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Unit 137 outcome 3
Question
3.1 Analyse the importance of early identification of developmental delay
The importance of early identification of developmental delay is vital so that the child can be diagnosed and assistance sought to help improve or overcome any delays. . It is a important role as a practitioner to have the knowledge and understanding of learning, child development and the milestones so we are able to identify if there are any development delays occurring and seek the necessary support needed. We are in the unique position to recognise a problem of delay because we have the opportunity to observe many children and to experience the full range of child development. It is important that we are aware and know where to seek help from and what assistance is available to help the child and support their families. Referrals can be made to the appropriate sources such as outside agencies, who after observation of the child and reviewing be able to provide and gain expert support, guidance and assistance where needed to support and assist the child. This will benefit the child’s development long-term. By early intervention (special education) the child can gain the necessary support and assistance to progress and develop e.g. speech therapy; this type of therapy helps the child whose speech is not clear and who has not begun to talk properly. This service can be delivered in a variety of settings, depending on the needs of the child. We are in the ideal setting to offer and support the family to signpost them to the appropriate resources they need to access for assistance, we are able to discuss any delays observed by us with parents as parents may also have noticed delays in their child. We are able to give reassurance to parents and but may not know how to gain help for their child or want to admit that their child has a learning difficulty. We are in the ideal position to provide support whilst their child is going through formal assessment process and the emotional turmoil parents experience in finding out their child is having difficulties. We as service providers can give the necessary emotional, educational and informational support to families as this provides a vital link between the inter- agencies and the family.
3.2 explain the potential risks of late recognition of developmental delay
The potential risks of late recognition of developmental delay is that the child or young person will not get the necessary support and help and this is deferential for the child’s long term benefits and progression may not take place or receive at the earliest opportunity specialist help if needed. . Two main risk factors associated with developmental delay are genetic and environmental. A child can be at risk genetically because of genetic or chromosomal abnormality e.g. Down syndrome. Environmental factors occur when a child is exposed to harmful materials before they are born or after birth such as using drugs during pregnancy, poor nutrition or infected by a disease. Related risk factors for developmental delay are post natal; premature, viral infection, low birth weight, respiratory problems and neurological problems. If a child is experiencing a delay in the area of social/emotional development then their ability to communicate could be affected.
Early intervention helps children to develop their skills that are expected at certain milestones of development and helps prevent the child from developing negative behaviours. If the child’s development delays are not recognised or identified, prompt assessments and observations cannot be made by outside agencies and this prevents the child from getting the assistance and support needed. Therefore it is vital that as a practitioner that we have the knowledge of child development and understand the children’s learning in order for us to identify early signs of developmental delay. Referrals cannot take place if the delay goes unnoticed. Late recognition holds back the process of multi agency team coming together to formalise the best possible support and help that may be needed for the child to be put into place. A potential risk for the child could be of becoming disabled if their development delays are not identified, normal developmental patterns not being followed, this could be prevented if recognition takes place and early intervention provided, appropriate specialist help referred. Long term effects can lead to children not reaching their full potential, experience difficulties in making sustaining relationships and long-term behaviour problems.
3.3 evaluate how multi-agency teams work together to support all aspects of development in children and young people
Multi agency teams working together gives an holistic view of the child, helps all the pieces of the jigsaw fit together to give us a better understanding of the needs of the child, the progress they are making, areas of specific need where additional support is required. It contributes to all areas of development to ensure that children are achieving and meeting their developmental milestones. By assessment and attainment within education system, it can show the need for multi-agency teams such as speech therapist or family support, coming together to formalise a plan (IEP) to help the child obtain their goals and meet their targets and progress in their development, providing the support as teamwork in collaboration with each other and working with the family to enable the child to progress. Teachers and practitioners knowledge of the child’s strengths and weaknesses and their developmental stages help them plan appropriately challenging curriculum and this is tailored to the child’s needs. Assessment is vital for identifying children who may benefit from more intensive instruction or intervention or who may need additional developmental evaluation and does not happen if there is no multi-agency team in place to support the child’s learning. Professional from the process of multi-agency bring together all practitioners from the different relevant sectors that may need to be involved and work together to support children, young people and their families, also to provide support for the setting children attend. By having this group of professionals attached to our setting, it enables us to record relevant information and concerns about a child, refer them to the specialist area needed for support, share this information and give each other support and guidance where needed so that the needs of the child can be planned to enable their development. It is achieved by multi agency teams working together to put into place action plans, draw up an individual educational plan and hold regular meetings to discuss the child’s progress. Different needs need different involvement of multi-agencies but what is important is that each professional brings with them their own specialist skills, expertise and insight so that the child can get the best support possible. Through multi agency teams working together the child is able to receive support in their setting by key worker (SENCO), parents are able to talk to their G.P., referrals can then be made for professional help and support e.g. speech & language therapist.
