Tda Child Development

They may feel as if they need to keep things to homeless. This could lead to isolation as they may have no one to talk to as they may worry they will be angry with them. Speech Impediment Such as stuttering may lead to being unable to communicate properly with other children. The child may get frustrated and refrain from any interaction with other children. They may have little or no self confidence. This can affect emotional and social development as well as communication development.

They may be bullied or picked on because of it, which in turn can lead to isolation as they may feel unable to talk to other children for fear of being ridiculed. Learning outcome: 2. Describe with examples the kinds of influences that affect children and young people’s development including: a) Background b) Health c) Environment Background I Individual differences in children’s understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers’ education.

The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were related, but these domains did not contribute to each other independently of age, language ability, and family backgrounders results suggest that family background has a significant impact on the development of theory of mind I Health I If pupils suffer from poor health or a physical disability or impairment, this may restrict their developmental opportunities foe e.

G. Child who has a medical condition or impairment may be less able to participate in some activities than others is important is important that adults in school are aware of how pupils may be affected y these kinds of conditions and circumstances, so that we can support them by ensuring that they are included as far as possible I Environment I Pupils will come from a range of different family environments, cultures and circumstance’s families will go through significant in the time the child is at school, and be aware that the school might not be aware of themes may include, changing countryman one of these may affect child’s emotional and/or intellectual developmentally may notice change in pupil behavior and ability to learn I TAD 2. 1 Learning outcome: 2. 2 Describe with examples the importance of recognizing and responding to concerns about children and young people’s development If you have concerns about pupils’ development in any area you should always share them with others. For example, primary pupils refer to the class teacher in the first instance.

In secondary schools you may have wish to go straight to the latter, even if concerns have already been observations will also be taken in consideration. You should merely give dates and examples of the reasons for your concerns, if possible, so that they can be backed up. It is also important to remember that if a school has concerns about a pupil; their parents must always be informed. Www. Google. Co. UK www. Google. Co. UK www. Google. Co. UK Learning outcome: 3. 1 Identify the transitions experienced by most children and young people Whatever age group you are supporting, at some stage you will be working with children or young people who are going through a transition phase.

School-based transitions such as: * starting school * changing classes or key stages * passing on to secondary school * changes in personal circumstances or experiences * passing through puberty simple change in timetable or their activity in the classroom * bereavement * Working with new people/children A school based transition acknowledge of planning and developing, for example starting school is a key stage in a child’s life because a child needs to start school in order to get an education. Learning outcome: 3. 2 Identify transitions that only some children and young people may experience e. G. Bereavement In some cases, transitions may occur when children and young people are not prepared for, and these can be difficult to manage if you do not have policies and procedures in place for dealing with them. For example: Even if it has been expected, the death of a close friend or family member may be very traumatic for a child or young person. The child’s school teachers have a duty to morally support and help pupils’ deal with bereavement.

Transitions that child and young people face can be: * Emotional: affected by personal experiences, for example bereavement or the divorce or separation of parents * Physical: moving to a new home, class or school * Intellectual: moving from one type of organization to another, for example from nursery to school, primary school to secondary school, secondary school to college or allege to university * Physiological: going through puberty or a long-term medical condition. Www. Colleagues. Co. UK Learning outcome: 3. 3 Describe with examples how transitions may affect children and young people’s behavior and development Transitions may affect children and young people’s behavior and development in different ways. They may: * become quite and withdrawn * be very anxious * start to demonstrate uncharacteristic behavior * become attention seeking If they do not receive support, their social and emotional development may also be affected, as transition can potentially be traumatic for children.

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