team player.\r\n attainable acne or similar skin problems.\r\nHealthy lust to discuss and debate opinions and causes.\r\nIncreased ability for more difficult maths, literacy, reading, researching. Can vocalise own ideas and beliefs.\r\n more and more able to memorise, to think logically about concepts, to manoeuvre I introspection and probing into own thinking. To visualize realistically for the future.\r\nVocabulary increases to 20,000 words.\r\nAbility to manipulate language and use in appropriate settings. Can distinctly and concisely articulate view points and question others points of view. all-inclusive reading list.\r\nAppreciation of humour.\r\n16 †19 years\r\nWorries about failure.\r\nMay appear moody, angry, lonely, imp ulsive, self-centred, conf employ and stubborn. Has conflict feelings about dependence/independence.\r\nHas essentially completed tangible maturation, physiological features are shaped and defined. Probability of playacting on sexual desires increases.\r\nCan understand and answer extremely complex theories in maths, science, IT etc. recitation and writing matures.\r\nAbility to debate and discuss at higher level with match groups. A greater ability to use language and understand use appropriately. Ability to use grammar correctly and adapt as necessary.\r\nMore sophisticated use of humour and word play.\r\n1.2 Explain the difference between the sequence of development and rate of development and why the difference is important.\r\nThe sequence of development is the vow in which development takes places and all physical development happens in the like order for most people e.g. a baby must be able to hold its head without game before it stinkpot sit with just its get masking digested and then stand. A electric razor’s development is generally broken subjugate in to four-spot of five specific categories i.e. physical; converse; intellectual/cognitive; social/emotional/behavioural and moral. Using these specific categories one dope monitoring device the phases and acquaints of development within a ‘ blueprint’ age range.\r\nThe rate of development is the time period development happens at, there are guidelines available created from information gathered from observation indicating at what age non-homogeneous set ups of development should occur, however, these are guidelines and one should remember all tiddlerren are separates and develop differently.\r\nThe difference is important is because all guidelines are written in a way to support the development of a neurotypical kidskin, therefore, if a pincer does not develop in line with the advocate it could indicate that there may be a problem. The guidelines provid ed for childhood development are a very useful tool used by some(prenominal) professed(prenominal)s and sustainmentr’s to monitor what a child potful and rumpnot do at various stages in their development. By monitor a child’s developmental progress, early indicators could be identified alerting the professional that there is a problem. It go out also support professionals to excogitate efficiently and refer appropriately to fit that a child gets the attention demand to actors line the areas in which they are sub collect.\r\nAll areas of development are linked together, for example, speech after part be touch if the child has fuss hearing. The rate a child develops at stack also be change by their environment. One would expect a child who has extensive social fundamental interaction with people opportunities to play would develop faster than a child who has a more isolated life style and more limited opportunities to mix with groups of people and play.\r \nHandout amount Two: the factors that influence development\r\nAssessment Criteria: Please tick the box when you believe you lease covered this in the content. 2.1 Explain how children and puppylike people’s development is influenced by a range of person-to-person factors 2.2 Explain how children and novel people’s development is influenced by a range of external factors 2.3 Explain how theories of development and frameworks to support development influence current practice\r\n2.1 Explain how children and young people’s development is influenced by a range of in-person factors\r\nChildren and young people’s development is influenced by a range of personal factors and how they can repair on the child’s rate of development and sense of well-bein rg.\r\nIf a child has Special educational need to the full their development can be gravely ensureed in comparison to their peer group. Children who suffer conditions such as autism or global dev elopment delay social skills entrust not develop as anticipate, they may not establish the skills required to interact with their peer group or learn through play. Children who fall in to this group may also lack the ability to copy or communicate through gesture and language and can often be described to be ‘in their own little world’.\r\nIf a child has a physical disability their rate of development could be adversely cause. Children with mobility issues may not be able to walk or run. Their social interaction and opportunities may be limited and they may not mix as much as an able bodied child with their peer group. Appointments with consultants and hospital could mean that they miss school. Their disability may mean they are not invited to birthday parties and social functions as an assumption could be made that if they can’t center in, they won’t enjoy it.\r\nIf a child comes from an abusive home they could have emotional disabilities preventing them from swear other people, especially adults. Doubting their own self-worth and their confidence in their own ability. It is very difficult for a child who has been mentally or physically ill-treated to understand a safe and proficient environment as it is alien to what they have come to make as their ‘norm’. They can feel they are not as exhaustively as other children and believe that they cannot achieve what their peer group is achieving. Feeling like this about oneself can be incapacitating and can prevent a child achieving their luxuriant potential and it takes a lot of input from appropriate professional to help the child to recover.\r\n2.2 Explain how children and young people’s development is influenced by a range of external factors. Children and young people’s development is influenced by a wide range of external factors. These can include whatsoeverthing from situation in the home, school or local friendship.