Qing Dynasty, Chinas Last Imperial Family

Chinas last imperial family, the Qing Dynasty (1644-1911), was ethnically Manchu rather than Han Chinese, the vast majority of the nations population.  The dynasty emerged in Manchuria, northern China, in 1616 under the leadership of Nurhaci of the Aisin Gioro clan.  He renamed his people the Manchu; they were previously known as the Jurchen.  The Manchu dynasty took control of Beijing in 1644 with the fall of the Ming Dynasty.  Their conquest of the rest of China ended only in 1683, under the famed Kangxi Emperor. Fall of the Ming Dynasty Ironically, a Ming general who had formed an alliance with the Manchu army invited them into Beijing in 1644.  He wanted their assistance in ousting an army of rebellious peasants led by Li Zicheng, who had captured the Ming capital and were trying to set up a new dynasty in accordance with the tradition of the Mandate of Heaven, the divine source of authority for China’s early kings and emperors.  After they reached Beijing and evicted the Han Chinese peasant army, the Manchu leaders decided to stay and create their own dynasty rather than restore the Ming. The Qing Dynasty assimilated some Han ideas, such as using the civil service exam system to promote capable bureaucrats.  They also imposed some Manchu traditions on the Chinese, such as requiring men to wear their hair in the long braid, or queue.  However, the Manchu ruling class held themselves apart from their subjects in many ways.  They never intermarried with Han women, and Manchu noblewomen did not bind their feet.  Even more than the Mongol rulers of the Yuan Dynasty, the Manchus largely stayed separate from the greater Chinese civilization. Late 19th and Early 20th Centuries This separation proved a problem in the late 19th and early 20th centuries, as the western powers and Japan began to impose themselves increasingly on the Middle Kingdom.  The Qing were unable to stop the British from importing massive amounts of opium into China, a move intended to create Chinese addicts and shift the balance of trade in the UKs favor.  China lost both Opium Wars of the mid-19th century—the first with Britain and the second with Britain and France—and had to make embarrassing concessions to the British. As the century wore on and Qing China weakened, other countries, including France, Germany, the U.S., Russia, and even former tributary state Japan, made increasing demands for trade and diplomatic access.  This sparked a wave of anti-foreigner sentiment in China encompassing not only the invading western traders and missionaries  but also the Qing emperors themselves.  In 1899-1900, it exploded into the Boxer Rebellion, which initially targeted the Manchu rulers as well as other foreigners.  Empress Dowager Cixi eventually was able to convince Boxer leaders to ally with the regime against the foreigners, but once more, China suffered a humiliating defeat. The defeat of the Boxer Rebellion was the death knell for the Qing Dynasty.  It limped on until 1911, when the Last Emperor, the child ruler Puyi, was deposed.  China descended into the Chinese Civil War, which was interrupted by the Second Sino-Japanese War and World War II and continued until the Communists victory in 1949. Qing Emperors This list of Qing emperors shows their birth names, imperial names where applicable, and years of rule: Nurhaci, 1616-1636Huang Taiji, 1626-1643Dorgon, 1643-1650Fulin, Shunzhi Emperor, 1650-1661Xuanye, Kangxi Emperor, 1661-1722Yinzhen, Yongzheng Emperor, 1722-1735Hongli, Qianlong Emperor, 1735-1796Yongyan, Jiaqing Emperor, 1796-1820Minning, Daoguang Emperor, 1820-1850Yizhu, Xianfeng Emperor, 1850-1861Zaichun, Tongzhi Emperor, 1861-1875Zaitian, Guangxu Emperor, 1875-1908Puyi, Xuantong Emperor, 1908-1911

The Importance Of Unconditional Respect For All Persons

â€Å"A person’s a person no matter how small.† A doctor in his own right, this quote from Theodor Seuss Geisel emphasizes the importance of unconditional respect for all persons. In a hospital setting, this type of respect must be understood and exemplified by all. Roles big and small, played by staff and patient alike, assure that proper care is given and received. Disrespect from any party can lead to miscommunication, difficult situations, and conflict. Respect for patients, coworkers, and one’s self are prerequisite of excellent care. Many healthcare facilities run on the mission of â€Å"putting patients first†. In the hospital, healthcare professionals see a wide range of patients varying in age, culture, health and environment. Respect must be maintained regardless of the situation. Age is one of the most important factors when it comes to deciding patient care. When caring for an infant, toddler, or young child, one needs to determine the needs of the family. Family is defined as â€Å"two or more persons who are related biologically, legally, or emotionally.