ktmeng/mec huggingface dataset:
Topic: diversity

Family is more important to Cuban Americans. At times there is up to three generations living under one household. It is very common for the older generation to live with their children. This is very common, especially when one of the older generations passes on and the spouse that is now widowed or widower will go and live with the children. Puerto Ricans The next largest group of Hispanic Americans in the United States is the Puerto Ricans. Puerto Ricans speak Castilian Spanish. However, 40% of the group is bilingual and mostly speaking English. When in the privacy of their homes they speak Spanish.
Topic: diversity

The Puerto Rican group also struggles in the United States. They have an unemployment rate of 8. 1%. This is the highest unemployment rate of the Hispanic groups. They live below the poverty level by 25. 8%. In 2000, they had a Median Family income of $31,312. This is $23,594 less than the Non-Hispanic White. Puerto Ricans have a strong Catholic religion and family is a high priority. The development of their children is very important. Both parents take the important role in raising their children. There is also co-parenting.
Topic: diversity

This is where family members help with the development of all their children. This is a very strong tradition with the Puerto Ricans. Their family ties are very strong. When birthdays, weddings, and holidays come around, the family always gathers to celebrate. Women are the ones that usually prepare the food along with the purchasing. The family tries to eat together as often as they can. El Salvadorians El Salvadorians were poor and wanted to flee their country because of the war, so they migrated to the United States. They language is primarily Spanish. Most of the El Salvadorians that are in the states are illegal immigrants.
Topic: diversity

With being illegal immigrants, they are not able to participate in our elections. They are also not able to fight for more pay, or health insurance. When the El Salvadorians work in the states, the money that they earn is sent back to their families. They keep very little money for them to live on; the rest of their earnings is sent back home. A majority of El Salvadorians religion is Roman Catholic. Some follow the Pentecost religion. These two religions are very similar. El Salvadorians are also very close with their family. Women are the ones that usually do all the cooking and cleaning along with raising the children.
Topic: diversity

With their strong belief in their religion, everything that they do revolves around their religion. El Salvadorians would love to have their families here with them in the states. With a majority of them being illegal immigrants, it would be impossible for that to happen. This is why they focus on sending money back to their families. Conclusion In the United States, Hispanics are a very large portion of minority groups. The similarities in the four groups, Mexican Americans, Cuban Americans, Puerto Ricans, and El Salvadorians are their families, religion, and language.
Topic: diversity

Another reason would be why they came to the United States. Another thing very important to these cultures is family and religion. These cultures came to the United States for the opportunity to make a better life for them and their families. If they had stayed where they were originally from, they would not be able to go forward in life and be more prosperous. I have noticed while doing my research that their religions are close to the same. The one thing that places these four groups in the Hispanic culture is their Spanish language.
Topic: diversity

Laura Brody entered a challenging situation when she became the new Director of Diversity and Development for Bestfoods International, formerly known as CPC. This report analyzes critical issues that Brody faced when she was given the opportunity to create change in order for women and minorities to have an equal opportunity and become global leaders for Bestfoods. While Brody had the support of her superiors, she struggled with how to create permanent change within the organization.
Topic: diversity

With the competitive global food market, Bestfoods International knew that if they were to continue to be as a strong player in this market, then diversity must be increased. With the business environment becoming global and without the most talented workforce, a company’s chances for success are small. By diversifying Bestfoods and creating a management team with people of different backgrounds, their sales should improve. With 60 percent of its revenues originating from countries outside of the U. S. , the need to give each worker a chance to lead is important (Buller, Schuler, 2006, p.91).
Topic: diversity

With women making more than 80 percent of the purchasing decisions for Bestfoods products, the need for employees who reflected their consumer base was strong (Buller et. al. p. 70). Previous Diversity Prior to Brody’s arrival at her new position, two other directors, a male Hispanic, and a male African American had failed at addressing this issue. While they had been minorities themselves, they were unable to create change. Although Brody was a woman, she was not a minority and might not appeal as much to workers in the other nations around the world.
Topic: diversity

However, Brody and management felt that with 10-15% more minorities than the industry average and 5-10% fewer woman than the industry average, they needed to focus on women advancing to upper level management, especially in the United States (Buller et. al. , p. 71). With little progress having been made, Brody had an enormous task to manage. Structure Bestfoods International has operations in many countries. Due to this, a company making changes throughout its organization will encounter numerous challenges.
Topic: diversity

