...Developmental Delays in Learning Developmental Delays in Learning Abstract After reviewing Chapters 4, 5, 6, and 7 and the required readings for week 5, I will write a summarization of the impact that developmental delays and the environment have on the learning needs of children. My 6-8 page paper will include three examples demonstrating the impact of developmental delays and the environment on the learning needs of children discussed in the week 2 written assignments. I will also discuss why is it important for educators to understand typical behaviors when planning curriculum and I will provide at least three examples in which I support my claim. I will also describe three specific components in a preschool curriculum that make programs effective. I will include at least two references, in addition to the textbook, to support my ideas. Title of Paper Developmental delays are very important in a child’s life and their ability to learn. Delays in development are delays in development and require early intervention. Children develop at different rates and in many cases delays in mental and physical development will improve. Although some children may have significant developmental delays that may indicate possible future learning disabilities for them making learning difficult. There are many pre- school aged children today that may poses developmental issues and could be demonstrating these delays in one or multiple learning areas. This...
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...DEVEOPMENTAL DELAY Introduction and Definition As a child grows and develops, he learns different skills, such as taking a first step, smiling for the first time, or waving goodbye. These skills are known developmental milestones. A child with a developmental delay does not reach these milestones at the same time as other children the same age. There are five main groups of skills that make up the developmental milestones. A child may have a developmental delay in one or more of these areas. • Gross motor: using large groups of muscles to sit, stand, walk, run, etc., keeping balance, and changing positions. • Fine motor: using hands and fingers to be able to eat, draw, dress, play, write, and do many other things. • Language: speaking, using body language and gestures, communicating, and understanding what others say. • Cognitive: Thinking skills including learning, understanding, problem-solving, reasoning, and remembering. • Social: Interacting with others, having relationships with family, friends, and teachers, cooperating, and responding to the feelings of others. Usually, there is an age range of several months where a child is expected to learn these new skills. Some skills need to be developed before new skills can be learned. For instance, children must learn to crawl before they can walk. If the normal age range fro walking is 9 to 15 months, and a child still isn’t walking by 20 months, this would be considered a developmental delay. Growth in...
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...Child’s learning takes place in the framework of relationships. Families, early education practitioners, and early intervention agencies all network to influence successful outcomes for children who are especially frail in their growth and development due to developmental delays, health impairments, or disabilities. A child’s family plays a crucial role in their development. According to Bronfenbrenner “the participation of the family in early intervention service planning not only determines the level of success of the child but the level of confidence parents develop in their ability to advocate or provide services for their own child (Bronfenbrenner, 1979)”. Coordinated services which focus on the needs of the child and respect the strengths and needs of the family determine the overall quality of service delivery. There are different family characteristics which influences the ability for families to receive benefits for children with special needs. Some of the characteristics that effects early intervention includes family size, socioeconomic status, cultural background, geographic location, education, and physical and mental health....
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... What factors, such as, poverty and abuse can have on the development of a child. What educators can do to help identify delays and develop appropriate behavior in children. Also, this paper will explore what children are learning in preschool and programs that can be useful in the growth and development of children. There are differences in the growth and development of every child. Growth refers to specific changes and increases in the child’s actual size (Allen, K. & Marotz, L. 2010, p 24). Development refers to any increase in complexity, from simple to more complicated, and detailed (Allen, K. & Marotz, L. 2010, p 25). Teachers and caregivers often get these confused. Growth defined as an increase in size, whereas development defined by the improvement and acquisition of skills. Growth often limited by the lack of resources and development, will still take place by using the resources a child possesses. Our textbook, states “growth and development are influenced by a child’s unique genetic makeup and the quality of the everyday environment, which includes nurturing, health care, and opportunities to learn the full range of skills that are evidence of developmental progress” (Allen, K. & Marotz, L. 2010, p 25). Every child grows and develops differently according to how the child acquires the necessary skills in six key developmental areas (Allen, K. & Marotz, L. 2010, p 35). Those areas are physical, motor, perceptual, cognitive, language and social-emotional...
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...the problem, a literature review. The term developmental delay is used to identify children that are significantly delayed in meeting developmental milestones. In children it is a major problem worldwide with an estimated prevalence rate of 3% (MacDonald & Rennie, 2011). In the United Kingdom 3% of school aged children are identified as having a special education need associated with either a learning difficulty or an autistic spectrum disorder (National Statistics, 2012). Early detection by professionals is deemed to be of great importance as recognised in a recent government drive with health visiting (DoH, 2011). It is also important because studies have highlighted the substantial benefits that early intervention can offer to children with varying needs (Camilli et al, 2010; Anderson et al, 2003). Therefore despite the implementation of child health surveillance services (Mackrides & Ryherd, 2011; Hamilton, 2006), in clinical practice, children are not being detected before they start school. In the UK and in the student’s own area of clinical practice developmental screening is undertaken by health visitors as part of the Healthy Child Programme (HCP). It is viewed as the core health service for protecting, promoting and improving the health and well-being of children (Department of Health, 2009). A review of the literature shows two screening tools used in the UK, the Denver Developmental Screening Tool (DDST) and in the student’s...
