Communication Development 0 16 years

What do we mean by the Pre-linguistic Stage?

0 3 months

• Reacts positively and prefers main Carers voice.
• Makes cooing sounds and gurgles when happy or in response to speech.
• Cries when upset, wet, tired and hungry.

3 6 months

• Responds with obvious pleasure such as chuckles, laughs and squeals.
• Vocalizes delightedly and tunefully to self or when spoken to or pleased using babbling sounds or 'da da, goo, der, adah' sounds.
• Cries when uncomfortable or annoyed, but can be comforted.

6 12 months

• Vocalizations contain most vowels and many consonants such as 'dad dada'.
• Shows that they understand several words in usual context such as own name, family names and familiar objects.
• Comprehends simple instructions associated with gesticulation such as waving 'bye bye', 'clap hands' or 'pointing'.

Linguistic Stage

12 18 months

• Communicates with between 2 to 10 recognisable words to the main Carer.
• Imitates speech heard and uses short phrases such as 'mummy gone'.
• Attempts to sing and jabbers loudly, freely using wide range of different pitch.

18 months - 2 years

• Puts two or more words together to form simple sentences.
• Uses between 50 to 200 recognisable words.
• Constantly repeats words and learns at least 10 new words.

2 3 years

• Starts to ask many questions beginning with 'what', 'where' and 'who'.
• Carries out simple conversations and has a larger intelligible vocabulary.
• Begins to recognise plurals correctly such as 'dog(s)', 'cat(s)' etc.

3 4 years

• Knows and understands several nursery rhymes and songs.
• Asks many questions such as 'why', 'when', 'how' and 'who'.
• Speech grammatically correct and intelligible to strangers.

4 8 years

• By 5 years old their vocabulary is about 5000 words and their speech is fluent.
• Enjoys telling and repeating jokes.
• Begins to define their language and use more complex sentences.

8 16 years

• Fluent language, reading and writing skills.
• Language is fully developed and they are able to converse in larger groups.
• Able to use complex sentence structure.

Physical Abuse:-
An "abused child", under the law, means a child less than 18 years of age whose parent or other person legally responsible for the child's care inflicts or allows to be inflicted upon the child physical injury by other than accidental means which causes or creates substantial risk of death or serious disfigurement, or impairment of physical health, or loss or impairment of the function of any bodily organ.

Physical indicators:-
'¢ Bite marks.
'¢ Unusual bruises.
'¢ Lacerations.
'¢ Burns or scalding.
'¢ High incidence of accidents or frequent injuries
'¢ Fractures in unusual places
'¢ Injuries, swellings to face and extremities
'¢ Discoloration of skin
'¢ Shaking, throwing.
'¢ Poisoning.
'¢ Drowning.
'¢ Suffocating.
'¢ Fabricate illness of child.

Behavioural indicators in child:-

'¢ Avoids physical contact with others.
'¢ Apprehensive when other children are upset or crying.
'¢ Wears clothing which conceals injuries.
'¢ Refuses to undress for gym or in front of their peers.
'¢ Gives inconsistent versions of how the injuries occurred (age dependent).
'¢ Seems frightened by parents.
'¢ Often absent from school.
'¢ Child has difficulty getting along with peers.
'¢ Little respect for equipment or peers.
'¢ Overly compliant.
'¢ Shy or overly confidant (uncharacteristic).
'¢ Withdrawn, gives in allows others to perform task.
'¢ Aggressive often hurting others.
'¢ Complains of pain when touched or moving.
'¢ Reports abuse by parents.

Family or Parental indicators:-

'¢ Cross Reference to K2S32 Recognition that social factors, may increase a child's vulnerability to abuse.

Emotional Abuse:-
Emotional abuse is a pattern of behaviour that attacks a child's emotional development and sense of self-worth. Emotional abuse includes excessive, aggressive or unreasonable demands that place expectations on a child beyond his or her capacity.

Emotional indicators:-

'¢ Criticizing child.
'¢ Belittling and insulting child.
'¢ Undermining child.
'¢ Rejecting and teasing child.
'¢ Verbal attacks.
'¢ Failure to provide love, care and nurturing.
'¢ No support or guidance.
'¢ Indifferent to child.