While Bestfoods management in the United States had always made corporate decisions, they had relied on the ability of local management to make individual adaptations to the rules handed down from corporate headquarters. Due to national cultural differences, this allowed each nation to adjust policies to match their standards. Due to the decentralized structure of Bestfoods, the question of what to expect from the international divisions became a major source of attention. Shoemate stated about the decentralized structure: “It’s our strength, but it’s also a challenge when we try to make changes” (Buller et. al. , p.71).
Topic: diversity

Culture While the structure made it tough to increase diversity, the present corporate culture did not support the strategic vision for diversity. For many years, white males filled almost all senior level management positions in the United States. For women who wanted to advance, there was a perceived “glass ceiling” at the middle-management level. The employees at Bestfoods tended to reflect “Middle America,” where the people are conservative, traditional, and old fashioned (Buller et. al. , p. 74). Brody described the culture as “traditional, conservative, polite, gentlemanly, and non confrontational” (Buller et.al. , p. 74).
Topic: diversity

“While the politeness contributes to the pleasant relations Bestfoods is noted for, it also makes face-to-face confrontations rare; criticism and dissent tend to go underground” (Buller et. al. , p. 74). Due to this more “traditional” culture where men were managers and women were secretaries, diversifying management would mean changing the culture, perceptions, and attitudes. Often success was based on how long you worked rather than actually producing results. Human Resources Brody faced several challenges when it came to human resources.
Topic: diversity

There was higher turnover at every level of management for women and minorities. A disproportionate number of women and minorities left Bestfoods within the first three to five years of employment. The cost to continually replace workers in the company was high. While there was a goal to recruit at the MBA level, it would be hard to recruit quality women and minorities where there was a history of little advancement for these employees. The company needed to be viewed as a place where women and minorities would advance and spend their careers.
Topic: diversity

Also, women and minorities saw their performance to be less linked to compensation than did whites or men (Buller et. al. , p. 72). Organizational Change and Stress With the strategy to be a preferred employer, to have a balanced workforce, and to be an equitable workplace which would result in enhanced business results, change was required. With each employee having their own perception of fairness at Bestfoods, it would be hard to create change where each person saw reality instead. Many managers had stereotypes of how women should be treated in the workplace.
Topic: diversity

Was the diversity issue only a U. S. issue or was it companywide? Many of the older men did not understand that in the current workforce, many women wanted to work up the management level and have both a professional career while having a family. Due to these perceptions, the definition of diversity would need to be broad so that it did not exclude white males and so that other countries would not only see it as a U. S. EEO requirement (Buller et. al. , p. 74). Diversity also includes employees having an adequate work/home life balance.
Topic: diversity

As a result of this old-fashioned structure, women, minorities, and employees with different backgrounds perceived fewer opportunities for advancement in career development. As the senior management had become more dominantly based on white males, customer needs were only comprehended by their views, making the company’s goal of becoming the number one international food company in the world a challenge to achieve. Making changes in the company was slow to come by in a decentralized multinational corporation. Bestfoods had a decentralized corporate structure. The divisions were working more or less autonomously.
Topic: diversity

Shoemate had expressed difficulties maintaining the balance between giving the local divisions power to make their own decisions and integrating these units into a coherent whole (Buller et. al. , p. 71). This was a challenge that every company with a similar structure faces. However, it can be of some help to the company, when making changes such as the ones that Brody was attempting to. By having the decentralized structure, the individual division has the capacity for working autonomously and adapting to the corporate guidelines, which should result in a smoother transition when changes need to be made.
Topic: diversity

A mechanistic model ran the divisions in the United States, where Shoemate ran all operations as CEO. Mechanistic models provide a stable workplace and a noticeable chain of command (Robbins, 2005, p. 468). The problem with the mechanistic model is the lack of involvement in decision-making by the lower level employees. With “invisible barriers” that restrain diverse employees from moving up the corporate ladder, important viewpoints are absent in critical company judgments.
Topic: diversity

On the other hand, of the corporation’s 44,000 employees, two-thirds worked outside the U. S. Bestfoods as a global company had an organic structure, with a wide span of control and cross-functional teams in contrast to the bureaucratic U. S. This helped to give everyone a say in choices but employees then had multiple demands and priorities from different superiors. This relates to the matrix model of structure where workers must report to two bosses. In the 59 other nations, workers may report to a boss, but that boss also must report to Shoemate.
Topic: diversity

