Unit 2 - atypical development Flashcards
Define global development delay
When a child is delayed in more than one/several aspects of development
Define specific development delay
When a child is developmentally delayed in one aspect of development, like a learning disability
Define being gifted
A child who has exceptional abilities in one or more areas, such as academics, the arts, or practical skills
Define being talented
A child who has developed their natural abilities to a high level
Skills in many areas, like sports, arts, music, and design
Define atypical development
When a child’s development is different from what is expected, or occurs in an unexpected way
It can affect a child’s behaviour, emotions, thoughts or physical development
Give examples of physical developmental delays
Delays in fine and gross motor skills
Give examples of intellectual developmental delays
Learning difficulties
Problem solving
Struggling with everyday tasks
Give examples of language developmental delays
Not meeting language milestones for their age, like social interactions and friendships can also be delayed
Give examples of emotional developmental delays
Attachment issues
Lack of self-regulation
Delayed with smiling, eye contact, etc
Give examples of social developmental delays
Autism
Struggles to make and maintain friendships
Struggling to understand social cues, like sarcasm
Why is early recognition important for atypical development?
can help families and give time to cope with their child’s specialised needs
reduce problems related to the issue if we intervene sooner
early interventions can allow for timely support to be offered
delays in waiting lists can happen if issues are left for too long
How is a child’s delay affecting their overall development?
All aspects of development (PILES) are interlinked
A delay in one aspect of development can have an impact on other aspects also
How can you involve parents/carers in supporting the child’s development/learning?
Keeping parents up to date with their child’s progress and condition
Home learning activities
Meetings
How can you build a picture of the child’s development/learning?
Monitoring a child’s progress to identify interventions if needed or/and plan next steps for learning
Practitioners will complete/carry out observations of children to help track/monitor their development
Track their development
How can children be supported by parents, practitioners, and additional services?
Working in partnership for the child, with child centred practice and consistent approach
Regular meetings to share information/updates about the child
Sharing and collaborating ideas and care plans for the child