Behaviour indicators in child:-

'¢ Child has low self esteem.
'¢ Suffers from speech disorders or lack of adult communication.
'¢ Lacks social skills may be inappropriately aggressive or highly aggressive.
'¢ Verbally abusive or is cruel to others.
'¢ Bed- wetter may lack physical or mental development or may have regressed.
'¢ Extreme behaviour (Rocking, biting or bites self, compulsions, obsessions, phobias and hysterical outbursts.)
'¢ Likes to be isolated or becomes isolated.
'¢ Lack of sleep.
'¢ Lack of concentration.
'¢ Lack of emotion and confidence. (Shy, passive, compliant).
'¢ Child makes negative statements about self.
'¢ Overly demanding.

Family or Parental indicators:-

'¢ Cross Reference to K2S32 Recognition that social factors, may increase a child's vulnerability to abuse.

Sexual abuse:-
Sexual abuse is any sexual contact with a child or the use of a child for the sexual pleasure of someone else. These can also involve non-contact activities which include children looking at, or in the production of, pornographic material or sexual acts.

Sexual indicators:-

'¢ Asking a child to expose themselves.
'¢ Fondling with child's genital area.
'¢ Child pornography.
'¢ Oral sex or penetration.
'¢ Rape or buggery.
'¢ Prostitution of child.
'¢ Child trafficking.

Behaviour indicators in the child:-

'¢ Child finds it difficult to sit or walk. (Suffering from soreness).
'¢ Child has discharge, stained or bloody underwear.
'¢ Child has pain or itching in genital area.
'¢ Child becomes suddenly reluctant to go somewhere with an adult or to go home.
'¢ Child becomes suddenly reluctant to be with someone, not wanting any physical contact.
'¢ Child has inappropriate displays of affection or role play.
'¢ Child starts to use inappropriate sexual terms, new names for body parts and may even starts performing 'sexual acting out'.
'¢ Finds it uncomfortable or may reject typical family affection, may change in demeanour particularly towards adults and gender.
'¢ May reject all physical contact.
'¢ May start suffering from sleep problems and nightmares. Refusal to sleep alone or insist on a night light.
'¢ Child can show signs of regression i.e. thumb-sucking, bed-wetting and other signs of dependency.
'¢ Extreme clinginess.
'¢ Child will become reluctant to change in front of others for PE.
'¢ Uncharacteristic change in personality. (Poor self esteem).
'¢ Child may become very secretive.
'¢ Disruptive at school.
'¢ Reports sexual abuse.

Family or Parental indicators:-

'¢ Cross Reference to K2S32 Recognition that social factors, may increase a child's vulnerability to abuse.

Neglect Abuse:-
'Neglected Child' means a child less than 18 years of age whose physical, mental or emotional condition has been impaired or is in danger of becoming impaired as a result of the failure of the child's legal guardian to exercise a minimum degree of care in supplying the child with adequate food, clothing, shelter, or education or medical care.

Neglect indicators:-

'¢ Not thriving (untreated illness, Poor health, Tiredness, frequent complaint worms, lice, itching skin eruptions.)
'¢ Dressing in inappropriate clothing for weather conditions, tatty, dirty clothing that are under or oversized.
'¢ Offensive body odour, dirty skin appearance and unwashed or uncombed hair.
'¢ Poor attendance at school.
'¢ Any physical complaints not responded by parents.
'¢ Easily fatigued.
'¢ Child very timid, shy, dependent, lack confidence, listlessness, lacks interest, lacks curiosity has poor responsive behaviour.
'¢ Child does not often smile, cry, play or relate to others.
'¢ Child will show poor self esteem and have low expectations of self.
'¢ Shows signs of regressive physical development i.e. thumb-sucking, bed-wetting.
'¢ Have developmental delay in talking, dressing, socialising and concentration.
'¢ Unduly over or under stimulated for no purpose.
'¢ Frequently hungry appears greedy.
'¢ Left unsupervised or left alone for long periods.
'¢ Not eating properly.

Behaviour indicators in child:-

'¢ Child has poor health.
'¢ Easily fatigued, fall asleep in class or shows signs of drowsiness.
'¢ Frequently Hungry may steal or hoard food.
'¢ Child very timid, shy, dependent, lack confidence, listlessness, lacks interest, lacks curiosity has poor responsive behaviour.
'¢ Child does not often smile, cry, play or relate to others.
'¢ Child will show poor self esteem and have low expectations of self, see self as a failure.
'¢ Shows signs of regressive physical development i.e. thumb-sucking, bed-wetting,
'¢ Have developmental delay in talking, dressing, socialising and concentration. (May appear in a dream world).
'¢ Unduly over or under stimulated for no purpose.
'¢ Child may rock, sucks hair or thumb signs of obsessive behaviour.
'¢ Does not turn to parent for help or comfort.
'¢ Regularly hospitalized for failure to thrive and will regress once back home.
'¢ Cries easily when even slightly hurt.
'¢ Comes to school hungry, may have long days and placed in various settings before and after school day.
'¢ Child may be troublesome at school, cruel to others stealing, lying, and breaking other children's processions.
'¢ Break school's property.
'¢ Poor attendance at school.
'¢ Child may be withdrawn, overactive or under active, depressed.

