Understand biological, environmental and developmental factors which may result in children needing additional support
Table of Contents
- Tutorial Video
- Reading Materials
- Laser Learning reading text: ‘Supporting additional needs'
- ‘Understanding children’s development’ by Kath Bulman and Liz Savory, published by Heinemann and Pearson Schools and FE Colleges
- ‘Disadvantage, behaviour and cognitive outcomes: Longitudinal analysis from age 5 to 16’ from the Early Intervention Foundation.
- ‘Biological factors that influence child development’ on the Very Well Family website
- ‘A Better Start: Supporting child development in the early years’ by the Local Government Association
- Presentation
- Good Practice Example
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- Click to launch this presentation on ‘Learning disabilities: causes and conditions’ by Laser Learning.
- Click to launch this presentation on ‘Effects of transitions’ by Laser Learning.
- Click to read ‘‘The effect of abuse and neglect on child development’ from Cambridgeshire and Peterborough Safeguarding Children Partnership Board.
- ‘Play Deprivation Can Damage Early Child Development’ on the Play Scotland website. Read the article and see if you agree with its conclusions.
- This section of the Public Health Scotland website gives information about the impact of child poverty on development.
- ‘How genes influence child development’ is an article from the Very Well Mind website.
- Click on the link to read the booklet ‘Social and emotional aspects of development’ by the Department for Education.
- Obtain and read a copy of ‘Why Love Matters: how affection shapes a baby’s brain’, by Sue Gerhardt. Routledge, 2004.
- Try to obtain and read pages 248- 249 of ‘Understanding Child Development: Linking Theory and Practice’ by Jennie Lindon, published by Hodder Arnold. The pages are about vulnerability and resilience.
- It is important to remember that developmental charts are only a guide to the ages and stages of development. They are not perfect for every child. All children are individual and unique; they will progress roughly in the same order but not necessarily all at the same speed as their peers.Observe three children of the same age and make a note of their conversational style. What words do they use? Do they use sentences? Is the range of vocabulary equal or does it vary according to gender, topic, or time of day?
- ‘International toolkit manual: For practitioners working with young children and families in regions experiencing conflict or emerging from conflict’ produced by Early Years. This document contains resources that may be of use when working with displaced families.
- Think And Challenge
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