Thesis Health and Social Care Essay Example

intervention, their ability to learn will be delayed because of challenges in communication, interaction, and acquiring knowledge at the same level as their peers. Additionally, learning difficulties can present obstacles for children.

Learning disability, formerly called mental handicap or mental retardation, is also known as general or global developmental delay. Children with a general learning disability encounter greater difficulties in learning, understanding, and completing tasks compared to their same-age peers. However, individuals with learning disabilities still experience continual development and learning during childhood, albeit at a slower rate. The severity of the disability varies greatly among individuals.

Some children may never develop speech skills and may require assistance with activities such as eating, dressing, and using the toilet in adulthood. However, there are also children with mild disabilities who can live independently as they age. It is important to distinguish between general learning disabilities and specific learning difficulties. Specific learning difficulties involve struggling in one or two areas of learning while excelling in other developmental areas. For example, a child may face challenges in reading, writing, or comprehension but demonstrate proficiency in other life skills. Development can be influenced by factors like poverty, family environment, personal choices, and care status. Education also plays a crucial role in personal growth and can be affected by financial and economic circumstances.

Income is the money households receive, and those with low income and poverty are most vulnerable to poor health and limited personal development opportunities. Insufficient income leads to a lack of resources, preventing individuals from living at the minimum acceptable level in society. These resources include clothing, food, and housing. Those unable to afford these essentials are considered to live

in absolute poverty. However, some can afford basic resources but have limited financial means beyond that.

Relative poverty refers to individuals who are considered poor in comparison to the rest of society and may face challenges in participating in their communities due to a scarcity of resources, potentially leading to social exclusion. Children born into impoverished families often find it difficult to escape this cycle and are trapped in circumstances that significantly affect their development. Housing is essential for meeting individuals' daily needs, as the quality and standard of living closely depend on income levels.

Low-income families frequently encounter subpar housing conditions, encompassing insufficient heating and inadequate upkeep. These circumstances can give rise to health problems like bronchitis, asthma, and tuberculosis due to dampness, overcrowding, and neglect. Moreover, the family dynamics that children witness and undergo exert a substantial influence on their growth. Deficient parental abilities may impact their social interactions within a communal context. If children are exposed to verbal or physical mistreatment, they might imitate these behaviors when interacting with others. Different parenting approaches also contribute to shaping a child's future development.

• There are different parenting styles. Authoritarian Parenting is characterized by rigidity and control, where parents demand obedience without considering the child's feelings. This can lead to anxious or withdrawn children. Authoritative Parenting, on the other hand, involves supportive discipline and gentle guidance, resulting in confident and socially adept kids.
• Permissive Parenting is highly lenient, allowing children to determine their behavior. However, these children often struggle with emotional control and peer relationships.
• Neglectful Parenting prioritizes the welfare

of children lowly, leading to emotional immaturity and engagement in antisocial behaviors.

There are four main theories of child development: Psychoanalytic, Learning, Cognitive, and Sociocultural. Each theory provides valuable insights into childhood growth.

Each theory of child development has its own limitations, prompting developmental scientists to incorporate multiple theories when examining the growth of children. The following are the major child development theorists and their respective theories.

Arnold Gesell's Main Theory: Development is dictated by genetically determined "maturation patterns" that unfold in a predictable sequence. In Gesell's well-known study, he compared the progress of twin girls who received motor skills training, with one twin receiving longer training than the other.

The study found no difference in the age at which children acquired skills, indicating that development occurs genetically regardless of training. This suggests that physical development is predetermined, independent of adult instruction. Gesell established "milestones of development" through studying many children over time, which are still used today.


Sigmund Freud's Main Theory


Early childhood experiences impact later development. According to Freud, sexual factors play a role even during early childhood, but his theory lacked substantial evidence and faced criticism. Freud believed basic sexual instincts drive most behaviors and personality develops through the interaction between the ID, Ego, and Superego.

According to Freud, the ID pursues unrealistic gratification of basic desires, while the Superego pursues unrealistic moral responsibility and conscience. The Ego serves as a mediator between these conflicting forces. Some aspects of Freud's work, such as the connection between traits like generosity or possessiveness and childhood factors like parental attitudes towards toilet training, remain unproven.

B. F. Skinner's Main Theory


Behavior is shaped through reinforcement and punishment. Children are conditioned by their experiences. Skinner believed that learning occurs when an organism responds to or operates on its environment, a concept he called operant conditioning. He conducted extensive research with animals, particularly rats and pigeons, and is known for inventing the Skinner box, a device in which a rat learns to press a lever in order to obtain food.

Alfred Bandura. Main Theory Learning occurs through imitation. This diverges from Skinner's "conditioning" as it places more importance on inner motivational factors. Bandura's theory, originally known as "Social Learning Theory," has since been renamed "Social Cognitive Theory" to incorporate subsequent advancements. Many view Bandura as a cognitive psychologist due to his emphasis on motivational factors and self-regulatory mechanisms that influence behaviors, rather than solely considering environmental factors.