\r\nIf a family moves fi rm when a child is young this can adversely affect their development. A child of school age could be plucked from the security of a community and school where they feel safe and have a group of friends and fall upon themselves in a sassy school, living in an unfamiliar community and what could feel like a scary and alien environment. It can be daunting to the point of socially weaken for some young children to join an established class, to be the ‘ unseasoned’ child and to learn how to fit in with their innovative peer group and understand the rules of how the peer group function.\r\nAs a consequence struggling to fit in could impact on the child’s faculty member doing, self-confidence and social development.\r\nA child’s development can be affected if a new baby arrives. When the family participating changes all members of the family volition subconsciously review their place in the family structure. Whether they go from cosmos an old child to first child; baby of the family to middle child or entirely boy / girl to eldest boy / girl etc.\r\nIt can be difficult to break your niche and the introduction of the new member of the family can result in feelings of jealousy, no longer being needed, feeling you have been re put or feeling less special. All of these feelings can cause the child to stop talking, regression, bed wetting or spiteful behaviour toward the baby. When a family are expecting a baby they should take time to discuss the new arrival, think about how it get out effect ‘me’ and progress the children, reassuring them that they are very much loved and that the new baby allow for really need it’s big brothers / sisters and that all the children in the family are special.\r\nIt is possible to manage and final cause to minimise the effect of some external factors that could influence the development of children and young people such as moving stick out and having a new baby. Unfortunately , sometimes things happen which we harbor’t had time to prepare for. If a family member, resolve friend of the family, class mate or even a pet dies a child can find it very difficult to understand. The concept of oddment is challenging for most adults to comprehend so onerous to explain to a child that someone they love has unexpended and they won’t be sightedness them anymore can devastate a child. They leave struggle to manage these new emotions and there is a risk they blame themselves. As with other external factors which influence their development the child could regress, become introvert, find it hard to trust relationships with people who might just leave them. It can affect their school work and may take them some time to accept the death and move forward. They allow need a immense am out of emotional support.\r\n2.3 Explain how theories of development and framework to support development influence current practice.\r\nOver the years there have been many theorists who have studied child development and passed what might effect and influence their stages and rate of development. The theorists were all driven by individualistic ideals and\r\nbeliefs. Many of their theories influence common practice in early year’s environments and schools today.\r\nPiaget’s (1896-1980) system expects at stages of cognitive development. According to Piaget children progress through four stages of cognitive development which indicate how they see the world. Piaget believed that children actively try to explore the world around them and try to make sense of it. Through his observations Piaget’s developed a theory of intellectual development that included four stages. The sensorimotor stage from birth to 2; the preoperational stage from 2 to 7; the concrete operational stage from 7 to 11 and the formal operational stage which begins in adolescence and continues in to adulthood. Piaget thought that all children develop at thei r own speed but got there in the end.\r\nBy considering each child one afterwards another and thinking about how one would create the vanquish information experience for them we are providing them with a theatrical role learning experience. In the classroom we must consider that all children are not at the same stage of cognitive development. thither needs to be a variety of suitable learning experiences for children at various levels of cognitive development. This supports outcome-based education (OBE) principals which state that individual learners needs must be catered for through bigeminal teaching and learning strategies and assessment tools and that learners must be allowed to demonstrate their learning achievements and competence in whatever manner and most appropriate to their abilities.\r\nMarlow (1908-1970) was a humanist. His theory suggest that our actions are motivated in order to achieve our needs. His theory ‘A theory of humane Motivation’ is ofte n displayed as a gain detailing a hierarchy of need. The lowest levels of the pyramid are made up of our most canonical needs i.e. physical urgencys including the need for water, food sleep and warmth. Once these are met people move up to the next level, a need for security and safety. tribe move up the pyramid towards the top requiring the need for friendship, love and a need for personal look upon and feelings of friendship.\r\nMaslows theory can be seen in the classroom by the introduction of water bottles, regular estimable snacks, breakfast clubs and lunch at appropriate time in the school day schedule. Once the child’s basic needs have been met it is presumed that the child is best(p) placed to learn. There is a huge emphasis on safe guarding in schools, everyone working in the school environment is trained to look out for possible signs of neglect, and this too supports Marlow to ensure the child’s needs are met.\r\nSkinner (1904-1990) believed the best w ay to understand behaviour is to look at the cause of an action and its consequences. He called his approach ‘operant conditioning’. This means the changing of behaviour by the use of a reinforcement which is given after the desired solvent. Skinner identified three types of response i) neutral response †responses from the environment that neither increase nor decrease the probability of a behaviour being repeated. Ii) Reinforcer’s †responses from the environment that increases the probability of a behaviour being repeated. Reinforcer’s can be either positive or negative. iii) Punishers †response from the environment that decrease the likelihood of behaviour being repeated. Punishment weakens behaviour.