Unit 3.13 – Support children with additional needs

1.1. Define the terms:

• biological

• environmental

Biological factors like DNA, brain function, hormones, overall health conditions, and hereditary characteristics have significant roles (Moffitt et al., 2005). These are the qualities one is born with or that evolve due to natural changes over time. They can dictate our susceptibilities to diseases and influence how we behave.

Take a child diagnosed with ADHD; research by Arnsten in 2006 suggests there could be an imbalance of neurotransmitters or variances in brain structure influencing their educational needs. Diamond A.’s work from 2013 supports this view by showing that biology significantly impacts learning behaviours and interactions within one’s environment.

Environmental factors encapsulate all the outside variables affecting someone’s growth and well-being. As defined by Bronfenbrenner & Morris in 2006, these extend from immediate living conditions to broader societal norms. Factors such as family life quality, educational environments, social connections, cultural traditions, and financial status—all fall under this category.

For instance: children with access to superior educational tools often outperform those without similar resources. Conversely noted by Lanphear et al., in 2005 exposure to harmful substances or stressful situations can impede cognitive and physical growth—showing why some children might require extra support.

Recognising each child’s uniqueness is vital for educators and caregivers when providing individualised guidance through developmental milestones. It’s elemental for us to understand both sides thoroughly since strategies effective for one may prove futile for another; thus, there is a need for tailored education plans designed around specific requirements formed from biological and environmental impacts.

1.2. Analyse the impact of biological factors on children’s development

The complex biological factors that shape a child’s development start even before birth. As Sisk and Zehr (2005) found, the endocrine system and related hormonal changes have a significant impact on growth rates and the onset of puberty. These hormonal shifts occurring at different childhood phases not only physically alter the body but can also modify behaviour patterns and emotional responses.

Additionally, as per Wadhwa et al. (2009), prenatal influences including maternal nutrition levels or exposure to alcohol or other harmful substances during pregnancy have shown to drastically alter developmental outcomes. The prenatal stage is critical as most neurological development occurs before birth. Conditions like fetal alcohol syndrome or malnutrition can therefore lead to lifelong physical or cognitive challenges.

After birth, genetics provides the foundational blueprint that determines key attributes and potential health issues (Johnson, 2013). A child’s DNA plays a pivotal role, deciding many innate capabilities and predispositions. Genetics sets physical features like height, weight, vision, hearing and also influences cognitive skills and risks for certain medical conditions. These are then critical factors shaping the progression of childhood development.

In addition, as Siegler et al. (2016) found, neurodevelopmental factors like brain maturation are vital for building cognitive abilities. The formation of neural pathways and networks in the brain are responsible for memory, problem-solving skills, learning capacity and other thought processes. How these networks develop shape how children perceive and interact with the world around them.

While genetics and neurobiology provide the basis, research shows the environment and external stimuli play a key role in determining how these biological factors and related behaviours are expressed (Ross et al., 2020). Everything from nutrition to relationships and life experiences shape childhood progression.

Therefore, while complex biological factors form the core, children’s developmental journey involves the interplay of these innate elements with external nurturing influences. Tracking measurable milestones over time provides insight into this intricate and amazing process. More research is still needed to fully understand the specific drivers shaping developmental trajectories.

1.3. Analyse the impact of environmental factors on children’s development

The environment in which a child grows can significantly mould their developmental trajectory. Natural elements, such as access to green spaces, have been positively correlated with children’s cognitive development and stress reduction, as noted by Wells & Evans (2003). They suggest that such exposure can enhance concentration and encourage the development of motor skills.

However, it’s not just natural surroundings that are at play; the social environment is equally influential. A study by Bradley & Corwyn (2002) elucidated how socio-economic status profoundly impacts educational outcomes and overall health. Overcrowding, noise pollution, and impoverished living conditions can lead to chronic stressors that hamper both psychological and physical growth among children.

Also, the quality of air and water represents notable environmental factors affecting development. Research supports a worrying trend where pollutants contribute considerably to problems such as asthma – impairing physical play crucial for growth – or even neurodevelopmental disorders (Landrigan et al., 2018).