Food in Northern Ireland was come a long way from the fish and chip era. Today Belfast has hundreds of restaurants, ranging from Chinese, Japanese, Spanish, Italian and Mexican. This has come from people from different cultures and countries immigrating to Belfast for a better life. In Chinese restaurants for example, if you look in a menu there will be part of the menu in Chinese and the other part in English, this shows great progress in bringing two cultures together under one roof and doesn’t show discrimination against anyone.
Topic: diversity

The most obvious benefit of diversity in schools is the teaching of various languages such as, Irish, Spanish, Italian, Latin, French and German and in some schools Chinese. This is a great benefit to society as students studying these languages will be encourage to visit the countries and then bring back different cultural beliefs and ways of life to Belfast, it also shows other countries that they are welcome to visit Belfast. Another step towards diversity in our society is the establishment of Chinese schools in south Belfast – one in the holysland area and another on the Lisburn road in south Belfast.
Topic: diversity

In my opinion without the input of different cultures introducing us to new foods, clothes, music, northern Ireland wouldn’t be were it is today. It saddens we when reading how people from different ethnic backgrounds are kicked out of their homes due to racist attacks, for example; on the 17th October 2003 muslin family were forced out of their home in the Craigavon area of Armagh, when a group of ‘yobs’ threw bricks at the families windows.
Topic: diversity

I took a trip down to St.Georges market for the first time the other day, to see what different stalls where there and if there where many ethnic communities there. Its amazing to think there are so many hate crimes in Northern Ireland as the atmosphere is friendly and many minorities such as Chinese and polish all interact while looking through hundreds of stalls ranging from, food, fruit, clothes and fish. – St.Georges market is a great place for restaurant owners to buy various foods in bulk for cheap prices.
Topic: diversity

Diveristy Diversity is an attribute that is seen among people, situations and cultures. Everyone has encountered different situations at one time or more during their lives that has either been pleasant or upsetting. Certain novels written in the 1950’s to the present show signs of multiformity very clearly. In regards to culture, people are placed in unusual situations where their diversity is shown. Throughout the novella, “Good-bye, Columbus,” written by Philip Roth, conflicts are seen as far as social status among families.
Topic: diversity

Neal and Brenda’s families are obviously placed in different social brackets and this adds to the conflict that the relationship is not equal. From the readers point of view, the tie that Neil feels toward Brenda is one of physical attraction. “She dove beautifully and a moment later she was swimming back to the side of the pool, her head of shortclipped auburn hair held up, straight ahead of her, as though it were a rose on a long stem.” (Roth 3) He sees her only as a beautiful woman and allows that to get in the way of actually realizing the true reasons for her actions.
Topic: diversity

If we refer to definition, journalism in general is a form of public activity on gathering, processing and periodical spread of current information via channels of mass communication (press, radio, TV, cinema etc. ). Journalism is also considered an effective way of conducting propaganda and agitation. It is important that information delivered by journalists is socially meaningful for audience and thus forms public opinion and outlook, giving an idea about phenomena, processes and tendencies of contemporary world, its diversity and rules that define the functioning of economic, social and cultural life and development of society.
Topic: diversity

Press is one of the existing media channels. Press encompasses printed media sources, such as newspapers, journals, and magazines. As a rule, press is the most available media source. Thus, it is especially important to keep it diversified. The best way to contribute to the diversification f press is to express own preferences concerning the types and the forms of materials presented. For instance, not skip different marketing researches (as a participant), to respond to different mail and e-mail surveys, so that my voice is counted.
Topic: diversity

Another way of contribution is to write letters with recommendations to publishing houses and directly to editors of different periodicals. This type of communication will make the appropriate managers to consider the opinions of their target audience and renovate or change their approaches towards greater diversification. In conclusion, it is important to notice that media diversity plays an important role, since it allows greater access of information, richer informational field, variety of views presented, which in complex leads to the development of all aspects of society’s life and functioning.
Topic: diversity

Please save the Learners Declaration to your PC, add your details, and upload with your completed assessments. Assignment 1 – Understanding development and supporting equality, diversity and inclusion. QUESTION 1 a. Explain the sequence and rate of each aspect of development from birth – 19 years The main areas of development include: physical development, social and emotional development, intellectual development and language development. Through physical development, By age one young child is developing fallowing motoring skills.
Topic: diversity