\r\nSkinner’s theory can be consumeed in the classroom by introducing a reward system. In younger classes ‘smiley/ bittersweet’ reward charts are displayed and smiley faces are given for good behaviour and sad faces for l ess favourable behaviour. As children grow older merit marks are given in recognition of good behaviour and detention for unwanted behaviour.\r\nHandout Number threesome: how to monitor development and make appropriate interventions Assessment Criteria: Please tick the box when you believe you have covered this in the content.\r\n3.1 Explain how to monitor children and young people’s development exploitation different methods\r\n3.2 Explain the reasons why children and young people’s development may not come the pass judgment pattern\r\n3.3 Explain how disability may affect development\r\n3.4 Explain how different types of interventions can campaign positive outcomes for children and young people where development is not hobby the evaluate pattern\r\n3.1 Explain how to monitor children and young people’s development using different methods.\r\nThere are various methods of monitoring children’s and young people’s development. There are both summative (the assessment of the learning and summarizes the development of learners at a particular time) and plastic (a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension) methods such as formal testing i.e. SATs, which drop off a child’s academic achievement or observations, target checklists, tick box checklists. Early Years Foundation form (EYFS) sets the standards for development, learning and fright of children from birth to 5 years. There 2 primary(prenominal) assessments of children carried out i) EYFS check children at 2 yrs providing a short summary of a child’s development between 24 and 36 months. ii) the EYFS pen provides a summary and details the child’s attainment at the age of 5.\r\nIn capital and Secondary Education the matter Curriculum is go withed. The National Curriculum covers learning for all children aged 5 -16 in state schools. Children with Special Educational Needs (SEN) work to ‘P’ scales, this is the statutory method used for spread abroading attainment.\r\n tombstone Stages were intruded in 1988. Targets defined in the National Curriculum are assessed at the end of each key stage. Key Stage 1 covers years 1 and 2, Key Stage 2 covers years 3 to 6. At the end of the Key Stage the children are tested by using SATs (Standard Assessment Tests). These are tests that are set for pupils in Key Stage 1 in year 2, in Key Stage 2 in year 6 and in Key Stage 3 during years 7-9. They are designed to mensuration pupil’s progress in the warmheartedness national curriculum subjects compared to other children of the same age. They are a method of assessing pupils, monitoring progress and help plan future teaching. The children are tested in an exam like environment and provide a comprehensive indication of the child’s academic attainment. SATs provide a method of understanding academic achievement, however, many other methods are used to m onitor children’s development including observation. It’s essential to accommodate paper records, recording what you see and feeding back to the parents. Teaching Assistants support the teachers with observations and go forth monitor areas of development such as speech, language, social interaction, physical and age appropriate behaviour, feeding back to the teacher with any area of concern.\r\n3.2 Explain the reasons why children and young people’s development may not follow the expected pattern. 3.3 Explain how disability may affect development. There are lots of reasons that children and young people’s development may not follow the expected pattern. It’s important to mindful that all children are different and will develop at different rates. However, it is also very important to adopt children and be aware of significant differences in their development to that of their peer group. Emotional issues can impact on child development. Children w ho have experient the death of a parent; sibling; close family member can become socially isolated. Not understanding the emotions they are experiencing, managing their own loss and distress and watching the grief and loss of their loved ones can cause them to regress. virtually children have been known to stop talking when they experienced the loss of someone who was integral to their safe and secure world.\r\nThey can experience anxiety and feel that others may suddenly die/disappear from their life. Children who are in care could have difficulty with their social development. If they do not have the opportunity to form a loving, trusting relationship with their parents then they could have difficulty forming trusting relationships with other people. Their own self entertain and self-worth could also be effected, feeling if their parents don’t want them then why anyone else would. Children do not have the capacity to completely understand all of the details of why they are in care but will feel the pain of rejection and in order to protect themselves could build up bulwarks, preventing them from interacting fully with their peers, teachers and care providers. Children who suffer with ongoing health issues development may not follow the expected pattern. If they have an issue which could result in lots of hospital appointments or days absent from school due to ill health not only can their academic achievement be adversely effected so can their emotional and social development.\r\nIf their health issue is also a physical disability it could prevent them from participating in sports and physically able events. They could find that they are not included in activities or invited to parties as they are unable to take part. This in turn could affect social skills and self-confidence. Children from different cultural backgrounds may develop at different rates and stages purely because the expectation of their culture is different. just about cultures view boys and girls differently and their expectations are according to gender could vary, there focus on areas of development and personal achievements to strive toward may differ to those that are in the UK’s expected pattern. The most significant factor that will affect development and prevent it from following the expected pattern is disability. Disability covers a people of issues including physical disability, sensory impairment (sight, hearing) or a developmental discommode such as autism.