† Healthcare professionals need to understand a family’s background to help with making decisions for the child. These processes include interaction, development, coping, and integrity (Purtilo, Doherty, and Haddad, 2014). Working with a family to initiate these processes is crucial in the upbringing of a child. Given the growing and diverse environments in which healthcare is now administered, these decisions are oftenShow MoreRelatedImportant Factors Necessary For Successful Counseling1083 Words   |  5 Pageswith their clients. The purpose of this paper is to understand the importance of the therapeutic relationship and how it enhances the therapeutic alliance. Authors, Carmel Flaskas (2004) and Charles J. Gelso (2012) wrote articles pertaining to the importance of the therapeutic relationship in therapy. While, Konrad Michel’s (2011) supported the successfulness of the therapeutic relationship in his article and used its importance to intensify the therapeutic alliance. Therefore, this paper reviewsRead MorePerson Centered Theory ( Pct )845 Words   |  4 PagesPerson-centered theory (PCT) is a strength-focused approach to working with individuals developed by Carl Rogers during the mid-20th century. PCT proposes â€Å"that all people have the means to grow beyond the limitations of their experiences and work towards greater self-actualization when facilitated by a consistent and reliable relationship with an empathic, accepting practitioner.† (Walsh 2010 p33). PCT concludes â€Å"that the individual has within himself or herself vast resources of understandingRead MoreThe Korean-American Goldilocks of Psychotherapy 1146 Words   |  5 Pagesresult of pal-ja, or â€Å"immutable destiny,† and are to be quietly tolerated without seeking outside support or guidance—to solicit the assistance of a ps ychotherapist is thought to be shameful (Kim Ryu, 2005, p. 357). Although it is important in all therapy involving ethnic clients, establishing a good fit between the cultural background and experiences of the client and the type of treatment that is provided is especially critical when working with Korean-Americans due to the negative assumptionsRead Moreï » ¿Discuss the ways in which counsellor qualities such as Empathy, Genuineness and Unconditional positive regard are important in the counselling relationship.1118 Words   |  5 Pagesï » ¿Discuss the ways in which counsellor qualities such as Empathy, Genuineness and Unconditional positive regard are important in the counselling relationship. Counselling, also referred to as the talking therapy, is a process whereby a client is provided with a sufficient amount of time and space to share, understand and resolve his or her problems , in all confidentiality. (Sutton Stewart, 2008) This process is a two way collaborative exchange and is generally termed as the counselling relationshipRead MoreHumanistic Theories Debate On Abraham Maslow And Carl Rogers1617 Words   |  7 Pagesview. Cher/Moderator: What is humanistic and how does it apply to psychology? As the moderator, I will define humanistic as a term used in psychology that relates to and carefully studies the whole person as well as their unique qualities. In essence, it looks at the individuality of each person and considers individual behavior to be directly connected to their self-concept and inner feelings. Cher/Moderator: What has been the impact of the Humanistic approach? We will acknowledge that theRead MoreKey Theories Of Learning787 Words   |  4 PagesRogers(1959)only when a person is free from frustration and external impositions can grow and develop ,setting his/her own goals, following universal values, such as honesty, love, responsibility and autonomy. 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It is often seen that a child’s behavior andRead MoreUnconditional Positive Respect1569 Words   |  7 PagesWithin the humanistic approach in counselling, unconditional positive regard, congruence and empathy is crucial. Find. Conditional positive regard is based on whether if the client meets specific expectations, desire or requirements unlike unconditional positive regard. On the other hand unconditional positive regard can in some cases be difficult for the counsellor. Sometimes the counsellor may strong disagree with racist or prejudice viewsRead MoreFamily Provides Unconditional Love and Support Essay584 Words   |  3 PagesFamily A Family is important to any person because family is a universal institution and a close unit of persons emotionally attached to each other in a way that the problem of one affects all. The family unit becomes stronger especially in times of sorrow and pain like death, disease, ailment, loss and casualty. 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Mpo Notes Free Essays

Extrinsic motivation is related to rewards such as salary, job security, benefits, promotional prospects, the working environment and its conditions. Intrinsic motivation comes from within the individual. It relates to rewards which are psychological such as positive recognition and a sense of challenge and achievement. We will write a custom essay sample on Mpo Notes or any similar topic only for you Order Now Vroom’s expectancy theory – Vroom believes that people will be motivated to do things to reach a goal if they believe in the worth of the goal and if they can see that what they do will help them to achieve it. Maslow Theory hierarchy of needs – self actualisation, esteem needs self esteem recognition status, social needs sense of belonging love, safety needs security protection, physiological needs hunger thirst. Herzberg two factor theory – hygiene factors (maintenance factors to avoid dissatisfaction but do not necessarily motivate employees) – Company policy and administration, Wages, salaries and other financial remuneration, Quality of supervision, Quality of inter-personal relations, Working conditions, Feelings of job security. Motivator factors – Status, Opportunity for advancement, Gaining recognition, Responsibility, Challenging / stimulating work, Sense of personal achievement personal growth in a job. McGregor’s X and Y theory – Theory X = Individuals who dislike