Diploma - Specialist Support for Teaching & Learning - HELP - UNIT 1 EVIDENCE!!
 

HELP ME PLEASE!!

I've just started unit 1 - the theory questions are fine, but the two tasks that require evidence I am completely stuck on. I'm not sure what I should be analyzing in the first place - what should I be looking for?!

The tasks are:

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

and

Evaluate the effect on children and young people of having positive relationships during periods of transition.

To me this all looks like theory - any clues what I should provide for evidence?! I've only done one day of my placement so far. Have no idea what to look for!!

Thank you in advance!

Hi, if you're completing the course at college you will be supported to learn about this during classes xx

The analyse criteria is the start of outcome 4 of CYP3.1? so the 3 outcomes prior to that will help you understand child development and SLC.


You're looking to find out why it's so important to spot delays in children's speech language and communication early so that they don't suffer any lasting effect that those delays might otherwise have. and then to examine what could happen if those signs are missed, overlooked or considered unimportant.

If you use observations of a child to evidence this you'll need to formally arrange it with your placement. You'd then use those observations to identify the child's current stage of development and know that you can then plan activities and opportunities to support the child in developing their slc further - nursery rhymes, books, blowing bubbles to exercise the facial muscles that control the formation of speech, puppets and soft toys that encourage the use of words and body language, role play and dressing up to help promote social interaction, cooperation and communicating what children want and think as they see, hear, smell and touch.


For Evaluate the effect on children and young people of having positive relationships during periods of transition page 79+ of this level 3 handbook explores the potential effect of transitions and the level of stability, reassurance and support that positive relationships can have.

Types of transitions may include:

• emotional, affected by personal experience e.g. bereavement, entering/ leaving care
• physical e.g. moving to a new educational establishment, a new home/locality, from one activity to another
• physiological e.g. puberty, long term medical conditions
• intellectual e.g. moving from pre-school to primary to post-primary

Hope this helps a little xx