When undergoing transitions there can be a range of effects that children experience and can be observed. Effects which can be seen can be either short or long term. Different measures may be put in place to ensure that each child undergoing a transition is fully support and able to successfully get through the period of change. It is perhaps a common misconception by adults that children are quick to adapt and will therefore not be affected by a transition but this not always the case. Most children handle transitions incredibly well but it is still a very good idea for practitioners to know how to spot any issues and deal with these appropriately. If short terms issues are not dealt with and these are allowed to build then longer term effects can become apparent. Long terms effects to transition may impact massively on a child’s life and could leave psychological scars for future years. Because of this it is important that a child …show more content…
There can be positive as well as negative effects. There can also be short term or long term effects depending on the individual child and how effectively they are supported. Short terms effects on children in times of transitioning can include:- • Regression – if a child struggles to cope with a transition they may revert to the earlier stages of development. • Physical well-being – in the short term a child’s physical well-being may be effected as their immune system is not as effective as fighting illness. This could result in an infection, disturbed sleep patterns etc which is a signal that a child is not handling a transition as well as hoped. • Emotional affects – children can become more withdrawn during times of transition which is a clear emotional indicator that they are not handing the change well. A child may also become tearful, aggressive or angry very easily. Wider examples of effects of transitions on children can be outlined as
It can result in attachment difficulties, trauma, physical health problems and learning
SJTAA5007 The role of Teachers and support staff in identifying and implementing interventions that suit children’s individual needs using positive behaviour strategies within a primary setting. For the purpose of this project I will be looking at some of the influences that can impact on children’s social and emotional development as they move through childhood. These can often have a great impact on a child’s learning and ability to make successful transitions at key points in their lives. Difficulties often become apparent within the structured institutions such as schools where large cohorts are expected by society to conform to a certain acceptability of behaviour.
One major long term effect that can affect them for the rest of their life is poor social relationships. This means that the children
Case Study 2 As a setting it is our responsibility to note down all events seen, including the date, time and where it took place. It is also important to monitor this, seeing if the child comes to the nursery like this often, or on particular days. It is our duty to safeguard the child and if we feel that they are being 'neglected' we have the right to report it. However, we could support the mother by having an informal meeting, talking about any issues that she may be having.
2.4 Issues of concern including, children 's needs, harms, risk and protective factors Issues of concern, children’s needs, harms, risks and protective factors in this case study are illustrated in this section through the use of social work knowledge, theories and values. The children’s needs can be assessed through the use of The Barker and Hodes Common Assessment Framework (CAF). This tool provides a nationally standardised approach to assessing children and young person’s in need and deciding how the needs should be met. The CAF focuses on three areas including developmental needs, parenting capacity and family and environmental factors (Barker & Hodes, 2007). It also takes into account the parent’s ability and willingness to take responsibility and work with professionals to achieve change.
There are many different types of transitions people go through in life. The children and young people are the ones that go through the most physically and mentally as they starting to grow up and develop as individuals. As when growing up the children try to cope with sudden changes, as from going to primary to secondary school. Not only will this affect them, but their friendship groups will also change too. The most common type of transitions the children go through are starting or moving school, illness, puberty, bereavement and parents splitting up.
When a child is going through a difficult time such as a family break up it is important to put the child’s needs first because if you don’t the child may not be able to achieve their full potential. A way to do this is by having a child centred practice and planning around a child, so that the routine fits around the child and their individual needs are planned for. In my placement the practitioners would plan out what they are going to do, while making sure individual needs are taken into consideration. It is important to work closely with other professionals when planning for transitions because they would be able to help provide the appropriate support the child will need, this can be done by working in partnership with professionals that can help with that transition and coming up with a plan or routine to follow to support the child.
SJTAA5007 The role of Teachers and support staff in identifying and implementing interventions that suit children’s individual needs using positive behaviour strategies within a primary setting. For the purpose of this project I will be looking at some of the influences that can impact on children’s social and emotional development as they move through childhood. These can often have a great impact on a child’s learning and ability to make successful transitions at key points in their lives. Difficulties often become apparent within the structured institutions such as schools where large cohorts are expected by society to conform to a certain acceptability of behaviour.
Practitioners can support children to prepare for school by working in partnership with parent/carers, the school they will be attending, any other outside agencies including social workers, speech and language therapists, physiotherapists and most importantly the child. Practitioners need to identify the needs for the individual and cater for their needs, this relates to the practitioners practice being high quality. They could identify and cater for the needs of the child to prepare for school by reading books, talking to them about school, providing materials that they would use in school. (B3) Throughout practice, transitional objects are used in order for children to transition from home to the setting.
This may be for a short period of time or until they are an adult. It stands a challenge for professionals and a commitment is required when planning to meet positive outcomes for the child. For this type of research, obtaining different results from a multiple-choice questionnaire, face-to-face interviews and surveys for all the children will provide data to support children retaining their identity and establishing positive contact with adults and professionals. To illustrate, collecting all this data at the earliest possible stage, will enable vulnerable children to participate in relevant interventions like therapy sessions, CAMHS etc.
lIn the book “The Glass Castle” there are examples of many different Family Developmental periods, however I will discuss one that stuck out to me the most. Family development according to the textbook “Family Theories: Foundations and Application” by Katherine R. Allen and Angela C. Henderson is “a longitudinal process of going through a hierarchical system of age and stage related changes” (Allen & Henderson, 84). This means that as a family there are various stages at different ages that result in different changes. For example, this can be seen within the book The Glass Castle in many ways. One way that stuck out to me the most was when Lori and Jeannette are making plans to transition into adulthood.
If a child has asthma this can affect them because they might not be able to run around as much as their friends. This may affect their physical development is some areas as they can’t be as active and can’t take part in physical activities, and it might affect their social development because they can’t run around with their friends. Another personal factor is learning difficulties. If a child has learning difficulties then they will need extra support with some areas.
If the child is getting encouraged and praised by their careers as they learn then with can build up their self-esteem and confidence as if they didn’t then this could make the children have insecurities about their own abilities to do things and would have a need of people reassuring them, this could lead up to them having Lack of motivation and having a poor self-esteem about doing new things. When growing up children will look for role models this could be their carer. If their carer had poor social and communications skills then this could have an effect on the child as they would reflect form them and wouldn’t know any difference, so this would affect their development. Children that have limited opportunities to develop their communication skills could have poor behaviour and attention span. It varies for a children’s expectation as if they had past experiences as if they had parents that had poor experiences in the education system then this may think that the child if the same and make them have low expectations on
1.1 Explain how observations are used: Reference- www.slideshare.net. Text book- Penny Tassoni. Laser learning.
The transition from Primary school to Post-Primary school is a difficult time for anyone involved. It is one of the most drastic changes that students will ever encounter in the educational career. The transition is typically filled with anticipation and anxiety about homework, teachers, peers, academic rigor, school rules, getting lost, and many more factors. For the typical student, it is a whirlwind of emotion and anxiety. For students with special needs, these worries become even more prominent for the pupils and their parents.