work and avoid it where possible, Individuals who lack ambition, dislike responsibility and prefer to be led, Individuals who desire security. Theory Y = Consider effort at work as just like rest or play, Ordinary people who do not dislike work. Depending on the working conditions, work could be considered a source of satisfaction or punishment, Individuals who seek responsibility (if they are motivated). Taylor’s scientific management theory – Man is a rational economic animal concerned with maximising his economic gain, People respond as individuals, not as groups, People can be treated in a standardised fashion, like machines. Porter and Lawler’s Expectancy Model is a further development of Vroom’s theory. It considers performance as a whole, pointing out that effort expended does not lead directly to performance but is influenced by the ability of the individual and his/her perceptions. They identify motivation, performance and satisfaction as individual and separate variables and attempt to explain the relationships between the three. Adam’s equity theory – focuses on the way people feel they have been treated in the workplace, looks at fairness of treatment between people, expectation – what people expect to receive in return for there hard work. People may try and get others to leave, they may start to compare themselves to someone who they think they are more like. Methods of removing inequity – increased pay, perks, better working conditions, transfer a member to another department. Locke’s goal theory – clarity, challenge, commitment, feedback, task complexity. Teamwork is important for staff morale, work performance. Empowerment, quality circle and TQM. Improves productivity, improving quality, improvement in motivation and commitment. Organisations arrange their workforce into groups of people who work together for a common purpose or goal but who each have their own jobs to do. Teamwork creates synergy, in groups leadership is shared, empowerment is making people responsible for the quality of their own work, it enables all knowledge to be utilised, and people doing the work are those that know most about the job. Where group members share the same office this can lead towards group cohesiveness. Good teamwork – Commitment to the team’s success as well as the development of team member, The appropriate skills to do the tasks, The team has its own clear identity to both the members and others, Team members are positive and motivated, The team learns from mistakes and copes with setbacks, The team is results focussed and produces real results. The authoritarian manager: Motivates by reward, Imposes decisions, Does not delegate, Has only a superficial trust in their staff, Occasionally involves staff in solving problems. The democratic manager: Shares opinions and ideas, Has complete confidence and trust in their staff, Allows staff to participate in making decisions, Motivates by reward for achieving goals set by participation. The autocratic manager: Threatens or bullies staff into action, never delegates, Always imposes decisions on others, Has no trust and confidence in staff, Has little communication and teamwork. How to cite Mpo Notes, Papers

Childhood free essay sample

Introduction Purpose and aims 2 Context and legal responsibilities 2 About this document 3 A principled approach 4 Setting the standards Providing for equality of opportunity Creating the framework for partnership working Improving quality and consistency Laying a secure foundation for future learning 4 4 5 5 5 Section 2 – Learning and Development Requirements Overview of the areas of learning and development 7 The early learning goals and educational programmes Personal, Social and Emotional Development Communication, Language and Literacy Problem Solving, Reasoning and Numeracy Knowledge and Understanding of the World Physical Development Creative Development 7 8 8 9 10 11 11 The assessment arrangements Assessment during the EYFS 12 `12 Assessment at the end of the EYFS – the Early Years Foundation Stage Profile 12 Assessment requirements 13 Section 3 Welfare Requirements Overview of the welfare requirements 15 Safeguarding and promoting children’s welfare Suitable people Suitable premises, equipment and environment Organisation Documentation 17 24 25 32 33 Section 4 – Other information Other legal duties 35 Competency in English 35 Exemptions Inspection and regulation Local Authorities Where to go for help 35 36 36 37 Appendix 1 Assessment Scales Appendix 2 Specific requirements for qualifications and ratios of adults to children SECTION 1 INTRODUCTION Purpose and aims 1. By the age of one a child will begin crawling and using furniture and adults for support in standing. They will be able to sit independently and become more co-ordinated with their hands. A child may have developed their first teeth and solid food will be introduced to their diet. They will begin to understand more words and respond to their name when called and may become anxious when separated from parents or carers. Jealousy of others may become apparent and they enjoy imitating actions they are shown. Between the age of one and two a child will begin walking and mark making will be explored. A child may shake their head to mean ‘no’ and they will begin to understand more words that are spoken to them. Between the ages of two and three scribbles will evolve as children start to experiment more with pencils and pens. A child will be able to throw and kick balls and build towers with blocks. Speech