Child sits without support and crawls pulls self to standing position and stands with help and without walks with aid plays games in imitation of adult, like ball rolling, reaches, grasps, puts object in mouth picks things up with pincer grasp (thumb and one finger) transfers object from one hand to the other drops and picks up objects Between one and two ? walks alone ? walks backwards ? picks up toys from floor without falling ? pulls toys, pushes toys ? seats self in child size chair ? walks up and down stairs with hand held ? moves to music ? builds tower of small blocks ? puts rings on stick turns pages two or three at a time ? scribbles ? turns knobs ? throws small ball ? paints with whole arm movement, shifts hands, makes strokes Between two and three ? runs forward, jumps in place with two feet together ? stands on one foot ? walks on tiptoe ? kicks a ball forward ? strings four large beads ? turns single pages ? snips with scissors ? holds crayon with thumb and fingers besides fist hold ? uses one hand consistently in most activities ? imitates circular, vertical, horizontal strokes ? paints with some wrist action; makes dots, lines, circular strokes ? rolls, pounds, squeezes, and pulls clay
Topic: diversity

Between three and four ? runs around obstacles ? balances on one foot and walks on a line ? hops on one foot ? pushes, pulls, steers wheeled toys ? rides tricycle ? uses slide independently ? jumps over six inch high object and lands on both feet together ? throws ball overhead ? catches a bounce ball ? uses clay material for plays (rolls different shapes) ? Plays with smaller and bigger blocks to build bridges and towers Between four and five ? jumps forward 10 times without falling ? walks up and down stair independently ? turns somersault ? cuts on line continuously ? throws ball with aim prints some capital letters ? paints and uses colouring books ? draws triangle, square and circle ? copies first name ? prints numerals 1 to 10 Between five and six ? runs lightly on toes ? walks on balance beam ? enjoys hopping ? skips jumps rope ? skates ? cuts out simple shapes ? draws diamond ? copies friends first names ? prints numerals 1 …… ? colours within lines ? has adult grasp of pencil ? had handedness well established ? pastes and glues appropriately Between six and eleven ? Loves active play but may tire easily.
Topic: diversity

? Is still improving basic motor skills. Is still not well coordinated. ? Begins to learn some specific sports skills like football. ? May become a more picky eater. ? Uses crayons and paints with some skill, but still learning writing and cutting. ? Permanent teeth erupting, both molars and front teeth. ? Has better large muscle than small muscle coordination. ? Rides a bicycle. ? Starts to alternate restful activities independently. ? Enjoys competitive games. ? Has better eye-hand coordination. ? May ask questions about life, death, and the human body. ? Continues to be accident prone, especially on the playground. Has more control over small muscles, and therefore writes and draws with more skill. ? Displays a casual attitude toward clothing and appearance. ? Seems to be all hands and arms. ? Seems to possess boundless energy. ? Wants to excel in sports and recreational skills. ? Laughs at
Topic: diversity

Boys enter puberty later than girls-usually around 12 years of age-and it lasts until around age 16 or 17. Girls and boys usually begin puberty around the same time their mothers and fathers did. Talk with your child about the following physical changes that will happen during puberty. The changes are listed in the order in which they generally occur. Girls ? body fat increases ? breasts begin to enlarge ? pubic hair grows ? height and weight increase ? first menstrual period occurs ? hips widen ? underarm hair grows ? skin and hair become more oily ? pimples may appear Boys ? scrotum becomes darker testicles grow larger ? penis grows longer and fuller ? pubic hair grows ? breasts can get “lumps” and become tender ? height and weight increase ? muscles develop ? wet dreams occur ? voice cracks and gets deeper ? skin and hair become more oily ? pimples may appear ? underarm and facial hair grow Physical changes between ages fifteen and ninteen Boys and girls still exhibit markedly different levels of physical maturity as they enter middle adolescence. Girls ’rapid growth is generally tapering off, while many boys have yet to see the beginning of their much anticipated growth spurt.
Topic: diversity

By the end of this period most girls will be near their adult height; boys may continue to grow until age 18 or 19. Girls: ? growth in height continues, but at a slower pace than earlier; adult height is reached by age 16 or 17 ? breast development continues ? pubic hair thickens, darkens, and takes on adult triangular pattern ? underarm hair thickens ? hips widen; fat deposits in buttocks, legs and stomach increase ? menstrual periods become regular; ovulation is established; pregnancy becomes possible Boys: ? rapid growth in height and weight muscles fill out and strength increases dramatically ? voice deepens ? pubic and underarm hair appears and thickens ? body hair increases ? penis, scrotum, and testes enlarge ? ejaculation and nocturnal emissions occur Both Girls and Boys: ? always hungry; appetite is great ? need for sleep increases; may sleep quite late on weekends ? oily skin and acne may be problematic ? sweating increases ? rapid growth may cause clumsiness and lack of coordination ? sexual desires and fantasies increase Adaptive Milestones
Topic: diversity