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...Lifelong learning Shannon Ferrell Grand Canyon University Educating the Exceptional Learner SPE- 226 Sharon Diffenderfer December 21, 2012 Lifelong learning Individual with special needs are required to receive the assistance that they deserve to help them succeed in their education. These students are required to receive certain services that are outlined in the students IEP. Their IEP lists goals that the students are suppose to reach whether they are in an inclusion environment or a specific classroom that can better serve them. Developmental disabilities are a mental or physical disability, such as cerebral palsy, mental retardation, arising before adulthood and usually lasting throughout life. (thefreedictionary.com, 2012) Diagnosing a developmental disability usually is noticeable during the first year of an infant’s life. The parent may start noticing that the child is not doing what their same age peers are doing when it includes physical or cognitive development. (ehow.com, 2012) The concerns that parents have about their child’s developmental delays can be discussed with their child’s pediatrician. Usually the pediatrician will ask questions about the child’s development at regular checkups. (ehow.com, 2012) Developmental disabilities can be tested can be tested in areas of adaptive, motor, communication, personal-social and cognitive ability. These tests can be given either by a pediatrician or a intervention specialist. There are many treatments for children...
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...Children usually learn important skill such as crawling, sitting up, walking, babbling and talking as they grow up. This important skill is known as developmental milestone and takes place in a predictable order according predictable ages. A child may be described having developmental delay if does not reached milestone in areas of developmental. These areas are: Gross motor coordination Gross motor coordination is involved in movement and coordination of the arms, legs and other body parts. Gross motor coordination can be further divide into subgroups of locomotors skills and object control skills. Gross motor coordination develops through practices and repetition task. Gross motor coordination develops over a relatively short period of time. Baby take weeks or month to be perfect and master in the...
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...Lifelong Learning The Infants and Toddlers with Disabilities Program portion of the Individuals with Disabilities Education Act (IDEA) addresses the area of the development of infants and toddlers with disabilities. The thought behind this program was to reduce educational costs by providing early intervention services to children with disabilities before they reach school age. The intention was to encourage the collaboration of agencies that provide health, education, and human services. The neural circuits which are a part of the brain that creates the foundation for learning, behavior, and health, are most susceptible to change during the first three years of life. In order to intercept and encourage the effectiveness of intervention, early diagnosis and identification is critical. Extreme poverty, abuse and neglect, or severe maternal depression leads to damage that can have a life time effect in learning, behavior, and physical and mental health. Intervention in these areas can provide education and resources for proper nutrition, health and mental health screenings. Positive early experiences strengthens the brain while early social and emotional development provides a firm foundation for the building of cognitive and language skills. (Goode, Diefondorf, and Colgan, 2011). Recognizing early childhood is a distinct period prime for intervention, IDEA requires all states and localities to develop a system of services to target this age group. This requirement is to...
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...development Brigit Fowler April 22, 2012 Developmental Delay can be easily detected by many if ones pay close attention to the growth and milestone stages within children. There are different things that cause a child to be delayed such as Genetics, if a child is born with a form of abnormalities in the chromosomes they could have Down syndrome for which they would have not only cosmetic problems but, it can cause them to have some other complications with speech, cognitive and motor skills. Another risk factor could be due to their environment whether it is lack of maternal care, exposure to toxins (drugs or lead); another thing could be if the mother has HIV or AIDs it passes to the fetus. Medical Professionals have said that infants born with fetal alcohol syndrome also suffer delay. Children with Delays are not always born with them, there are times that delays are due to a trauma at different ages, example could be a child is beaten and suffers brain trauma the end result can be brain damage for which they will have delays. There could be an accident for which a child endures serious injuries and are put in a medical coma, with that a child could suffer long term damage. Many things play a big part in a child having developmental delays. In order to effectively address a delayed child’s needs, an instructor must first know what area of development that child needs help with. There are five different categories of development: Physical, Cognitive...
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...and underused play is when working towards improving developmental domains for children with exceptionalities and when promoting learning. The first main finding that stood out to me was that children with exceptionalities display delays in play development (Lifter, Mason and Barton, 2011; Messier, Ferland and Mainimer, 2007; Bray and Cooper, 2007; Hine and Wolery, 2006; and Pierce-Jordan and Lifter, 2005). This is useful information if we want to foster meaningful interactions between children with and without exceptionalities in the inclusive classroom. If some children are using more complex play skills, children with exceptionalities may not be able to keep up if they are unable to play at the same level. This could result in a decrease in the amount of social interaction that takes place between children and to some extent exceptional children may become alienated within the classroom. Exceptional children who are physically present in the classroom but do not belong (their presence isn’t valued) are known as squatters (Kliewer, 1998). In an inclusive classroom all students should be full citizens; Rapp and Arndt (2012) discuss the importance of this. Kliewer (1998) outlines four principles of citizenship: believing in one’s own ability to think, believing in one’s individuality, belief in the reciprocity of relationships and a shared social place. If we apply this to play, we believe that exceptional children have the ability to play in increasingly creative and...