will have developed into longer sentences and questions will be constantly asked as they become more inquisitive. From three to four years of age children will begin to use pitch and tone in singing and their vocabulary will continue to increase. They will enjoy sorting objects into shape, colour and size and will be able to follow simple instructions. Children’s independence will continue to increase as they enjoy running, jumping, skipping and hopping. Children will now assist in dressing and undressing. From four to five years of age children’s questions become more inquisitive and their grammar more accurate. They will be able to hold pencils and pens more correctly and copy shapes and letters and draw people. Routine is very important and they will enjoy being given increasing responsibility. At six and seven years children will be able to dress unassisted and they will be ever more confident in their abilities to run, skip and hop. They may be able to do up buttons and remember events. A child will be able to hold a conversation as well as recognise sounds, words and letters. Beyond these years and heading into adolescence children will develop physically at varying rates. Children will go through puberty at very different rates. Children’s and Young People’s language and vocabulary through adolescence are greatly aided by the adults around them. From the age of seven and onwards children may begin to read aloud confidently and have an increasing knowledge of grammar and tenses. During teenage years vocabulary skills and humour will be developing in a more complex way. The use of sarcasm may be introduced. The skills to argue and debate will also progress. Teenagers will become increasingly confident in their own thoughts and ideas, however may still need reassurance as they become an adult. They will develop strong friendships and discover the opposite sex. Although Children may reach these aspects at different times and stages in their life, the same sequence will be followed. This means that a pattern of development is followed. For example, a child must learn to walk before they can develop the ability to run. 1. 2- Explain the difference between sequence of development and rate of development and why the difference is important The difference in the sequence and rate of development is important as they are used to measure a child’s development. It enables Early Years providers to monitor and track a child’s development and identify any concerns. It also allows the provider to plan at the right time for specific children. The sequence of development is the order in which a child develops. This can be different in each child. One child may begin to do things before another and skip a step in the sequence while another child may follow each step in the sequence exactly. Rate of develop is the speed in which a child develops. This can also vary from child to child as one child as one child may start doing things earlier than others. It is vital to know the difference between sequence of development and the rate of development as it helps professionals in identifying the individual needs of a child. It helps practitioners recognise where there may be special education needs and additional support required. Outcome 2Understand the factors that influence children and young people’s development and how these affect practice 2. 1- Explain how children and young people’s development is influenced by a range of personal factors. Various factors contribute to a child or young person’s development. Personal factors can include Health Problems. A child’s development begins in the Mother’s womb and can be hindered by a Mother’s drug taking or excessive alcohol consumption. It can result in premature birth and a low birth weight which consequently has an ongoing effect on the Child’s development. If a child is born with impairment such as hearing loss then this will affect their social skills and their ability to communicate. Socialising is a very important contributing factor to a child and young person’s development as children learn from each other. Learning difficulties can affect a child’s development of social skills. Children with learning difficulties will need extra support in certain areas of learning as they may become frustrated and lose confidence. A disability develops through genes. Therefore this can be a personal factor in a child and young person’s development. Physical impairments because of a disability can present social issues and different aspects of the disability can physically restrict and impair a person. 2. 2-Explain how children and young people’s development is influenced by a range of external factors. As well as personal factors, there are a number of external factors which contribute to a child and young person’s development. Poverty and deprivation can mean that a child’s life chances can often be reduced. This is especially true in other, less affluent countries where children may not have access to an education or healthcare. Family environment and background can strongly influence a child’s development. Children may not receive much support from their parents or carers and the Family may have different priorities than education for example. Personal choices can go on to affect a child and young person’s development throughout their life. If a child chooses to leave school early then this will affect their career prospects and life chances. If a young person chooses to do drugs then this will go on to affect them socially and in