Becomes curious about people, models adults, and becomes aware of gender differences ? Takes on new responsibilities and learns new skills ? Thinking is based on how the child sees the world; children believe that everyone thinks like they do (egocentrism) ? Begins to play by pretending an object is something else (symbolic play) Example: a block can be used as a telephone ? Focuses on one part of an object at a time (concentration) ? Can move around and explore the world, giving him/her more independence (autonomy) ? The control the child has can give him/her self-esteem ?
Topic: diversity

Becomes curious about people, models adults, and becomes aware of gender differences ? Takes on new responsibilities and learns new skills ? Thinking is based on how the child sees the world; children believe that everyone thinks like they do (egocentrism) ? Begins to play by pretending an object is something else (symbolic play) Example: a block can be used as a telephone ? Focuses on one part of an object at a time (concentration) Between seven and tvelwe ? Begins school and wishes to succeed ? Learns important skills and gains status among classmates ? Thought becomes more organized Can understand that something can have the same properties, even if it looks differently (conservation) Example: an equal amount of water is poured into a tall, skinny glass and a short, wide glass. The glasses look very different, but they still hold the same amount of water. ? Can reverse the steps he/she has taken (reversibility) Example: 5 + 2 = 7 and 7 – 2 = 5 ? Can sort dissimilar objects into groups that make sense (classification) ? Can put items in a particular order (seriation) Example: arranges toys according to height Between twelve and ninteen ? Concerned with appearance Development of a personal identity ? Thinks about the future (goals, occupation, a partner, etc. ) ? Capable of identifying a problem, coming up with several suggestions, and testing them ? Uses planning to think ahead ? The adolescent can put together all the possible outcomes before beginning the problem (abstract thinking) The intellectual (cognitive) development of a child aged 0 to 3 includes the child beginning the realise that others are separate beings, imitating others and trying out the ways of behaving in play and becoming more confident but still needing adult reassurance.
Topic: diversity

As they get older, young people can: ? Follow complicated instructions. ? Know when they haven’t understood. They will ask to be told again ? Easily swap between ‘classroom’ talk and ‘breaktime’ talk ? Tell long and very complicated stories b. Explain the difference between sequence of development and rate of development and why the difference is important It is important to recognise the difference so you can identify where children need help or may be at risk of having SEN Sequence means that there is a definite pattern to a childs development, a toddler being able to walk before they can run.
Topic: diversity

Rate means the speed in which a child develops. When a child develops if they achieve this by sequencing you are able to plan effectively and at the right time. When recording the rate of development it helps you to identify any concerns that you may have within the development area, this enables you to further investigate why this is happening. c. Explain how theories of development and frameworks to support development influence current practice 1. There are so many different theories regarding early childhood education and what is most important for a young child to learn.
Topic: diversity

There are as many different educational theories and schools as there are psychologists. Jean Piaget, Vygotsky, Erik Erikson, Maria Montessori, John Dewey, Frederick Froebel, Rudolf Steiner (Waldorf), Loris Malaguzzi (Reggio Emilia approach) have studied and established different modes of learning for the young child. It’s important to understand how a child learns in order to provide them with the ideal learning environment, whether it be in a state of the art classroom, or in a small village surrounded by mountains.
Topic: diversity

What matters most is that the child is learning how to observe his world, how to think, how to solve problems, how to navigate and function in his environment. The theorist whose theory is physical development is Arnold Gesell. His theory is that most physical skills cannot be taught but is programmed in our genetics, which means we will learn different physical skills when our body is ready to. In our setting, we support this by encouraging children but not forcing them to develop a physical skill. We provide a soft, cushioned area so that children can develop themselves physically without risk of hurting themselves.
Topic: diversity

The theorist who theory is language development is B. F. Skinner. His theory is that children use cognitive behavior when understanding and giving communication. They will use trial and error to get the right words out until they succeed. He believes that children observe adults and other children for the correct way to communicate and repeat the actions they have seen until they get it right. We support this at nursery by speaking clearly and simply and nodding or praising a child for getting a word, sentence or request correct. This is to encourage them to use the correct terms when they wish to communicate. Read about how to challenge discrimination
Topic: diversity

The theorist whose theory is intellectual development is Lev Vygotsky. His theory is that children learn new skills by being guided by cares and parents. An example of this is when a parent sings ’pat-a-cake’ to their child and helps them clap their hands until the child can clap their hands themselves. He believes that every new scene or interaction is a learning experience to children that they must be guided through until they know how react correctly. staff supports this by giving support if children are having difficulty managing a particular task.
Topic: diversity

