Describe How Behavioural Difficulties Can Affect Children's

A child that has a hearing impairment may suffer physically through loss of balance or socially through having to communicate in alternative ways such as sign language/makaton. A physical disability such as Cerebral Palsy can be physically challenging due to being restricted in taking part in certain activities. This can affect social situations due to these restrictions and can affect a child/young person emotionally questioning why they are different causing low self-esteem.

Speech, language and communication skills support the behavior area in child’s development because if we say negative things to a child then they will feel upset and worthless. Also if we use negative body language this can make a child feel worried or want to push the boundaries of what is/ isn’t acceptable. Children may say horrible things to another child (or adult) so we should try helping the child to see why it isn’t nice to say those things by asking them how they would feel if someone had said it to them instead. The way things are said to a child can make a big difference to how they react. For instance if you say to a child who is messing with a pencil “put that down” in an aggressive way, it could make the child scared, whereas

When working with children with behavioural difficulties it is important that practitioners respects the families culture, customs and values. Some children may grow up in a family where they value their father so it is important that practitioners take this into account when working with children with behavioural problems, as the child may listen more to male members of staff than female. Also some children may have been brought up by their grandparents where they are usually spoilt by them and get what they want and in the setting they cant always get their own way. When working with children with behavioural difficulties it is important that the practitioners have some knowledge on the child's background for example the child might have

When working with children who have behavioural difficulties it is important that practitioners work in partnership with the child’s parents as they are they are the child 's first educator and they know the child best. “Parents are ‘children 's first and most enduring educators ' ( curriculum guidance for the foundation stage, QCA 2000, making partnership with parents and carers essential if early years practitioners are to plan effectively for a child’s learning” (http://nurseryworld.co.uk/). This could be done by the practitioner arranging meetings with the child 's parents as they will help practitioners to gain a better understanding of what methods the parents use at home in order to manage the child 's behaviour. Also in the setting

Speech problems, some children don’t even talk at all, some may say a few words but they all use different ways of communication. Jerky, puppet-like movements, Stiff-legged walking style, hand flopping, hyperactive behavior, and some children have trouble sleeping. They are also loving, happy, and have social behavior, they are children easily moved to laughter. Intellectual disability- a child will have delayed development in all areas and disability is severe in most

Behaviour difficulties are closely linked to a failure of a child to access education and make progress. Schools sometimes struggle to help disabled children and children with SEN access their education, and where this happens it can lead to disabled children and children with SEN being caught up in disciplinary procedures unnecessarily.

Sometimes the child never fully recovers from this disability. They may always have trouble with their communication skills. Because they develop at a slower rate than other people their age they are at an educational disadvantage. ("mixed receptive-expressive language disorder.")They may have problems expressing themselves and understanding other adults.(Wacyk and Zundel) When the disability is caused by brain injury the victim may gain their ability to communicate back over a period of time, or they

Parent 's divorce or any other kind of changes in home life can also cause disruption to an ordinarily balanced emotional state.

Robertson and Ohi writes, “The implications of Speech and Language Disorder on children’s abilities to communicate can present further issues for their social and emotional development.” Robertson and Ohi use the fact that children with SaLD are difficult to focus in class, communicate with other people and less self-regulate in their emotions. They often misunderstand others, so they choose to withdraw social-interactions. The aim is supporting and improving with SaLD children in social and emotional development. This logical reasoning helps Robertson and Ohi to inform speech pathologists and educators that understanding SaLD children with difficulties in using language in cognitive, emotional and social developments. In another example, Robertson

Social, Emotional and Behavioural Difficulties (SEBD) is a phrase often used to categorise children and young people who are at once ‘troubled and troubling’ (The Social Emotional and Behavioural Difficulties Association, n.d. p??). Over time, this imprecise, umbrella term has been subject to an increasing range of initialisms, as professionals have struggled to agree on a definition which would be a universally acceptable way to refer to these individuals (Whitcomb, 2012). In England, practitioners and other stakeholders have to contend with various arrangements of the letters ‘E’ ‘B’ ‘S’ and ‘D’; the order changing according to which factor is currently considered to be prevalent. Initially denoted in government documents as Emotional and

children who have such experience are likely to feel emotionally distress, embarrassed, and\or frustration about not being able to speak normally. they often suffer in silence and feel misunderstood by others. they may develop a negative attitude about themselves, such as feeling different, inadequate, disliked, and\or socially incompetent

Some problems that children with special needs may face are speech and language disorders, which include articulation disorders, fluency disorders, receptive or expressive communication disorders, and many more. Speech disorders cause children to have difficulty pronouncing words and sounds, while language disorders make combining ideas and creating sentences challenging. Speech therapy can help these children improve their ability to communicate verbally, and, if it is administered early in their lives, children may improve enough that they will no longer even need therapy (Evans, n.d.).

Although children with speech, language and communication needs (SLCN) with present differently in each individual, there are typical signs or symptoms that can be identified. These symptoms can range from a child having difficulties with the pronunciation of words to difficulties with understanding words that they hear. An early sign that a person may have SLCN is the absence of babbling, or if it is present, it is not as frequent as that with a typically developing baby. A lack of eye-contact or response to people talking even though there is not a problem with hearing, is also another indicator that there may be some difficulties with speech, language and communication.

Mental, emotional, and social effects can have a negative impact on these children’s lives. Children from authoritarian families learn many things that are different than what most families are taught. In these families, children learn to suppress their emotions so that it can make them seem less vulnerable and prone to being punished. They're taught to hide their feelings for them to avoid punishment and make an image where they are emotionless. Thus, they have difficulty dealing with emotions. When they are in a stressful situation, they often resort to anger or even depression because they don’t know how to deal with the emotion they are experiencing (Coste). They have low levels of confidence and cannot express their feelings.

When children are waking up in the middle of the night, it can be detrimental on parents. According to Roberts et al, in western societies, infants who cry persistently or wake at night are common concerns for parents and can lead a parent to smother, hit, or shake an infant, sometimes resulting in infant brain damage or death. Children wake up for many different reasons. For example: hunger (breast-feeding), colic, diaper change, physical illness, sleep temper tantrums or parent’s attention. “At least 20% to 30% of all children 1 to 4 years of age have frequent night awakenings, bedtime struggles, or both” (Rickert & Johnson, 1988). Parents are distressed and there tolerance level is decreasing. Sleep problems are the most common complaint from parents and can become overwhelmed with their child’s crying (citation). Children waking up have a huge influence and effects on parent reactions to crying. Self-esteem issues can cause parents to feel hopeless; parents can have self-esteem issues because they can feel like a horrible parent and not worthy enough to solving their child’s crying. It’s important to understand why children wake up and how parents will respond.