regards to their health. If an individual has been a ‘looked after’ Child or in care then this may be a factor in their development. Many ‘looked after’ children are moved around frequently and this can have a negative effect on their education and may cause attachment issues in childhood and throughout life. Education itself can be an external influence in an individual’s development. If a child has not attended Nursery in their Early Years then they may be held back once they begin school. The child may have learning difficulties which have not yet been identified. Explain how theories of development and frameworks to support development influence current practice. Theories of development and frameworks to support development influence current practice in various ways. Cognitive development, a theory developed by Jean Piagent, suggests that children prior to seven years of age judge their good and bad actions on the consequences of them. Children after the age of seven then begin to judge their actions on their intentions. Piagent’s theory also suggests that children’s development is sequential and that a child cannot run before they can walk, so to speak. This theory heavily influences current practice as the development of children less than five years is measured against the Early Years Foundation Stage, which recognises that the milestones which children reach may be at different times in their life but will follow the familiar pattern. Psychoanalytical Development is a theory formulated by Sigmund Freud. The theory proposes that unconscious thoughts, feelings, emotions and experiences can influence a person’s actions and that past experiences can influence and shape an individual’s future. This underlines a child’s impulses and actions. This theory influences every day practice and is demonstrated by having patience and encouraging children to share and take turns. A child must be supported in reasonable risk taking and motivation. A child must learn the skills to negotiate. This can be achieved through conflict resolution and by challenging the child’s behaviour. Abraham Maslow explained through his Humanist theory of development that individuals choices are influenced by their own perception of their experiences and that a person is able to choose their behaviour, it is not an instinctual reaction to your environment. Self-esteem, self-fulfilment and an individual’s needs are of primary importance and a person’s basic needs must be met in order to attain these. Maslow developed the ‘Hierarchy of Need’ which is utilised in current practice to measure a child’s personal development. Maslow put forward that a person’s basic needs must be met before they can achieve self-actualisation and realise their own personal potential. Albert Bandura’s theory of Social Learning advocates that children learn from others through observation and imitation. There are three aspects to this theory and these are that children learn through observation, that a child’s internal mental state is a factor and that even if a child learns something it does not mean that a child will use that learned behaviour. Bandura’s theory has had an influence on current practice as it put forward the idea that learning does not change behaviour and in order to do so both Families and Professionals need to be part of the process. It is widely understood that Parents and Teachers should be positive role models in a child and young person’s life. Burrhus Frederic Skinner’s theory of Operant Conditioning supports the concept of ‘the mind’ and that it is more productive to learn from observed behaviour than to develop from your own internal mental experience. Skinner believed that the best way to understand an individual’s behaviour is to consider the cause and effect. B. F. Skinner’s theory of Operant Conditioning was largely based on Edward Lee Thorndike’s ‘Law of Effect’ theory. Thorndike’s theory was founded through studying learned behaviour in animals. Skinner believed that reinforcement was the key to repeated behaviour and that behaviour that is encouraged will be replicated as opposed to behaviour which is not reinforced being extinguished. Operant conditioning is a theory which supports the fact that behaviour may be changed through reinforcement. This theory is demonstrated in current practice by the use of reward charts. By negatively reinforcing behaviour a child may not repeat the action so as to remove the unpleasant experience. Behaviourist theory was formulated by John B. Watson who believed that children have three main motives being fear, rage and love and the theory deals only with observable behaviour. Development is considered a reaction to given rewards and punishments. Behaviourist theory is set apart from other theories in the fact that it does not deal with internal thoughts or theories. Because of this many critics argue that Behaviourism is one dimensional and does not account for other types of learning. However, it is an effective tool in measuring a child’s behaviour and tracking their development. Although Behaviourism is widely criticised it is still a widely used notion in teaching and encouraging positive behaviour and discouraging negative behaviour. Social Pedagogy is a framework in place to support development and enforce humanistic behaviour such as respect for others, trust and equality. It promotes the development of children in areas such as emotions and feelings, intellect, and physical capability. It encourages sustained wellbeing and health, self-empowerment, to take responsibility for one’s own actions and to promote human welfare and ease social problems. This Framework supports development of children and is increasingly associated with Community and Social Work. It upholds Equality, Diversity and Inclusive practice and is enforced by looking at the child as a whole and supporting their overall development. Outcome 3Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern 3. 