Session twelve. Helen Taylor1 BTEC National Children's Play, Learning & Development Unit 1: Child Development Helen Taylor

Session twelve. Helen Taylor2 Starter Activity Individually write down: Reasons for early recognition of atypical development. Potential benefits of early recognition of atypical development.

Session twelve. Helen Taylor3 Aims for this lesson: To understand the importance of recognising atypical development and to analyse the advantages of early recognition of atypical development. Learning outcomes for this lesson:  To describe the reasons for and benefits of early recognition of atypical development.  To describe the impact on children’s outcomes if atypical development is not recognised promptly.  To describe the importance of listening to and involving parents when atypical development is suspected.  To describe the importance of building a picture of a child’s development to assess atypical development and provide services.

Session twelve. Helen Taylor4 Feedback from starter activity What are the reasons to ensure early recognition of atypical development? What are the potential benefits of early recognition of atypical development?

Reasons for early recognition of atypical development: To identify the atypical development To be able to make early referrals to other professionals as appropriate To ensure early recognition of a medical condition Session twelve. Helen Taylor5

Potential benefits of early recognition of atypical development: Medical treatment can be provided Strategies to support the child can be implemented Additional support and resources for the child can be provided Unwanted behaviours caused by frustration can be reduced Increased likelihood of a positive outcome for the child Advice and support can be provided for the family Session twelve. Helen Taylor6

What is the possible impact on children’s outcomes if atypical development is not recognised promptly Session twelve. Helen Taylor7

Impact on children’s outcomes if atypical development is not recognised promptly Essential treatment may not be given The child’s problems may get worse Further problems may arise It could impact on the child’s friendships and relationships with others The child’s self esteem and self- confidence may suffer The child may get bullied Session twelve. Helen Taylor8

Impact on children’s outcomes if atypical development is not recognised promptly The child may not be able to progress in all areas Literacy and other skills may be affected They may not be able to access all learning opportunities The family could suffer which can impact on the child Session twelve. Helen Taylor9

Who might recognise atypical development? Session twelve. Helen Taylor10

Who might recognise atypical development? Parents and other family members Midwives Health Visitors Doctors Early years professionals and teachers Session twelve. Helen Taylor11

Group work Read the scenarios on the hand-out and answer the questions: In each of the scenarios, why is it important to listen to and involve parents? Why should parents be consulted and involved in a referral for their own child? Why should we seek parents’ own observations about their child and their family history? Why do parents react differently? Why might some parents appear to be over protective, knowledgeable, demanding, angry, or neglectful? In each of the scenarios, why do you think the parents have acted as they did? What might be the likely outcome for the child? How can the difficulties encountered be overcome? Session twelve. Helen Taylor12

Scenarios Peter is 3 and a half years old and attends a day nursery. He does not mix well with other children and has delays in his communication skills. He is very good at puzzles. The manager of the nursery suggests to the mother that he should be referred for an assessment as he needs more help than they can offer. The mother gets very angry and storms out saying there’s nothing wrong with her child and complains about the incompetence of the nursery in not providing for her child. Richard is 3 and half years old and attends a day nursery. He is very active and does not always do as he’s told. He doesn’t sit still for long and constantly flits from one activity to another. The mother asks the health visitor if her son can be referred for an assessment but the health visitor says there’s nothing wrong with him and gives her a leaflet about behaviour management for young children. The mother feels very frustrated that she is not being listened to as she says she knows her child best and knows something is wrong with her child. Session twelve. Helen Taylor13

Scenarios Sonia is nearly three and has a speech delay. It is suggested that she is referred to a speech therapist. Sonia’s mother objects saying that Sonia’s father didn’t speak at all until he was three and there’s nothing wrong with him. He was a late developer and has a university degree. Sophie is nearly three and has a speech delay. It is suggested that she is referred to a speech therapist. Sophie’s mother is very happy with the referral and says she was concerned about the lack of speech and is looking forward to learning some sign language to help Sophie to communicate to reduce her frustrations. Session twelve. Helen Taylor14

How do we build up a picture of a child’s development and why is this important? Session twelve. Helen Taylor15

How do we build up a picture of a child’s development and why is this important? Through collaboration with health professionals and other specialists Through collaboration with parents To ensure that atypical development is correctly assessed. To ensure that the right support and services are provided Session twelve. Helen Taylor16

Paired activity: Discuss the importance of observational techniques and how it is important in recognising atypical development. Post your answers on padlet Session twelve. Helen Taylor17

Extension Task Research the Common Assessment Framework (CAF) and explain its purpose. How does it help in the recognition of atypical development? Session twelve. Helen Taylor18

Session twelve. Helen Taylor19 Reflect on learning outcomes:  Can you describe the reasons for and benefits of early recognition of atypical development?  Can you describe the impact on children’s outcomes if atypical development is not recognised promptly?  Can you describe the importance of listening to and involving parents when atypical development is suspected?  Can you describe the importance of building a picture of a child’s development to assess atypical development and provide services?