Showing Developmental Milestones 0-19 Years

Explain why it is important to recognise and respond to concerns about children and young people's development, give examples 2.2

I chose this article because it specifically targets the inclusion of autistic students in general education classrooms. The evidence shows that having a child read social stories and practice social interaction through role play causes an increase in a child’s social behavior thus helping him or her socialize better with classmates and teachers. This builds a better foundation for a child to express his or her wants and

Describe with examples the importance of recognising and responding to concerns about children and young people’s development.

It is very important to be able to recognise and respond to concerns about the development of children and young people as their health and development will impact on their future life.

2.1. Explain how children and young people’s development is influenced by a range of personal factors

One with autism might not point at objects to show interest, avoid eye contact, children have a hard time learning to take turns sharing and appear to be unaware when people talk to them but responds to other’s sounds. Typical infants are very interested in the people around them.by their first birthday , a typical toddler interacts with others and using simple gestures such as waving “bye” and interest in social game but a young child with Autism might have a very hard time learning to interact with others(CDC). This means that an infant with autism has a very different social skills than a regular toddler, they prefer to play with their toys the same way every

The reason why Ms. Carolyn stated that it is important to track developmental milestones is because you will never know when you will catch something different from the child. It also helps with making a milestone checklist because it helps with keeping up with each child’s progress. Because of using a checklist, it helps keep Ms. Carolyn in check and helps with thinking of things her children should be doing next. It’s also important to track developmental milestone because it’s useful for the families of the children. The reason why it is important for the families is because it can give great information with families so they know what to look for next along with her.

It is very important to recognise and respond to any concerns with child/young person development because children who are not reaching development norms may well require additional support, or help from a professional person, or it could be emotional distress or help at home they need.

Autism is a neurodevelopment syndrome which is displayed in a person by difficulties in social environment, a lack of, or inexistent communication skills, or unusual restricted and repetitive behaviors. Autism can be detected in infancy or the first three years of life. A young child growing up with autism may not communicate with words but be able to recite difficult passages or say the alphabet before other kids of his or her age. These kids may seem to be very gifted at the ages when social skills are not expected but once the children around them become for socially gifted while the one with autism does not it becomes apparent and an easy diagnosis for even the child’s school mates to make. Kids around them may avoid the ‘weird’ kid and

Feelings like fun, happiness or sadness will be felt by the child and they will become more aware of these emotions. These emotional skills and many more will be identified and acknowledged and they will learn how to express and cope with these emotions. Social development is a lifelong process. Socialisation can be defines as the process of learning the skills and attitudes needed to function effectively as a member of society. From three to five, children become more settled, socialising more readily with adults and children. A great deal of social development occurs through fantasy play and

Autism is a mental imbalance a provide Entitled, extremely introverted Disturbances of Affective Contact this fundamental state turned into the construct for all review with respect to what came to be known as Autism. It is a turmoil described by shortfalls in three noteworthy regions of conduct ¬ social, informative and the show of monotonous or limited practices. Autism records the fundamental components as "the nearness of extraordinarily irregular or hindered advancement in social association and correspondences and a uniquely limited collection of exercises and premiums. The social issues incorporate less eye contact, less consideration regarding social jolts and trouble in learning and utilizing the social abilities expected to work

Investigators have stressed the lack of normal socialization as the key in defining this syndrome because "autistic children exhibit a fundamental failure in socialization, as exhibited by their lack of social interaction" (Cohen 28). If language is present, it is usually not used as a means to interact. For example, an older autistic individual "may begin a discussion without providing the listener with adequate background information and may fail to take social norms or the listener's feelings into account (like telling someone they were fat), (Volkmar 41). A mute autism may not use proper facial expressions or any expressions at all when interacting. If an autist does eventually establish a social relationship, he or she would "lack the richness and differentiation seen even in young normally developing children," (Volkmar

Regarding this, research shows that though they cannot interact with other children normally, they improve their abilities to communicate as well as create and maintain positive relationships. In this regard, just observing other children play in itself has the potential to help children with autism relieves their stress as well as grows their cognitive abilities. Interactions with other children also help them avoid other complications that result from loneliness such as anxiety and other stress-related disorders (Gillott, Furniss, and Walter, 2001). However, it is equally important to ensure that the child with autism is not surrounded by other children who intimidate them or make them feel bad about themselves. Hence, it is the teacher's duty to identify the relationships that are of positive influence to the child's life and that help them with their

According to the Journal of Early Intervention lack of social skills has an impact on children with disabilities. Social interactions help develop any child’s personable skills and helps them establish who they are. Embedded peer modeling has shown to increase children with autisms ability to interact with peers. Children with autism have difficulty developing positive peer relationships (DiSalvo & Oswald, 2002; Mconnell, 2002; Strain & Hoyson, 2000).

When one thinks of autism, many people do not fully understand the disorder, this is due to lack of research, media perception, and lack of involvement with these individuals. Hillman (2006) describes autism as, “ a devastating developmental disorder in which children have core deficits in verbal and nonverbal communication, social interaction, and pretend or imaginative play.” These difficulties prevent the child from interacting with individuals. They often avoid eye contact and lack of facial or emotional expression. Along with this, the absence of making friends or desire to even be in company can lead to lack of social interaction.