1- Explain how to monitor children and young people’s development using different methods. There are various methods and ways of monitoring and tracking children and young people’s development. A key system is session planning and evaluation which enables practitioners to reflect on a session and introduce scaffolded learning to meet a child’s developmental needs. Assessment Frameworks within education are in the form of SATS and GCSE exams. These exams measure a child’s ability to retain information. If a child is believed to have additional needs then a Common Assessment Framework can be completed to identify a child or young person’s educational, emotional and developmental needs. In their Early Years, children undergo regular health checks to ensure their physical development is progressing at the expected rate. The Early Years Foundation Stage is used to measure children’s milestones. Through observation it can be discerned if a child is not meeting the expected pattern of development. This should be relayed to the parent or carer and discussed to ascertain if there are any concerns at home. It is best practice to share information with other professionals, colleagues and parents and carers to ensure that all information and facts are collated and everyone is concerned with the overall development of a child or young person. 3. Explain the reasons why children and young people’s development may not follow the expected pattern There are a range of reasons why children and young people’s development may not follow the expected pattern. Factors such as disability can affect various areas of development but early intervention and support can aid in a child’s development. Positive emotional development occurs when a child receives routine and structure and feels settled. Attachment issues can cause low self-esteem and motivation in children and young people and so this may hinder them in trying new things and risk taking. Physical development can be effected due to genetics. A child may be a slow learner or have problems with physical growth. This can also affect social development. Socially a child or young person’s development may not follow an expected pattern if parents and carers do not make time or prioritise interactive play with their children. An environment can result in a child’s development being affected. If a person is born into poverty then they may not have access to opportunities and education and so life chances are reduced. Culture can also play a part as the ways in which a child is brought up differs around the world. Other cultures may have different expectations or restrictions on a child. Learning difficulties may shape a person’s development pattern as they may not be identified early on in a child’s life. This may therefore hold them back. Children who have speech problems or find it difficult to read and write will find it arduous and frustrating to communicate with others. 3. 3-Explain how disability may affect development Disability can affect development in a number of ways. Learning and social development can be affected by a number of disabilities and a child may be faced with prejudice and discrimination. Learning disabilities which can affect development can include Autism, which affects an individual’s communication and interaction with others and the world around them. Autism can lead a person to feel isolated and alone and an individual may find it hard to read facial expressions and tone of voice. Dyslexia can create development issues in relation to reading and writing. If Dyslexia is undetected in childhood then this can affect a child’s self fulfilment. Children may become angry and detached and may have difficulty attending school. This in turn will affect their education and learning development. Physical disabilities such as Cerebral Palsy affect movement and posture and co-ordination. Some individuals who suffer from this particular disability can suffer from seizures and difficulty in reading and writing. 3. 4-Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. Different types of intervention can promote positive outcomes for children and young people where development is not following the expected pattern. Social Workers are in place to help and safeguard vulnerable children and their families through Child In Need and Child Protection Plans. Speech and Language Therapists can assess and work with children and young people who have speech difficulties. The earlier the difficulty is identified the less the impact on the child’s life. Children who have behaviour and learning difficulties may be supported by a Psychologist. Once the child’s needs have been ascertained support plans can be put in place at home and within education. Psychiatrists is specialised in treating people with Mental Health issues and works alongside other professionals in supporting individuals with such issues. Youth Justice and Youth Workers work alongside Social Care in supporting young people with behavioural problems. Physiotherapists aid children in their physical development where they have restricted