3.4 explain how play and leisure activities can be used to support all aspects of development of children and young people
Both play and leisure are vital components of a child's life. A child or young person’s capacity for positive development may be inhibited or constrained if they are denied access to a range of stimulating play and leisure opportunities. Play and leisure are therefore essential for physical, emotional and spiritual growth, as well as for intellectual, educational development and achievement
Through play and leisure children and young people explore the physical and social environment; test out ideas and concepts and learn how to deal with situations that trouble or frighten them. Play helps children to develop self-confidence; a sense of themselves as individuals; enables them to make choices and to learn the connection between choice and consequences. The best play and leisure provision is designed to offer children and young people access to a wide range of experiences in settings which support acceptable levels of risk.
Lifelong benefits which are derived from play and leisure in helping to reduce the stress of either work or study for children and adults alike. Play and leisure offers individuals an opportunity to refresh, to have fun, to socialise, to learn new skills and to widen knowledge and understanding. Through play and leisure children and young people are able to access opportunities which support social bonding, active citizenship and community cohesion. Play and leisure gives children the opportunity to increase their understanding of the world around them and can be a vehicle for inter-generational sharing and understanding.
As previously noted research has highlighted that access to play and leisure is key to healthy, happy children and young people and brings a breadth of personal benefits to the individual which impact upon broader society including:
•positive physical and mental health development;
•supporting the development of brain capacity in early years;
•supporting a connection with nature and the environment;
•supporting broad holistic development incorporating areas such as physical literacy, cognitive skills and creativity;
•providing opportunities for children and young people to assess and manage risks for themselves.
Government departments, local councils, statutory organisations and communities have become increasingly aware of the important role of play and leisure in improving outcomes for children and young people. In recognition of this, in February 2009, the Northern Ireland Executive published a Play and Leisure Policy Statement which set out its commitment to ensuring a happier and healthier future for all of our children and young people.
The Play and Leisure Policy Statement for Northern Ireland is firmly anchored within, and is recognised as a key driver in seeking to achieve the aims of the ten-year children and young people’s Strategy ‘
Our Children and Young People – Our Pledge’
Underpinned by the United Nations Convention on the Rights of the Child (UNCRC), ‘
Our Children and Young People – Our Pledge’ recognises the importance of play and leisure in improving outcomes for all children and young people across its six identified focus areas
of:
•Health;
•Enjoyment, learning and achieving;
•Living in safety and with stability;
•Experiencing economic and environmental well-being;
•Contributing positively to community and society; and
•Living in a society which respects their rights.
“Every child has the right to rest and leisure, and to engage in play and recreational activity appropriate to the age of the child and to participate freely in cultural life and the arts”
(UNCRC, Article 31 part 1)
Play and leisure is an essential element and contributory factor to supporting children’s physical and emotional well-being, growth, learning and development. Play and leisure can support children’s creativity and cultural awareness. Play and leisure can be structured, non-structured, formal and non–formal. Through play and leisure children and young people explore the world around them and learn to take responsibility for their own choices.
The important of play in contributing to the health and well-being of children, extending through childhood is widely acknowledged. Play provides a mechanism for children to explore, develop and practice skills and is an essential ingredient to their social, physical, intellectual, creative and emotional development for children. Play is vital for development to happen. Play and leisure can make a real difference to the childs lives, and learns children to take responsibility for their own choices. Play support children to move through each stage of their development naturally, follow their instincts, think and learn from others. It can help children to try out new things, test boundaries, develop self-confidence, explore and experiment and investigate. Play is the brains way of learning which provides the most pleasure.
Internet sources
http://www.howkidsdevelop.com/developDevDelay.html accessed 13th April 2016
www.ofmdfm.ni.gov.uk accessed 13th April 2016
http://www.northernireland.gov.uk/pl..._narrative.pdf accessed 8th April 2016
http://www.fairplayforchildren.org/index.php#reasons accessed 7th April 2016
Developmental Fact Sheet. (2009, August) Retrieved from
http://www.nichcy.org 11th April 2016
Bibliography
PlayBoard NI - The Way to play
Reference
Johnson, L.J., Gallagher, R.M.,& LaMontagne, M.J. (Eds.) (1994). Meeting early intervention challenges. Maryland: Paul H. Brooks
References
Bricker, D (1995). The challenge of Inclusion. Journal of Early Intervention.
http://www.earlychildnews.com
Unit 137 Help
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