*Please note that some of the indicators of neglect can also be present for behaviour changes within a child.

Family or Parental indicators:-

'¢ Cross Reference to K2S32 Recognition that social factors, may increase a child's vulnerability to abuse.

Bullying:-

Bullying can take on various forms of abuse, physical, emotional or verbal. It may involve one child bullying another or a group of children against a single child or groups against another group. Bullies are often children who have been bullied or abused themselves. They may be children who have poor social skills and do not meet family or school expectations. The abuse will normally involve the following:-

1. Imbalance of power.
2. Differing emotional tones, the victim will be upset but the bully will be seen as 'cool'.
3. Blaming the victim for what has happened.
4. Lack of concern or compassion on part of the bully.

With the onset of new technology bullying can be now done remotely via the use of mobile phones or the internet.

For all abuse there are plenty of organizations which are in place to help children in these situations:-

www.safechild.org
www.childtrauma.org
www.keepkidshealthy.com
www.nspcc.org
www.barnardos.org.uk

The Manual Handling Operations Regulations 1992 require employers to make an assessment of the risks associated with any manual handling operations that are of concern to the school.

Any risk assessment must begin by analysing what is required for each type of lifting operation. Consideration must also be given to the frequency of the operation, the capability of the lifter and the working environment.

Manual handling includes any occasion where any item, person or object is lifted, lowered, pushed, pulled or physically moved in any way.

Manual handling takes place everyday in schools and will include:

• The lifting and handling of boxes, equipment, tools, paper, desks,tables etc.
• The lifting and handling of pupils.

Regular, manual lifting and handling of children, particularly those with physical disabilities, can present significant risk to both the child and the staff. Only those staff whose contract of employment requires them to lift children and where they have been suitably trained should regularly lift children. The use of suitable hoists to aid lifting and moving reduces these risks to a minimum.

When lifting children the same principles as for lifting any object should be applied, however the potential for the child to move whilst being lifted must be considered.

• Place your feet apart to give a balanced stable base for lifting.
• Your body should face in the direction in which you intend to move.
• Bend knees and keep back straight.
• When lifting child keep child close to you.
• Have a good grip.
• Are you wearing appropriate clothing, will your clothing snag on the child or restrict your movement?
• Are you wearing flat shoes?
• Do not bend, twist, stoop or lean back.
• Know your own capacity ask for help if required.

Always ensure there is a clear, unobstructed route between where the child is to be lifted and where they are to be put down? If not, clear away obstructions and arrange for doors to be held open if necessary.

Manual handling assessments should identify where staff require training in lifting techniques or in the use of specialist equipment. All training should be recorded in the Health & Safety procedures for the school.

K2S15 Setting's safety, safeguarding and protection and emergency procedures, what these are and why they must be followed, including controls on substances harmful to health and other key aspects of health and safety.

Building Safety:

The Head teacher is responsible for securing the building and maintaining the security and safety of the children (Please reference K2H16).  The caretaker under the direction of the Head teacher is responsible for opening and securing the building.

During periods of severe weather conditions, arrangements for maintaining safe access to and from the premises are determined by the Head teacher.

Building complies with UK building legislation (Please reference K2H21) which includes disabled access.

The main entrance of the school has an inner entrance in which you must 'buzz' to speak to the receptionist.  The door cannot be opened from the outside; someone has to physically open it from inside.  All visitors must arrange visits via the telephone and make an appointment.  All visitors' identification will be verified and they will be asked to sign in and out of the visitors' book.

All gates and outside access is locked (Please reference K2H30).

Maintenance of the premises and housekeeping will be undertaken by the Caretaker.  The Caretaker will ensure daily that all corridors, passageways and gangways are kept clear of rubbish and obstructions.

All members of staff should report immediately to the Caretaker any defective furniture, damage, wear and tear of the premises.