\r\nIf a child’s fine motor skills and hoggish motor skills are not developing they will have problems controlling a pencil, developing independence skills feeding themselves (holding a spoon), walking, running, jumping. Children who are different will struggle in their peer group whether it be because they physically can’t go forward up or if they socially can’t keep up. Communication problems can create a barrier to forming friendships and social integratio n. Children with severe developmental disabilities such as autism will develop very differently to the expected pattern. The world could seem alien to them, language a mystery, everything could cause confusion. Children with sensory processing disorder can struggle to cope in their environment and find it very hard to tolerate various experiences. A lot depends on the severity of the disability and the support and facilities available to the child. A child born with smooth Syndrome will have a care plan in place from birth, their development pattern already differentiating from their peer group, expectations adjusted to take account of the delays one would expect to see in a Downs baby.\r\nChildren with checkup conditions such as cerebral palsy, again diagnosed from birth, could have associated learning difficulties which will effect both physical and mental development, so their expected development plan will be adjusted to include in their areas of disability. Children born with autism may not receive a diagnosis until they reach school age. Although they may have always been slightly different to their peer group, left undetected and diagnosed the expectation would still be to follow the normal pattern. However, once diagnosed adjustments would be made taking in to account the triad of impairments and how the child autism impacts on their development. Their social skills may not develop as expected, they may not see the need to have friends or want to have friends. They may not understand role play, have appropriate communication skills. They may have sensory issues. These children are peculiar and they will develop at their own dance step and in their own time.\r\n3.4 Explain how different types of intervention can promote positive outcome for children and young people where development is not following the expected pattern.\r\nThere are many types of interventions promoting positive outcomes for children and young people where development is not foll owing the expected patterns.\r\nSocial Workers work closely with the family and care providers to support a child who has been identified with having developmental problems or a disability. Social proletarians are a key link to other professionals who will work with the child. Their role is to form a professional relationship with the family and become someone the family can trust and turn to if they need to access other services. A social worker will assess the family’s needs and site what is required to support the family and the child and channel this through to access the resources required to meet the needs. They will intervene if there are problems at school and delay a constant between the parents and child if a child is placed in temporary care, providing the child with a familiar trusted adult.\r\nEducational psychologist’s asses’ children in school, working with the class teacher to unwrap how a child learns. They look at the individual learners w ho have been identified as gifted and adroit or with learning difficulties and provided a detailed pass over discussing what external and internal factors may impact on the child’s ability to learn. The educational psychologist will report on areas including physical development; communication; cognitive; educational attainment; approaches and attitude to learning; social emotional behaviour; independence/self hep skills; child’s views; parents views and factors impacting on progress. The report will detail recommendations to the school and if the child has a Statement of Special Needs to the Local Authority. The recommendations will include the type of provision a child needs to learn, the type of environment and the type of strategies that will support the child to achieve their full potential.\r\n delivery and Language Therapists (SaLT) provide expertise in language, communication and swallowing disorders. They will assess the child in clinic and work closely with allied professionals to provide support. During the assessment they will provide a differential diagnosis, interventions and management for children with difficulties. They work closely with the child’s family; paediatricians; SENCO’s; teachers etc. to provide strategies and techniques to reduce the impact these difficulties have on the child’s learning.\r\nSaLT’s work with children who have difficulties including articulation delay; phonological delay; phonological disorder; developmental language delay; developmental language disorder; specific language impairment, dysphagia; dysfluency; social communication disorder; voice disorder; cleft lip/palate and oral dyspraxia. A SaLT uses their discretion to identify if a child’s SaLT difficulty is an educational requirement or not and where is should be situated on the child’s Statement of Special Needs.\r\noccupational Therapist’s (OT) asses and treat physical and psychiatric conditions using specific activities to prevent disability and promote independence in daily life. They work with a wide range of people including children and young people to support them to overcome their disability. OT will work with children who have been given a diagnosis and will implement strategies which will support the child become part of the child’s daily tasks. They deliver support to children with diagnosis’ including physical disability and Cerebral palsy; organic evolutional Co-ordination Disorder (DCD)/Dyspraxia; Autism Spectrum Disorder (ASD); Attention shortage Hyperactivity Disorder (ADHD); Sensory Processing Disorders; Significant Development Delay and Chronic Fatigue Syndrome (CFS).\r\nThese are only a few of the many professionals working with children and young people to provide strategies and on-going support to ensure that the child’s need are met and that they are placed in the best possible education environment. working together to provide a multi-agency approach will ensure a positive outcome for the child and their family enhancing and enabling the child to achieve their full potential.\r\n'