We also give praise when children handle social interactions with good behavior to prove that we are happy and that what they have done is the correct way to behave. The theorist whose theory is Social Development is Albert Bandura. His theory is that children learn by observing how the main people in their life behave and imitating them. People they will observe are parents/cares/siblings/friends/etc. A child will repeat the behavior they have seen if it is rewarded with attention or praise. Staff behave calmly and use quiet communication to settle any disagreements.
Topic: diversity

We support this theory by easing children into nursery life slowly with visits that get longer and longer as the child becomes more comfortable. This is to prevent separation anxiety The theorist whose theory is Behavioral Development is B. F. Skinner. His theory was that if the main cares in a child’s life implemented behavioral modifications, the children would quickly learn the correct way to behave. Staff support this by praising and rewarding good behavior and giving time out and no attention to naughty behavior.
Topic: diversity

However, staffs are aware that our behavioral modifications will only work effectively if parents apply them at home as well 2. Humans are born with reflexes and senses in order to learn and relate. A young child will begin learning with his senses; seeing, hearing, smelling, tasting and touching. Sensory learning is integral in order to properly develop the brain, and to connect body-mind awareness. The more interactions a young child is able to experience using all of his senses, the greater the imprint will be with his cognitive development.
Topic: diversity

Gone should be the days of giving a child a print-out of an apple to color green, red or yellow for a lesson plan. A child will best learn about an apple by touching it and describing how it feels and smells and tastes. The parent or teacher can cut the apple in half to show the inside and describe how the seed grew, by reading a picture book, or drawing the process on a chalk board. Children can count the seeds for a math activity. Ask the children the different ways an apple can be used as food, and write their answers on a chalk board or doodle pad. Observation includes exposure to different stimuli and materials.
Topic: diversity

Some of the best learning experiences are through hands on stimulation, touching different textures and surfaces, petting an animal at the petting zoo, digging in the dirt to plant the seed, and having the child describe the experience. How many blocks will be used to make the airport? What kind of sounds will we hear at the airport? It doesn’t mean you have to physically be at the airport, but allow the child to make observations in daily activities, and stimulate the learning experience by asking open ended questions. The child first learns how to observe, as we read above.
Topic: diversity

As the child develops and begins to communicate, the cognitive skills emerge. They are reinforced with repetition as the child recalls how to do something. Perhaps you have noticed that a child will go back to the same puzzle or the same activity often. It’s perfectly normal, and helps the child associate specific actions leading to specific results. Once the child feels successful with an activity, ask questions which directly relate to the activity. Which piece did you use first? Why? Allow the child to process the experience by describing his thought process.
Topic: diversity

The more a child is asked to describe and communicate the whys, hows, wheres, what ifs, whens, what kinds, etc. , the more the brain is being activated and sequential memory will be strengthened. d. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern Speech and language are the main issue that can help children overcome most of their problems. By helping children gain the ability to use proper language we can help children gain confidence and self esteem.
Topic: diversity

This might include people like teaching assistants or advisors to provide support and train staff. ? Youth justice is based on children with behavioural problems these people will work with them and social workers to help them. Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children. Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners with aimed support programmes for that child once they have identified the child’s needs.
Topic: diversity

A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care. ? Also health visitors come under this title for measuring and assessing a child’s development. ? A psychiatrist is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems. Physiotherapist this professional help children with their movement especially those who have little or no movement they are trained to get the maximum movement and skill level.
Topic: diversity

Referrals can take the shape of common assessment form which are filled in then in my setting passed to the health visitor, speech therapist or other health professionals that are required after being checked by the senco in the room. Speech and language also have their own referral forms which will be filled in and checked by the Senco before being passed to the speech and language therapists. Early years action plans and plus plans are filled out and passed to the Senco who will then speak to an education psychologist. With primary and secondary schools – they have school action plans which will be run through their Senco.
Topic: diversity

Most of the the schools run individual learning plans. e. Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition Babies and young children are different and develop their skills at varying rates. However through the study of child growth and development, there are established times in which one expects certain physical, cognitive, and behavioral developments to occur. Early identification of developmental delays is critical to the remediation of any affected area of delay.
Topic: diversity

One area of need in early identification of problem is that of literacy – the skills of reading and writing. Children begin acquiring the skills for literacy very young, well before any parent even thinks about a potential problem in their child’s ability to read and write. Emergent literacy actually begins at birth and continues through the years prior to beginning school! It is during the years of speech and language development that young brains are networking the understanding and expression of their language systems – the systems of organizing and relating ideas, thoughts, and communication needs into a multi-sensory environment.
Topic: diversity