We also cannot overlook the significance of cultural influences: traditions, beliefs, and societal norms all shape a child’s perspective of the world. The educational systems they participate in also determine cognitive advancement opportunities (Downey & Gibbs, 2020). These cultural foundations dictate behaviour models children emulate—the very process by which young minds learn to navigate their immediate environments.

Promoting optimal childhood development requires broad-ranging interventions across these dimensions – from cleaner living areas to equitable education policies – ensuring each factor contributes positively rather than detrimentally to a young person’s growth.

1.4. Analyse the impact of the stage of development on children’s learning

Understanding the stages of child development is essential when considering how children learn. As children progress through different stages, their cognitive and emotional abilities significantly influence their learning experiences and outcomes.

Early Childhood

In the early years, from around 3 to 8 years old, a child’s brain grows remarkably. Play encourages development. Young minds benefit most from hands-on interaction with their surroundings (Department for Education, 2012). Communication skills and emotional maturity prepare English children for success, according to the nation’s Early Years Foundation Stage Profile Results (2019).

As they mature through phases, their changing abilities greatly impact learning. Grasping these strides matters when considering education.

Middle Childhood

During middle childhood (ages 9 to 11), formal schooling becomes more prominent. Here pupils develop literacy and numeracy skills which are critical for academic achievement. A study by Sylva et al. (2004) points out that an emphasis on self-regulation at this stage improves educational performance because students begin to understand how they learn best.

Adolescence

As children transition into adolescence, peer relationships often take centre stage affecting their learning attitudes. Cognitive developments allow for abstract thinking – fostering a capacity for problem-solving and hypothesising, which broadens the learning scope dramatically during this period (Steinberg & Morris, 2001).

Children’s individual differences must be considered alongside developmental stages; not all develop at the same pace or respond similarly to educational inputs. Teaching strategies should be adapted accordingly by educators – a key premise supported by Piaget’s theory of cognitive development (Piaget & Inhelder, 1969).

Effective education involves aligning teaching methodologies with the student’s current developmental stage while recognising individual variation within each group age – such balance ultimately enhances overall educational attainment.

1.5. Describe factors which affect children’s development in the:

• • short term

• • long term

Children’s development is dynamic, shaped by a lot of elements both in the immediate and extended timeline.

Short-Term Factors

In the short term, children’s growth can be swayed significantly by their immediate surroundings and experiences:

• Health and Nutrition: Common illnesses like colds or ear infections can temporarily disrupt a child’s routine and learning capabilities (Engle, Black, & Behrman, 2007). Essential nutrients are fuel for cognitive functions; deficiencies even over brief periods can affect concentration and energy levels.
• Family Environment: Daily interactions within the family set-up hold a profound influence over development. For instance, emotional warmth can foster security, whereas high-stress situations might cause anxiety (Bronfenbrenner & Morris, 2006).

Long-Term Factors

Although different in scope, what impacts children in the long term has farther-reaching effects on their trajectory:

• Education: Quality schooling lays down the intellectual foundation essential for future success. The calibre of educators and exposure to enriched curricula resonate through academic milestones into adulthood (Sylva et al., 2004).
• Socioeconomic Status: It’s well-documented that long-term financial stability or hardship dramatically impacts developmental opportunities, profoundly affecting access to resources, healthcare opportunities, environmental quality and educational choices (Duncan & Brooks-Gunn, 1997).

Both short- and long-term factors strongly have varying impacts on childhood development. Addressing areas like diet-related illnesses or barriers to education requires prioritisation and action at multiple levels—from family units to global policy—to ensure every child has the opportunity to reach their full potential.

2.1. Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner

Professional practice within the Early Years setting is undeniably influenced by each practitioner’s personal experiences, values, and beliefs. Understanding this influence is imperative for ensuring that children receive nurturing care respectful of their diverse backgrounds.