This focus on cognition sets social cognitive theory apart from Skinner's purely behaviouristic perspective.


Lev Vygotsky: Key Theory


Development is primarily influenced by language, social context, and adult guidance. Lev Vygotsky, a Russian psychologist who passed away prematurely, made significant contributions while working at the Institute of Psychology in Moscow (1924–34). During this time, he developed concepts related to cognitive development, particularly the link between language and thinking. Vygotsky emphasized the role of historical, cultural, and social factors in cognition and contended that language is society's most crucial symbolic tool.

Jean Piaget. Main Theory

Development occurs in discrete stages of cognitive development. Adults have an influence, but the child is also constructing their own thinking systems. Jean Piaget gained recognition for his work

in developmental psychology, where he was mentored by C. G.

Piaget, a researcher influenced by Jung and Eugen Bleuler, focused on administering intelligence tests to children and investigating the types of errors they were prone to at different ages. His curiosity led him to delve into the reasoning abilities of children across various developmental stages. Piaget proposed that cognitive development occurs in four stages that are genetically predetermined and always occur in a specific order.

Monitoring a child's development is a crucial aspect of providing optimal care and stimulation. By understanding a child's interests and how they engage in play, we can effectively plan activities. Additionally, monitoring allows us to identify any challenges or issues a child may be facing, enabling early intervention. Early detection of sensory impairments, for instance, is vital as it can impact behavior, socialization, and self-esteem. There are several methods available for monitoring development when working with young children.

The full range of development in children under the age of three should be covered, using informal observation and written records. This includes documenting their learning throughout the day, including during care routines. The development of physical skills and growing control and coordination is highly beneficial for young children, even from a young age. Interestingly, some professionals working with older children are recognizing the importance of physical skills and development in facilitating learning. Babies have a strong desire to gain control over their body, hands, and legs, and they continuously practice their current skills. Once they acquire the ability to move, they utilize this skill to explore and expand their world. Any methods used to monitor children's development should reflect how they

utilize their newly acquired skills, rather than simply assessing their ability to crawl or take a few steps.

Be cautious that care routines offer opportunities for learning and monitoring progress, in addition to playtime. It is beneficial to seek various sources of examples of the same or similar skill. For example, hand-eye coordination can be observed with play materials like posting boxes, but it is also demonstrated when a toddler eagerly puts letters in a real postbox or assists in wiping the table after lunch. By being attentive to physical skills, you may also notice early indications of self-reliance - toddlers who desire to feed or dress themselves, even if they cannot complete the task entirely. Early communication begins months before the first actual words and should be valued just as much as spoken language when it emerges.

In order to effectively monitor a baby's development, it is crucial to observe and document their expressions, gestures, and early words or phrases. Toddlers show their comprehension of familiar events and requests, and providing descriptive anecdotes as examples can aid in supporting these observations. By observing the behavior of infants, one can track their cognitive development and understanding of the world before they are able to express their thoughts and ask questions. Nonetheless, adults must be cautious and recognize the inherent uncertainty when making assumptions about a child's understanding.

Toddlers and young children often exhibit forward planning, memory use, drawing on past experiences, and basic problem-solving skills. Their spoken language provides insight into their thoughts about the world. Effective monitoring of young children in nurseries typically involves a combination of methods, including regularly completing and sharing developmental profiles or record

sheets with parents. These profiles should cover all areas of development and reflect the child's progress. Additionally, descriptive diaries or daily logs are important for tracking significant events and documenting a child's care and well-being. These logs should include examples of how babies or toddlers spent their day, particularly when they cannot communicate verbally.

' followed by the names of other toddlers or specific play materials. Some days, the entry may be 'I was really interested in... ' followed by a description of what caught this child's attention.

Logs are most effective when nurseries ensure that they are passed between nursery and home regularly, often on a daily basis. The record serves as a supplement to, not a replacement for, conversations with parents. A descriptive method of monitoring can clearly demonstrate to parents how much you appreciate their child's unique approach to life. By showing that you value personal examples, you can encourage parents to share in return.

Such communication can help prevent parents from feeling like all the crucial learning experiences occur only at nursery and that they are merely observers. Books or portfolios are an excellent way to enhance personal monitoring. Certain nurseries maintain a collection for each baby and toddler, which records their time at nursery through photographs of the child participating in activities or outings or creating their first drawings. The portfolio stays with the child throughout their time at nursery and is given to the family upon their departure.

Both parents and children themselves value a

collection that documents their childhood memories. A child or young person's development may deviate from the expected pattern due to various factors such as disability, emotional issues, physical challenges, environmental factors, cultural influences, social factors, learning needs, communication barriers, or genetic factors.