The Head teacher is responsible for any maintenance work on the premises.  The Governors will also determine the programme of any structural maintenance.

The Head teacher will be responsible for submitting proposals of any adaptation and improvements to the premises to the Director of Education.

Health and safety inspections will be carried out once every term.  These will be initiated by the Head teacher and the Health and Safety representative.  Inspection and report forms will be completed and a copy forwarded to the local authorities Health and Safety Officer.

All provisions of Health and safety information are the responsibility of the Head teacher (Please reference K2H16).

Safety Equipment:

All equipment compliant with Safety regulations (Please reference K2H21, K2H16, K2H27 and  K2H30).

All electrical equipment is compliant and safety checked (Please reference K2H21).

All fire equipment compliant and safety checked (Please reference K2H30 and K2H27).

All medication checked and locked securely. (Please reference K2H27).

Within the Nursery area they have extra safety equipment installed for the younger age range these include:

• Electric plug covers.
• Cupboard door locks.
• All children's paints and glue are kept out of reach or in child locked cupboards within the messy area.

(Please reference K2H21).

All relevant members of staff have access to up to date records which are kept on every child (Please reference K2H21) which include any dietary requirements and food allergies.

Control of Hazardous substances:

Using chemicals or other hazardous substances can put people's health at risk, so the law requires all employers to control exposure to prevent ill health.

All employers must follow the eight steps laid down in the COSHH legislation:

1. Assess the risks.
2. Decide what precautions are needed.
3. Prevent or adequately control exposure.
4. Ensure that control measures are used and maintained.
5. Monitor the exposure.
6. Carry out appropriate health surveillance.
7. Prepare plans and procedures to deal with accidents, incidents and emergencies.
8. Ensure employees are properly informed, trained and supervised.

www.coshh-essentials.org.uk

For the vast majority of chemicals used within the school i.e. commercial cleaning products the presence of the warning label will indicate whether COSHH is relevant.

All hazardous substances used in the school are maintained by the Caretaker and an inventory of all these substances is kept.

• Very toxic or toxic
• Harmful or irritant
• Corrosive

An inventory list should include the names of all the substances used in the school with a risk assessment which includes exposure as per the school's Health and Safety policy.

All members of staff are responsible for the correct disposal of hazardous substances following the relevant risk assessment sheet.

The caretaker is also responsible for ensuring that report forms are available for reference for the local exhaust ventilation council contractor.

All waste is collected daily by the Caretaker and Cleaners, who arrange its safe storage in secure containers.  Any items of waste that are not covered by the general waste agreement with the council must under the direction of the Head teacher and Caretaker have special arrangements made with the local authorities for their disposal.

The guidelines to the correct adult to children supervision (Please reference K2P25) are exercised to ensure children's well being.  All teachers are responsible for effective supervision which includes emergency procedures, safe working practices within their teaching area, that adequate risk assessments have been made in practical lessons and that careful control of products are made during practical lessons.

It is the responsibility of the school's Governors and the Head teacher to ensure all members of staff have been CRB (complete background screening LTD also Umbrella Company of the Criminal Records Bureau) checked. This check will eliminate and provide clarity on all applicants, providing an in depth criminal history.

Children's overall well being set within the school (please reference K2S31 and K2S32). Children's expected behaviour management (please reference K2D35, K2D36 and K2D37).

For effective infection control and hygiene (please reference K2H24).

All categories of Health and Safety are set down within the School Health and Safety policy in line with relevant laws and legislations.  This document and procedures are the responsibility of the School's Governing body and Head teacher.

As per the guidelines set within the Health and safety policy the Caretaker is responsible for the maintenance of the school grounds and outside equipment.  The Caretaker must ensure that all safety equipment is checked.

The outside area must be free of broken glass, animal faeces and other hazards.

The Caretaker must also ensure that all toilet facilities are maintained and are in a clean and hygienic condition, are adequately ventilated and supplied with adequate washing facilities i.e. soap, paper towels etc.

All members of staff are responsible for checking that their classroom / work area is safe before use and to ensure handling and storage of equipment and substances are adhered to according to the Health and Safety policy. All members of staff must not neglect or misuse equipment.

The maintenance of the premises and housekeeping is the responsibility of the School's Governing committee and the Head teacher.

Smoking is prohibited within the School's premises including the outside area as per current laws and legislations.

All categories of Health and Safety are set down within the School Health and Safety policy in line with relevant laws and legislations.  This document and procedures are the responsibility of the School's Governing body and Head teacher.