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...Children with Special Needs: The term “special needs” is an expression which can pass on to a vast selection of diagnoses and/or disabilities. Children with special needs may have born with a disorder, fatal illness, reflective cognitive injury, or severe psychiatric troubles. Other children may have special needs that involve stressed with learning disabilities, food allergies, developmental delays, or panic attacks. The designation “children with special needs” is for children who may have challenges which are more rigorous than the typical child, and could possibly last a lifetime. These children will need additional support, and added services. They will have dissimilar goals, and will need supplementary guidance and help meeting academic,...
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...their environment around them. Children in this stage will develop object permanence. Object permanence is the knowledge and Cognitive Development of Infancy and Childhood understanding that objects still exist even if the object cannot be seen, heard or touched. An adult may hide a stuff toy inside a basket from a 5-month–old baby. The baby will believe that the stuff toy no longer exists because it cannot be seen or touched by the baby due to the baby not having the knowledge of object permanence. The knowledge of object permanence will soon develop around the age of nine months. The baby will develop simple logical solutions and understand that the toy still exists inside the basket. Understanding of object permanence and gaining senses and motor skills indentifies progress to the next stage of preoperational. Preoperational The preoperational stage occurs from age two to seven years...
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...Examine the factors which affect language Development Learning to talk is one of the most visible and important achievements of early childhood. In a matter of months, and without advanced teaching, toddlers move from hesitant single words to sentences, and from a small vocabulary to one that is growing by a few new words a day. New language tools mean new opportunities for social understanding, for learning about the world, and for sharing experiences, pleasures and needs. It also means being able to understand simple instruction which aid in the teaching and learning process of the child. This paper will look at factors that affect the development of language in Zimbabwe and the world in general. It will look at what renowned scholars say about the development of language. Definition of terms Language according to Fredd C.C Peng(2007) is a behavior which utilizes body parts, the vocal apparatus and the visual system for oral language, the brachial apparatus and the visual system for sign language. Such body parts are controlled by the brain for their functions. E. Bruce Goldstein (2008) defines language as a system of communication using sounds or symbols that enable us to express our feelings, thoughts, ideas and experience. lastly Language can be defined as a means of communication. Cooper(1989) defines language Development as the result of the series of on-going planned actions...
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...this paper I will be discussing and identifying three examples of major conditions in children, and their impact on development and learning, demonstrate a plan that would enhance an interest area, change in behavior or bring new knowledge to parents, children and staff, I will give examples of how assessments are applied in the early childhood classroom and how early childhood curriculum is used with assessment tools, and identify three assessment inventories used for birth through six the assessments that can be used for child developmental portfolios. The first type of major condition in children that has an impact on development and learning is autism. Children with autism spectrum disorder (ASD) don’t tune into other people in the same way as typically developing children. For example, a child with ASD might not respond to his name, make eye contact, smile at caregivers, or wave goodbye without being told to. A child with ASD also might not use eye contact to get someone’s attention or communicate. Children with ASD find it hard to see things from other people’s perspective. They might have trouble understanding that other people can have different desires and beliefs from them. Children with ASD can struggle with focus, attention, transitions, organization, memory, time management, emotional control and frustration. Difficulties with these abilities can affect a child’s learning. For example, while solving a math problem, the child might know her facts well, but might...
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...What’s Eating Gilbert Grape: A Look at Various Life Stages Writer COUN5004- Survey of Research in Human Development for Professional Counselors Abstract The life stages for an individual changes as a person grows older and has various experiences in life. There is a change in the physical, intellectual, social, and emotional growth as an individual age. “The process of development is linked to internal conflicts, changing self-awareness, and a dynamic social environment” (Newman & Newman, 2012). Understanding the current stage, assist the counselor in therapeutically preparing for treatment. This paper will view the members of the Gilbert family including Gilbert, Arnie, and Bonnie Grape through various life stages from school age to middle adulthood. As the individual grows, the family dynamics are changing and will need to adjust to the current life stressors. A struggle that often presents through the various life stages is a need to further develop personal identify. This may not always be easily achieved if depression, caregiver stress, or mental illness hinders a person from achieving it. Title of Paper What’s Eating Gilbert Grape (1993) is the story of a family living in Endora, Iowa. The narrator, Gilbert Grape, describes the story of his family and the trials of the Grape family. The story centers on preparing for Arnie Grape, Gilbert’s youngest brother, 18th birthday party. The story follows as the family prepares for Arnie’s birthday while viewing the...
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