Learning disabilities can impact an individual's learning in different ways. Specific learning difficulties (SpLD) is a broad term used to encompass various difficulties. Although dyslexia, which is a difficulty with words, is commonly associated with SpLD, it is now acknowledged that dyslexia is just one of the challenges within this group. Other difficulties may include dysgraphia (writing difficulty), dyspraxia (motor difficulties), and dyscalculia (difficulty with mathematical calculations).

Additionally, attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD) can cause concentration difficulties along with increased activity levels and impulsiveness.

Individuals with Asperger’s syndrome and autism often experience difficulties with emotional behavior and social communication. These challenges also commonly impact their motor skills, information processing, and memory. It is important to recognize that each person with a specific learning difficulty (SpLD) has a unique combination of symptoms, making it impossible to generalize descriptions across individuals. Additionally, both students with SpLD and those without may encounter visual-perceptual discomfort and disturbance known as Meares-Irlen syndrome, which can affect their ability to read print on white paper, overheads, slides, and while using a computer.

Students with dyslexia may struggle with both written and spoken language due to processing difficulties, such as visual and auditory perceptual skills. This difficulty is not necessarily linked to prior education. In addition, they may experience challenges with short-term memory, concentration, and organization, which may cause concern when engaging in certain learning tasks. Dyslexia can vary among

individuals and can affect people of all abilities. The use of different approaches and strategies can help minimize the impact of dyslexia on learning. It is important to note that individuals with dyslexia often possess unique talents along with common difficulties.

Dysgraphia is a condition that affects writing, leading to illegible and misspelled work. This condition can vary in severity and is not related to a person's intelligence or reading ability, which may actually be above average. It is often accompanied by poor coordination and fine motor skills. Dyspraxia, on the other hand, is a developmental disorder that specifically impacts coordination.

This can have an impact on various aspects, including movement, perception, and cognition. As a result, it can affect speech, fine motor skills, overall body movements, hand-eye coordination, sequencing, and organization. Dyspraxia can sometimes overlap with dyslexia, Asperger’s Syndrome, and ADHD.

On the other hand, individuals with dyscalculia possess normal language abilities when it comes to reading and writing. However, they struggle with mathematical skills such as addition, subtraction, multiplication, division, and mental arithmetic. They tend to overlook common mistakes such as transposing, omitting, and reversing numbers. Additionally, they find it challenging to comprehend abstract concepts related to time and direction, sequences of events, and remembering names.

They lack 'big picture' thinking, are confused by timetables and may often be late. They may have a poor sense of direction and can get lost. Those who have attention deficit disorder (ADD) or attention deficit hyperactive disorder (ADHD) tend to have disruptive behaviours that cannot be described as being of a psychiatric nature. The behaviours are not age appropriate, so an older person may misbehave in a similar way to

a much younger peer. Individuals have difficulty focusing their attention to complete a specific task; they can be hyperactive and impulsive and can suffer from mood swings and 'social clumsiness'. Some research shows that students with hyperactive-impulsive symptoms tend to have more behavioural problems, while those with the inattentive type (ADD) have a higher risk of co morbid depression or anxiety disorders.

Many factors contribute to attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD), including neurological factors such as impulse control and concentration, as well as genetic, inherited, and environmental factors. Individuals with Asperger’s syndrome (AS; also known as high functioning autism) can exhibit a range of characteristics of varying severity. These characteristics may include difficulty adapting to change and displaying unexpected reactions to their surroundings, difficulty interpreting non-verbal cues and understanding personal space, which can lead to challenges in social interactions. They may also develop intense interests or obsessive routines, with students who have AS finding their subject of interest beneficial. They possess a keen attention to detail and can be reliable, punctual, and dedicated. Additionally, they may have heightened sensitivity to sensory stimuli such as sounds, tastes, smells, and light. Although AS is neurologically based, it does not necessarily impact intelligence. Autism is a developmental disability that is characterized by impairments in social skills, language, and behavior. However, the severity of these difficulties varies among individuals; some may have no verbal communication or eye contact with others, while others have limited speech but can function in social settings.

Autism is a neurologically based condition that has been found to have a strong genetic component, affecting over 500,000 families in the UK according to

the National Autistic Society. In the case of a new student with autism, there are several ways in which staff can support their transition to the new learning environment. Some suggestions include providing clear and detailed information on timetables, routines, and rules, creating an information pack with a school plan and photos of key places and individuals, assigning a staff member or peer/mentor for support, collaborating closely with the student's family, getting to know the student through communication with them and their parents, learning about their unique needs in terms of social interaction, communication, and learning, facilitating opportunities for pre-school visits and taster days to help them acclimate before starting full-time.It is essential for all teaching and learning support staff members to receive basic training in autism awareness. Additionally, providing a camera and assisting the student in developing a visual storyboard are important forms of support.