Firstly, personal experiences shape attitudes towards learning and development. A study conducted by Mello (2018) suggested that practitioners who grew up in environments rich in literature tend to prioritise reading in their settings. Conversely, if a practitioner encountered rigid pedagogical methods as a child, they might either replicate such an approach or strive for more flexible methodologies.

Also, values play a crucial role. For instance, those who value inclusivity will likely create an environment welcoming diversity (Miller & Petriwskyj 2013), thus influencing everything from the learning materials selected to the celebration of different cultural events.

Important too are beliefs about childhood, which fundamentally steer practitioners’ actions. An acceptance of Vygotsky’s developmental theories emphasises social interaction (Vygotsky 1978), directing professionals towards fostering collaborative play over individual tasks. On the flip side, adherence to Piagetian theory could lead to prioritising self-directed exploration (Piaget 1952).

These aspects profoundly affect professional conduct and decision-making within the Early Years of educational practices:

• How one supports children’s learning
• The kinds of relationships fostered with children
• Interaction approaches with families from various cultures

Maintaining reflective practice allows individuals to recognise these impacts and minimise biases interfering with professional obligations – ensuring all actions serve the children’s best interests.

Personal experiences alongside deeply held values and beliefs intrinsically influence how Early Years practitioners perform their job roles. While enriching professional practice with unique insights, it’s crucial that these subjective elements are always critically evaluated against evidence-based standards to ensure equitable outcomes for every child under one’s care.

3.1. Identify the requirements of current legislation in relation to inclusive practice

The Equality Act 2010, a cornerstone of British legislative requirements for inclusion, mandates educational institutions to eliminate discrimination and advance equality of opportunity between people who share a protected characteristic and those who do not (Equality and Human Rights Commission, n.d.). It encompasses characteristics such as race, disability, gender reassignment, religion or belief, and sexual orientation, among others—all ensuring there’s no room for bias based on any of these grounds.

The SEN Code of Practice is underpinned by the Children and Families Act 2014. It emphasises early identification of special educational needs, alongside providing tailored support to ensure that students with additional needs can access the curriculum just like their peers (Department for Education [DfE], 2015). By doing so, it ensures inclusivity isn’t an afterthought but ingrained into academic ethos.

Additionally, schools are expected to heed to Public Sector Equality Duty (PSED) introduced by Section 149 of The Equality Act. This duty compels public bodies including schools to consider how they could positively contribute to the advancement of equality through their policies and practices (The National Archives Legislation.gov.uk).

Lastly, we have considerations stated within the United Nations Convention on Rights of Persons with Disabilities, which sets out clear international standards for inclusion applicable within the UK, too; it promotes full integration in academic settings as well as wider society for those with disabilities (United Nations Treaty Collection).

These regulations merge together not only legal obligation but also moral imperatives, fostering an environment where diversity isn’t merely acknowledged—it’s celebrated. With these statutes upheld, we construct classrooms where every child can carve their unique path without hindrance.

3.2. Explain the medical and social models of disability

The medical model of disability perceives disabilities primarily as a problem of the person, directly caused by disease, trauma, or another health condition. This model seeks to “fix” the individual through medical interventions, assuming that this is the ultimate solution to improve quality of life (Oliver, 1990). Under this framework, professionals assess what is ‘wrong’ with the person and then develop strategies to ‘normalise’ them as much as possible.

In stark contrast stands the social model of disability. This approach argues that society creates barriers—physical, environmental, and attitudinal—that exclude people with impairments. Therefore, it’s not one’s medical condition but societal factors that disable an individual. The social model suggests modifications in society are necessary to remove these barriers (Shakespeare & Watson, 2002). For instance, implementing wheelchair ramps would minimise exclusion.

Why does this matter? These models have profound implications for how societies prioritise policies and resources. The medical model has been criticised for marginalising disabled people by neglecting personal autonomy and shifting responsibility away from societal change (French & Swain, 2004).

