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