One may be surprised that the foundations of reading and writing begin so early, however the truth is that children begin making impressions of written information very young as they watch and monitor their environment. It can become a very difficult task for children and young people to communicate (both listening and speaking) who have a hearing impairment, moderate/severe learning difficulties or speech impediment. In order for children with disabilities to interact and develop with other children, it is essential that other alternative forms of communication are recognised.
Topic: diversity

Introducing sign language and using personal reference will help the way they communicate, also touch, basic facial and hand gestures are effective forms of communication, along with use of computers. There can only be one outcome on a child where early identification of particular disorders are recognised, and that is a positive one. Children are being helped and supported in areas that have been a cause for concern where they are under developing. If problems are not recognised early on, it will have a detrimental affect on a childs development.
Topic: diversity

They won’t be able to communicate with people confidently and may be misunderstood. They will be working at a low level in their language work which will carry on through with them to later life in general and this could result in them not being able to gain the qualifications they require to succeed and possess the job they desire. Whereas they could be receiving correct support and guidance if issues are recognised early on. Early intervention allows us to; ? Identify what helps communication and language to develop, ? Review their language provision and plan appropriately, ?
Topic: diversity

Ensure they are getting the most out everyday activities and experience, promoting all aspects of language and communication ? Make effective partnership with parents It is important to know that learning with disabilities is possible. Critical to this is identification of potential learning difficulties at an early stage in the development process. Attacking deficits early can aid significantly to the child’s ability to establish the foundations needed for reading and writing. If a child begins school without these baseline functions, the abilities to keep with the learning requirements over time will be difficult for the child.
Topic: diversity

Some of the early warning signs of possible learning problems recorded in the literature are as follows: ? Late talkers based on developmental scales and limited vocabulary knowledge and expression. ? Delayed in motor developments such as walking, standing, pulling up, or holding/manipulating objects. ? Lack of interest in books and in nursery rhymes or understanding rhyming words. ? Difficulty in remembering names of letters and relating them to their sounds. ? Problems in saying the alphabet or counting. ? Inability to understand simple directions and remember routines. Difficulty in paying attention and being easily distracted. ? Comprehension problems for basic language information. Learning is like constructing a building: in order for the building to have strength and stability, a firm foundation must first be laid. Without this foundation, the building will not support continued upward growth. In summary, success can most effectively be gained for children at risk for learning problems and disabilities by early identification of delay. Developmental and incremental physical, cognitive, and language acquisitions are foundational for learning.
Topic: diversity

It is essential that the underlying root cause of a problem be uncovered and remediated for the building blocks of learning to successfully take place. With early and correct diagnosis, children dealing with the affects of learning disorders can achieve more productively and effectively in their pursuit of personal life goals and ambitions. f. Explain how play and activities are used to support the development of speech, language and communication The games support different elements of, effective speaking and listening which are needed for development of language and communication.
Topic: diversity

Setting the games and activities within an environment that supports communication enhances them even further. To support this idea there is an additional set of activities to help teachers and parents create an environment which supports communication. Sometimes just being more aware of language and communication can help to make the small changes that have the biggest impact on children’s speaking and listening. Activities to Encourage Speech and Language Development Birth to 2 Years ? Encourage your baby to make vowel-like and consonant-vowel sounds such as “ma,” “da,” and “ba. ” ?
Topic: diversity

Reinforce attempts by maintaining eye contact, responding with speech, and imitating vocalizations using different patterns and emphasis. For example, raise the pitch of your voice to indicate a question. ? Imitate your baby’s laughter and facial expressions. ? Teach your baby to imitate your actions, including clapping you hands, throwing kisses, and playing finger games such as pat-a-cake, peek-a-boo, and the itsy-bitsy-spider. ? Talk as you bathe, feed, and dress your baby. Talk about what you are doing, where you are going, what you will do when you arrive, and who and what you will see. Identify colors. ? Count items. ? Use gestures such as waving goodbye to help convey meaning. ? Introduce animal sounds to associate a sound with a specific meaning: “The doggie says woof-woof. ” ? Acknowledge the attempt to communicate. ? Expand on single words your baby uses: “Here is Mamy. Mamy loves you. Where is baby? Here is baby. ” ? Read to your child. Sometimes “reading” is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed.
Topic: diversity