or little movement capability. They facilitate them in gaining the maximum movement possible. Specialist Nurses provide support to families of children with disabilities and in need of specialist medical care. Additional learning support is available to children who have specialist educational needs. Assistive technology can further aid those with learning and physical development issues. This technology can play to a child or young person’s strengths and can encourage and motivate them within their capabilities. Health Visitors are often the earliest intervention in a child’s life and the first to ascertain if development is not following the expected pattern. Regular visits from Health will ensure that the child’s development is monitored closely and any concerns are raised early on. Outcome 4Understand the importance of early intervention to support the speech, language and communication needs of children and young people. 4. 1- Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. Our speech, language and communication capabilities relate to how we interact and relate to others. It allows us to socialise and educate ourselves. If a child is identified as having speech, language and communication needs then it is often referred to as SLCN in short. If a child’s SLCN’s are not identified during their early years it may affect their early education and relationships in school. A child may be bullied or their own confidence issues may hold them back from interacting with others. If a child has a hearing or speech impediment then other forms of communication must be evolved and access to the appropriate support must be provided. There are many risks of late recognition regarding speech, language and communication needs. If they are not recognised early on then it can continue to result in problems with self-esteem, learning difficulties, a person feeling isolated and becoming withdrawn, anti social behaviour and an inability to express themselves effectively and a child or young person not fulfilling their full potential. 4. 2-Explain how multi agency teams work together to support speech, language and communication. Practitioners have an obligation to identify children’s needs and refer them into the right support to aid in their development. Multi agency teams work together to support SLCNs by meeting and discussing available support for the child. By multi agencies meeting together it allows all channels of support to be identified at once and discuss what each agency can provide. Minutes are taken at these meetings which allow all agencies to have up to date information and work together to achieve a common goal. 4. 3-Explain how play and activities are used to support the development of speech, language and communication. Children learn through play and different activities can support the development of speech, language and communication. This allows different language to be used within a context the child can enjoy. The activity should be themed on something a child enjoys doing to encourage interest and engagement. Instruments and shapes can lead into describing words and sensory experiences. Puppets can encourage children to talk and interact in dramatic play which allows children to express emotions and develop language. Outcome 5Understand the potential effects of transitions on children and young people’s development 5. Explain how different types of transitions can affect children and young people’s development. A child and young person may go through several types of transition during their development. Emotional transitions occur when a person’s emotional state is altered for some reason. It can occur when a child experiences bereavement, misses a parent/carer or begins or leaves care. A child experiencing an emotional transition may have angry outbursts if they are too young or incapable of expressing themselves in words. A child may experience physical transition when beginning or leaving a school or moving home and perhaps when shifting from one activity to another. It may result in a child becoming anxious and unable to interact with others. Physiological transition takes place when a child goes through puberty or develops a long-term medical condition. A young person may lose confidence and feel uncomfortable meeting new people or experiencing new situations as they develop physically and become an adult. Intellectual transition is when a child progresses from pre-school to primary school, for example. New faces and environments can impact on a child’s ability to feel comfortable and may make the child feel anxious and lose confidence. 5. 2-Evaluate the effect on children and young people of having positive relationships during periods of transition. Positive relationships are highly important to a person’s development and wellbeing. Positive relationships promote consistency and resilience in a child and young person. Good support can come from Parents, Carers, Siblings and extended family, Social Workers, Health Professionals, teachers and tutors. These affiliations will mean that a child or young person is more likely to achieve academic targets and build strong social links. A child will feel more loved and valued and be more prepared for future transitions. Positive relationships also mean that a child or young person’s needs and requirements are more liable to be identified and provided for. A child’s welfare can be monitored more effectively and plans for children’s development and education can be more effective in their outcomes.