Conversely, advocates believe that embracing the social model could lead to a more inclusive society since it emphasises environmental improvements rather than changing individuals with disabilities. A practical example comes from legislation such as the UK’s Equality Act 2010 which anchors on principles aligned with the social model—it enforces adjustments in public spaces ensuring access for everyone regardless of their physical conditions (UK Government Legislation).

While medicine plays a role in managing disabilities; fundamentally altering our environment and attitudes might offer a broader path towards inclusion.

3.3. Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years

In the UK, key statutory frameworks such as the Early Years Foundation Stage (EYFS) provide a foundation for inclusion, emphasising that every child deserves the best possible start in life and support to fulfil their potential (Department for Education, 2021).

Frameworks like the EYFS set standards for learning, development, and care, making explicit reference to equality of opportunity and recognising each child’s emerging needs and interests. For example, practitioners must adjust activities to ensure all children can engage fully regardless of their developmental stage or any disabilities they may have.

Additionally, the Special Educational Needs and Disability Code of Practice: 0 to 25 years (SEND Code) lays out clear guidance on duties, policies, and procedures aimed at ensuring that those with SEN or disabilities receive appropriate support and education (Department for Education & Department of Health, 2015). The SEND Code underscores collaboration between parents, practitioners, and local authorities to craft an inclusive environment where individual requirements are honoured.

Research by Aubrey & Riley (2016) demonstrates that sustained professional development is critical in empowering educators to implement inclusive practices effectively. Continuous training helps teachers identify biases or gaps in their skills when educating diverse learners.

Cheminais (2014) notes that measuring the impact of these practices is vital for improvements; assessment techniques should be reflective tools that gauge both educational provision outcomes and personal advancements among pupils.

The broad goal remains constant – creating settings where all children feel included without barriers hindering them from participating fully in society’s early stages. By implementing these structured frameworks focused on inclusivity paired with thoughtful application by educators, we tend towards a truly equitable system for young learners.

4.1. Identify children’s additional needs in relation to expected stages of development

To support children adequately, it’s essential to recognise when their growth deviates from established developmental milestones. The expected stages of development are well-documented; they cover physical, cognitive, emotional, and social progress which children typically navigate through life’s early years (Sheridan, 2008). When a child displays signs that diverge from these norms—be it delayed speech, motor skills challenges or atypical social interactions—it may indicate the necessity for additional assistance.

Early Intervention is vital to maximise a child’s potential. Healthcare professionals often use checklists and screening tools like the Ages and Stages Questionnaires (ASQ) to monitor progression systematically (Squires & Bricker, 2009). Signs such as a child falling short in recognising sounds typical for their age or struggling with basic self-care routines can prompt further assessment. However, observing other aspects—like reluctance to engage with peers or unusual responses to sensory stimuli—requires astute analysis since they might suggest conditions like autism spectrum disorders or sensory processing difficulties (National Institute for Health and Care Excellence [NICE], 2013).

Furthermore, attention should be given if behavioural patterns emerge that disrupt learning or engagement. When children exhibit persistent attention issues or restless dispositions beyond what’s commonly seen among their peers, disorders such as ADHD should be considered (Green et al., 2015).

The identification process comprises of:

• Routine Monitoring, where ongoing observations are crucial;
• Professional evaluations using standardised instruments;
• Parental insights which provide valuable context about the child’s behaviour outside structured environments.

Also, it is important to:

• Note deviations from developmental benchmarks.
• Utilise validated tools for systematic monitoring.
• Be attuned to parents’ observations.

Through prompt recognition of these indicators coupled with effective action plans—including tailored education programs or therapy if required—we optimally support each individual child’s journey towards reaching their full potential.

4.2. Describe the reasons for early intervention when meeting children’s additional needs.

Recognising and addressing additional needs early bears significant weight. When a child exhibits the first signs of developmental delays or learning difficulties, swift action is imperative. One fundamental motive for this prompt approach is to capitalise on the plasticity of young brains, which are exceptionally receptive to change and growth (Shonkoff & Phillips, 2000). This flexibility means that during the early years, children can make considerable progress due to interventions.