Barriers to effective communication:

• Hearing difficulties or deaf.
• Poor vision or blind.
• Ill health.
• Special educational needs.
• Physical disability.
• Poor language skills or English as an additional language.
• Environment factors.
• Background noise or high levels of noise.
• Poor vision within the setting.
• Environment too hot or too cold i.e. uncomfortable temperature.
• Disruptive child.
• Time of day i.e. tiredness.
• Stress levels i.e. not organised, staff shortages.
• Lack of privacy.
• Interferes from others.

Personal Aspects:

• Negative body language.
• Talking over you.
• Poor listener.
• Unwell.
• Facial expressions.
• How you look i.e. untidy.
• Recognition.
• Signals, tone of voice i.e. aggression, rudeness.
• Speech level of understanding.
• Interrupting.
• Patronising, talking down to you.
• Hand gestures and movements.

How do I supervise a child without overprotecting them?

Firstly, I would assess the risk and make a safety judgement in the activity they are performing according to their age.  I would ensure that the activity or equipment is appropriate for their age or set age related tasks.

I would ensure all equipment or games are age related and that all equipment has been regularly checked for any safety issues i.e. general wear and tear.

I would ensure that all children have a safe environment, which will at the same time encourage them to become more independent e.g. storing equipment pens, scissors etc in cupboards which are assessable to children.

I would plan ahead thinking of any obstacles which may cause harm ensuring that the children have appropriate supervision e.g. ensuring that area is clear of any obstruction.

I would ensure that the children also have a clear understanding of the school's appropriate behaviour and boundaries and what effect these will have if they are not adhered to i.e. consequences of their own actions.  Also they must be encouraged to follow the daily routines of the setting.

I would ensure that all children are encouraged to problem solve on their own before intervening, letting them ask for help and coming down to their level.

I would make sure that there is correct adult to children supervision and that appropriate supervision is in place in case of any unseen circumstances.

I would ensure that all members of staff are located in appropriate areas within the setting and that they have a good visibility of all the children especially if they are working closely with an individual child or a small group.

Child ratio:-

Within my setting in the school's nursery and reception class the following ratios apply:-

• One adult to eight children.

Taking children outside setting:-

Children's Act 1989

All Local Authorities have a duty to safeguard and promote the welfare of children, working in partnership with the parents they must assess a child's needs and ensure the safe upbringing of children by their own families if safe to do so.  All Local Authorities are required to produce plans setting out their provisions of children's services i.e. educational services, local Housing services, Health Services.

All Local Authorities can seek a court order if it is in the best interest of the child and the welfare of said child will be of paramount consideration.

All Local Authorities are charged with duties to identify children in need and to safeguard and promote their welfare and to provide a range of services appropriate to those children's needs.

All children in need must have provisions to the following services:

• Advice, guidance and counselling.
• Occupational, social, cultural and recreational activities.
• Home help including laundry facility.
• Facilities or assistance with travel to and from any services provided.
• Assistance to enable the child and the family to have a holiday.

Additional financial provisions are also in place for children with disabilities.

The Act also legislates to protect children who may be suffering or are likely to suffer significant harm.  All Local Authorities have a duty to investigate when there is reasonable cause to suspect that a child is suffering or is likely to be subject to significant harm.  The investigation must include an objective of the child's needs, including the risk of abuse and the need for protection, as well as the family's ability to meet those needs.

Parental responsibility

Parental responsibility includes all the rights, duties, power, responsibilities and authority which a parent has in relation to the child.

All birth mothers and fathers married to the mother at the time of birth have automatic responsibility.  Any natural fathers who are not married at the time of birth can acquire parental responsibility by a formal agreement obtained on an application to the Court.

Guardians can be appointed to have parental responsibility upon the death of the parents.

Within the Act a child is defined any person under the age of 18 years.

The main aim of the act is to encourage greater partnership between statutory authorities and parents.

K2C14 How children's ability to communicate can affect their behaviour.

The ways in which children's communication can affect their behaviour.

• Poor language skills (may be age related).
• Toilet training.
• No body listens.
• Frustration not being understood.
• Speech problems.
• Poor hearing or severe hearing loss.
• Poor reading and literacy skills.
• Expectations to high or to easy not geared to children's development needs.
• Exclusion of activities.
• Displays signs of withdrawal due to family issues, new sibling or bullying.
• Different culture, English as an additional language.
• Special educational needs or disability.

People searched for: