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Childhood and Interventions

Such as representing their language within the classroom, allowing children to write in their first language to build confidence and educating peers about various cultures so they can understand differing values. Within the home environment, within many multicultural groups there are community family workers who speak various languages to help educate parents and bridge the gap between cultures and communities. Social environment can affect children meeting social, emotional and behavioural milestones due to lack in social experiences and being unable to relate to others, feeling unsettled and lacking in confidence.

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Interventions within the classroom include being a positive role model, encouraging group work and social interaction. Community interventions include local childrens centres which offer free playgroups for children to mix with peers as well as parents to relate to other parents. Government interventions also include free nursery places for 3 year olds which helps the development of social skills and any issues to be identified more readily.

Children with learning needs may not meet milestones due to the type or severity of learning need such as global or specific learning disabilities. It is important to identify the issue as early as possible so interventions can be put in to place so children can meet their full potential. Some learning difficulties are identified before birth usually by the obstetrician whilst others such as austism are usually identified in toddlers possibly by health visitor referral or dyslexia in early childhood.

Teaching can be adapted with Individual Education Plans which identify targets and interventions through the roles of people involved. Children with communication needs may not only miss communication milestones but may also has delay in other developments such as social, emotional and behavioural as they may find it hard to engage with people around them and feel excluded and lacking in self esteem. There are many interventions in place depending upon the type of communication need for example sensory impairment or autism.

Interventions include early identification from GP or health visitor so children can meet their full potential with interventions from agencies such as speech and language specialists who support children with speech impairments, sensory support services who assist children with auditory impairment and complex communication service who diagnose and advice on disorders such as those in the autistic spectrum. Interventions within the classroom include strategies to enhance and promote non-verbal communication and visual and auditory teaching approaches to promote social interactions. 879 Words

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