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5.1. Explain how different types of transitions can affect children and young people’s development.
There are many different types of transitions that can affect children or young person’s development some of these are: • Emotional – These transitions could be something which affects the child personally such as the death of a loved one, separation of parents, entering or leaving care. • Physical – This could be moving from one nursery room to another, moving house, moving towns or simply
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Asked 3/11/2012 4:12:43 PM
Updated 1/18/2013 4:28:58 PM
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There are many different types of transitions that can affect children or young person’s development some of these are:

• Emotional – These transitions could be something which affects the child personally such as the death of a loved one, separation of parents, entering or leaving care.
• Physical – This could be moving from one nursery room to another, moving house, moving towns or simply moving from one activity to another.
• Physiological – This could be dealing with a long term medical condition such as cerebral palsy or a chromosome problem, in older children it could be puberty, scarring through illnesses or accidents.
• Intellectual –This could be leaving nursery for primary school, primary school for high school or a change in setting completely.

Children and young people may be affected by the transitions they make, sometimes the effects are short term and temporary, however it is important that adults working with children and young people monitor them as some cases extra support may be needed.
Added 1/18/2013 4:28:58 PM
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3.4. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
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Updated 358 days ago|9/5/2013 3:17:43 AM
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There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to strengthen their gross motor skills. The physiotherapist will co-ordinate with the SENCO as to the needs of the child and advise the school on what sort of support is needed in school to encourage development.

Whist at school if a teacher becomes concerned about the development pattern of a child, they would inform the SENCO who is responsible for the identification of special needs. The SENCO would in turn speak to the child’s parents about their child’s development, and depending on the area of development concerned, suggest an assessment by an outside professional. The professional would in turn give the SENCO advice as to how the child should be supported in school in order to encourage development, this may involve the school providing support or it may involve the professional giving direct support. It is important that any needs are identified so that the correct support/intervention is given in order to prevent the development delay getting worse and spreading to other areas of the child’s development.
Added 358 days ago|9/5/2013 3:17:43 AM
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