By the age of 3 years a child will be able to understand instruction and follow directions; they will listen to stories with intent Conclusion on multi agency working be able to produce some recall.
However, the development of these skills varies between children. Language is a very specific set of symbol and signs, spoken, written or signed, that can be used and understood between people.
These skills will continue to develop as the child gets older, gradually learning more words and engaging in pretend play activities longer etc. I make sure that any paper based documents such as observation or record are not left around for other people, which are not authorized to see this information, to see and look at.
There are many benefits to using the EYFS in the setting. This makes the job easier for the key person and also the learning environment more comfortable and enabling for the child.
It is structured communication between people that has a serious of rules that users have to understand and use. This is because of the detailed age matched development matters that act as a guideline to what we should be seeing and hearing from our children and what we should be observing.
Also, if there is a child that we recognise to have SLCN or difficulties with any of these areas we approach parents with our concerns and seek advice or support on the difficulties for the child.
I also ensure that recorded information is kept securely, and not kept longer than necessary.
By knowing and understanding the four main principles of the EYFS allows me to deliver effective practice alongside my colleagues so that the children get the very best care and experiences outside of their home.
For example children may begin to feel that they are less able or less popular than their peers.
Also, children with SCLN are more likely to experience bullying. Children with speech, language and communication needs may suffer from special educational needs, learning difficulties, autism and hearing loss. Without language children will find it very difficult to communicate socially and make friends and may feel lonely or not understood most of the time.
We also label all toy boxes and equipment with pictures and words so that children can begin to develop an association between the picture and the words displayed whereas children with difficulties can simply tell by looking at the picture.
For example if the child is learning English as a second language or if another first language is being spoken a lot at home by family and friends, it may take longer for these particular children to develop some of these speech, language and communication skills.
To be able to plan for the Children on our care we first have to observe the children and make note of what we see and hear.
The child is constantly learning through play and exploration and the EYFS helps to identify what they may be learning and what next steps the practitioners can put in place for the child to learn, explore and achieve even more through play. For some their speech, language and communication needs may only be short and temporary while for others their needs will be more complex and long-term.
I have to follow confidentiality policies and procedures of my setting on a day to day basis. They will use facial expressions and eye contact to communicate with people and will explore play with their mouths and the sounds of objects by banging or shaking them.
Communication is a basic essential life skill and is vital to the social and emotional well being and to the behavioural development of all children. Confidentiality Confidentiality is ensuring that personal and sensitive information is accessible only to those authorized to have access and is protected throughout its lifecycle.
Observation, Assessment and Planning. Communication is a way of sending signals to other people. This can include difficulties involving using language socially and talking to other people, being able to understand language when other people are talking, formulating their own sentences to use in speech or in writing, forming sounds and words and maintain fluency.
This makes the day care setting experience more enjoyable for the child and their parents and also for the nursery practitioners and colleagues.
A child does not know how to use these rules and, as a toddler, will just point to objects or say one or two words, but will after a while learn how to construct a sentence.
Allowing the child to play and carry out activities and supporting them by giving help when needed but not taking over is important also as many children learn more by seeing and doing themselves.
I have to make sure that any records I make are accurate and fairly and lawfully processed with only relevant information recorded and not too excessive. Research has suggested that those children with early language impairment are at higher risk of developing mental health problems in the future.
When working with children there are times that a parent or child will share information that is not intended to be shared around and needs to be kept private and safe.
More essays like this: We then continue to follow this process by observing the activities we planned for and assessing the observations made before planning for the child again. Observing children is a day to day practice in the setting and the EYFS helps with the observation process.
They will be learning words very rapidly and will use simple sentences, statements and questions often with gestures to communicate and will play co-operatively alongside peers and engage in role play, imitating and mimicking the behaviour and common phrases certain people may say and do.
There are no written symbols or signs, but everything is spoken as sound.
Speech language and communication needs SLCN refers to a wide range of difficulties that a child or young person might experience with communication. We make sure that the environment the child is playing and learning in and the activities we provide for the children are providing further developmental challenges that the child will enjoy and help them to be able to achieve the next steps in the EYFS.
It encompasses language and speech as well as including facial expressions, body language and gestures. A dummy can stop the full range of tongue movements that are needed for some speech sound and also give less opportunities for the child to make babbling sounds or talk and interact with adults while they are using a dummy.There is a wealth of governmental documentation and policy reforms upholding the notion of agencies working in partnership to support vulnerable children.
Multi-Agency Working Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children and families. Multi agency working Multi agency working is an effective way of supporting children and families with additional needs.
It brings together practitioners and professionals from different sectors to provide an integrated way of working to support children, young people and families. Explain common barriers to integrated working and multi-agency working and how these can be overcome. Common barriers that can be found in integrated and multi-agency working are that of poor communication or a lack of communication, misunderstanding of situations, inconsistent or inaccurate record keeping and also not following policies or procedures.
Discuss. Multi-agency working is not a new development for years its importance has been recognised for professionals from inter-agencies to collaborate, even as early as the mid nineteenth centaury health and social workers, worked in partnership to help reduce poverty in England.Download