Also, delayed intervention could result in situations requiring more intensive support later on; Hopkins et al. (2013) found that issues such as behavioural problems and poor self-regulation skills often emanate from unaddressed difficulties in childhood. Thus, engaging with these challenges swiftly not only minimises future complications but also reduces potential strain on educational resources.

Children thrive on consistency and predictability which supports their emotional well-being. By ensuring early intervention, we foster a stable environment where children feel secure to explore their capabilities, thus enhancing their chances of success across various social settings. A profound effect highlighted by Dempsey & Keen (2008) showed that without necessary support structures in place at an early stage, there is a risk children may develop secondary emotional and social issues unrelated to their primary condition.

The parental role, too, cannot be overstated; parents often seek guidance when they suspect their child has additional needs. Early intervention provides parents with crucial information about how to best support their ward’s learning journey — fostering powerful collaborative partnerships between families and professionals (Wolfendale & Topping, 2016).

Tackling children’s additional needs promptly holds numerous benefits: it leverages developmental windows for maximum impact, pre-empts further challenges, underpins emotional resilience, strengthens the child-parent-professional collaboration, and overall promotes a strategic proactive stance rather than a reactive one.

4.3. Explain strategies for early intervention.

Early intervention is a vital process focused on addressing developmental delays or difficulties in children at the earliest possible stage. Recognising and supporting these challenges promptly can profoundly affect the trajectory of a child’s growth and future well-being.

One key strategy is routine developmental screening, a process by which children are regularly assessed to track their growth against established milestones in areas such as movement, speech, social skills, and cognitive abilities (Squires & Bricker, 2009). Care providers often implement these screenings during well-child visits. When there is cause for concern, more detailed assessments are organised to confirm and understand the nature of any delays.

Coupled with this, having strong communication channels between parents, care providers, educators, and specialists serves as another essential strategy. It’s critical that parents understand what typical development looks like so they can identify potential issues early on and seek guidance (Guralnick, 2011).

Furthermore, creating an environment that fosters collaboration among professionals is crucial. An integrated approach ensures that all parties involved—the paediatrician and therapists specialising in speech or occupational therapy—are working from the same page towards common outcomes.

Also, tailored interventions are indispensable; each child has unique needs. Early intervention may involve one-on-one therapy sessions, structured playgroups designed to encourage certain skills or parent training programmes to equip caregivers with strategies that promote learning at home (Dunst et al., 2007).

Without question, implementing these strategies demands dedication from all stakeholders involved in a child’s development. By being proactive rather than reactive—seeking out potential concerns before they manifest into larger obstacles—we stand a better chance of ensuring every child has the support they need to flourish.

4.4. Evaluate the principles of working in partnership with others to meet children’s additional needs.

Evaluating the principles of partnership when addressing children’s additional needs is a critical component of effective educational and care support systems. Partnerships are founded on the idea that collaborating with others, comprising family members, educators, care practitioners, and relevant agencies, can holistically address these requirements.

Mutual respect and trust sit at the heart of any fruitful partnership. Every individual or group involved should recognise each others’ expertise and value their contributions (Cheminais, 2014). This respect is fundamental; it ensures that information flows freely and everyone’s perspectives are heard. Without this mutual understanding, the effort to meet children’s additional needs could face obstacles.

Another essential principle is open communication, which necessitates clarity in discussions so every stakeholder understands their roles but also feels comfortable to voice concerns or ideas (Anning & Ball, 2008). Including families in this dialogue respects their intimate knowledge of their child’s needs and preferences which is indispensable for creating an effective support plan.

Partnership also requires clear objectives as well as shared responsibility. This involves setting out specific goals for each partner’s contribution towards meeting those objectives (Working Together Under The Children Act 1989). Identifying who does what minimises duplication of effort and increases efficiency in supporting the child.

Notably, partnerships thrive when there is an atmosphere promoting equal participation. Everyone must have opportunities to contribute equally without feeling marginalised – be they parents or professionals from various disciplines (Department for Education and Skills [DfES], 2004).

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