Ask your child, “What’s this? ” and encourage naming and pointing to familiar objects in the book. 2 to 4 Years ? Use good speech that is clear and simple for your child to model. ? Repeat what your child says indicating that you understand. Build and expand on what was said. “Want juice? I have juice. I have apple juice. Do you want apple juice? ” ? Use baby talk only if needed to convey the message and when accompanied by the adult word. “It is time for din-din. We will have dinner now. ” ? Make a scrapbook of favorite or familiar things by cutting out pictures.
Topic: diversity

Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to “fix” it. Count items pictured in the book. ? Help your child understand and ask questions. Play the yes-no game. Ask questions such as “Are you a boy? ” “Are you Marty? ” “Can a pig fly? ” Encourage your child to make up questions and try to fool you. ? Ask questions that require a choice. “Do you want an apple or an orange? “Do you want to wear your red or blue shirt? ” ? Expand vocabulary. Name body parts, and identify what you do with them. “This is my nose. I can smell flowers, brownies, popcorn, and soap. ” ? Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. ? Place familiar objects in a container. Have your child remove the object and tell you what it is called and how to use it. “This is my ball. I bounce it. I play with it. ” ? Use photographs of familiar people and places, and retell what happened or make up a new story. 4 to 6 Years When your child starts a conversation, give your full attention whenever possible. ? Make sure that you have your child’s attention before you speak. ? Acknowledge, encourage, and praise all attempts to speak. Show that you understand the word or phrase by fulfilling the request, if appropriate. ? Pause after speaking. This gives your child a chance to continue the conversation. ? Continue to build vocabulary. Introduce a new word and offer its definition, or use it in a context that is easily understood. This may be done in an exaggerated, humorous manner. “I think I will drive the vehicle to the store.
Topic: diversity

I am too tired to walk. ” ? Talk about spatial relationships (first, middle, and last; right and left) and opposites (up and down; on and off). ? Offer a description or clues, and have your child identify what you are describing: “We use it to sweep the floor” (a broom). “It is cold, sweet, and good for dessert. I like strawberry” (ice cream). ? Work on forming and explaining categories. Identify the thing that does not belong in a group of similar objects: “A shoe does not belong with an apple and an orange because you can’t eat it; it is not round; it is not a fruit. ” ?
Topic: diversity

Help your child follow two- and three-step directions: “Go to your room, and bring me your book. ” ? Encourage your child to give directions. Follow his or her directions as he or she explains how to build a tower of blocks. ? Play games with your child such as “house. ” Exchange roles in the family, with your pretending to be the child. Talk about the different rooms and furnishings in the house. ? The television also can serve as a valuable tool. Talk about what the child is watching. Have him or her guess what might happen next. Talk about the characters. Are they happy or sad?
Topic: diversity

Ask your child to tell you what has happened in the story. Act out a scene together, and make up a different ending. ? Take advantage of daily activities. For example, while in the kitchen, encourage your child to name the utensils needed. Discuss the foods on the menu, their color, texture, and taste. Where does the food come from? Which foods do you like? Which do you dislike? Who will clean up? Emphasize the use of prepositions by asking him or her to put the napkin on the table, in your lap, or under the spoon. Identify who the napkin belongs to: “It is my napkin. “It is Daddy’s. ” “It is Roberts. ” While shopping for groceries, discuss what you will buy, how many you need, and what you will make. Discuss the size (large or small), shape (long, round, square), and weight (heavy or light) of the packages. g. Evaluate the effect on children and young people of having positive relationships during periods of transition Bereavement, serious illness or separation of a family can affect children and young people emotions. This can be displayed like anger, and depression. They might even show aggression or be withdrawn.
Topic: diversity

Physically they might suffer from a lack of sleep, have little or no appetite or they could possibly self harm. Older children or young people might cut themselves or something like drugs. Physiologically they might change behaviour this can include regressive behaviour, extrovert behaviour may be just uncooperative behaviour like slamming doors, staying out late or getting into trouble. Intellectual changes can include a lack of concentration, not joining in activities. Moving into a new setting like changing schools, preschool to school, changing young groups or leaving care can be emotionally upsetting.
Topic: diversity

Some children might be showing anxiousness at moving, sadness at moving and or loss of friends. This can change their behaviour younger children might show regression and clinginess. Children and young people might change behaviour and some might withdrawal other might show extroverted behaviour or illness. They might have a real illness or pretend so they don’t have to go. Older and younger children might have sleepless nights young children might have night mares, young people might be frightened of their future or where they might live. This can affect eating habits they might not have an appetite.