Integrated services and multi-agency working It’s self-evident that people not talking to each other is counterproductive. And‚ in the world of children’s services‚ it’s been said many times (and ought to be again‚ lest we forget): not talking to each other sometimes leads to disastrous consequences‚ of which little Victoria Climbie’s death will forever be a sad example. So‚ the multi-agency approach to supporting children‚ young people and families with extra help‚ early‚ makes perfect sense
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Assignment 005 Child and young person development Task A Table 1 Physical Development Age Range Description of the stage Impact on other development 0-3 months Head and eyes move together Kicks legs and waves arms As the babies begin to recognise people around them this has an impact on their emotional development as they can become distressed when people are not around. 3-6 months Sits with support Rolls over Uses arms for support when lying At this stage any activities will have an impact
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CYP Core 3.1: Understanding child and young person development. By Christopher D Sanders Explain the sequence and rate of each aspect of development from birth – 19 years . There are 5 different aspects which come from the sequence of child development. These are 1) Physical 2) Social 3) Emotional and behaviour l 4) Communication and language 5) Intellectual and cognitive Physical Development 0-3 Years This stage of development is very fast. Baby’s movements
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CHILD AND YOUNG PERSON DEVELOPMENT Unit 201 Outcome 1Know the main stages of child and young person development 1.1Describe the expected pattern of children and young people’s development from birth to 19 years a)Physical development: Infancy is birth to 1 year The physical development from a new born lying on their back and needing their head supported is that they learn to grab things and hold onto them. They get muscles in their neck‚ arms and legs so that they can
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Andrews | | | |TDA 2.1 |CHILD AND YOUNG PERSON DEVELOPMENT | CACHE Level 2 Supporting Teaching and Learning in Schools – Work book 1 Contents Learning Outcome
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other educators‚ who can and must play a role in early identification. Congenital developmental disabilities such as visual‚ motor‚ hearing and intellectual handicaps are now reasonably well acknowledged and recognised‚ with a concomitant awareness of what to do about it and where to seek help. The relatively invisible developmental disabilities such as ADD‚ ADHD‚ PDD‚ ASD and LD‚ on the other hand‚ are not so well known or identified. The fact that these are often seen in children who have an initial
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Unit 068 – Support Children’s speech‚ Language and Communication 1.1 SPEECH Is the vocalised sounds made by a human of their learned language‚ to communicate to others. LANGUAGE can be spoken‚ written or signed with hand communication skills. Each different language uses their own set of intricate rules which one must follow to make or read the appropriate sound and therefore for the words to make sense. The amount of sounds and letter/symbols will vary depending on the language. English has over
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in which a child can develop starting from birth till 19 years. The physical development refers of body development‚ the motor skills‚ the co-ordination between the hand and the eye. The social and emotional development includes the relations and the social skills‚ the feelings for the others and the self –confidence. The intellectual development includes the understanding of the information‚ the logical thinking and the reasoning. The language development means the speech development which begins
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EYMP 5 Support children’s speech‚ language and communication Task 1 Linking to learning outcomes 1.1‚ 1.2‚ 1.3‚ 2.1‚ 2.2 and 2.3 An explanation of each of the following terms - speech - language - communication - speech‚ communication and language needs Speech- Speech refers to vocalised sounds. English language has over 40 different sounds that people use to communicate words. The speech is ability
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explained that multi-agency teams work together to form a support network‚ they also work together to make the best plan/programme for the parents‚ school and child to get the best possible outcome and the child to achieve their potential. A child struggling with communicating and language may see a speech and language therapist‚ special education needs co-ordinator‚ psychologist‚ depending on the child’s requirement all have a different job within the team to get the best out of the child. Special
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