Cypop 23 - 632 Words

1. UNDERSTAND THE SPEECH, LANGUAGE AND COMMUNICATION ASSESSMENT PROCESS FOR CHILDREN AND YOUNG PEOPLE WHO ARE LEARNING MORE THAN ONE LANGUAGE. 1.1 Explain how to identify which languages are used by children and young people in the work setting. It is important to gain information regarding a child’s exposure to languages during the initial meeting with parents or carers as soon as the child starts nursery. It is vital to gain as much information possible regarding their culture, background and family. Interact with the child, and see in which language they respond. If the child has older siblings, ask them in which language their sibling communicates to them. Ask the parents if they have previous records (if the child has attended†¦show more content†¦Formal standardized tests or screens that are used for children whose mother tongue is not English are often not very helpful for the following reasons * These tests have been developed for people only speaking English * We do not always know the stages of development of the child’s mother tongue. * When translating an assessment you might not be testing the same thing. * The child may not have been exposed to the testing vocabulary * The child may know the word in their mother tongue, but not in English (such as colors and shapes) * There may be differences in culture. 1.4. Explain how to recognize when a child or young person learning more than one language may have additional or specific speech, language and communication needs. A child who is learning more than one language will exhibit certain signs if they have an additional or specific speech, language and communication need. It is vital to identify any specific speech, language and communication needs in a child as early identification and assessment is essential to support the child in the setting and at home. The initial concern may come from the parents or carers and then a review of the childs progress can be started. Some key things to look out for, both in terms of their language skills and in other areas too, are Language – Slower progress than expected, difficulties with particular speech, language and communicationShow MoreRelatedLearning and Social Care Essay examples30870 Words   |  124 PagesOptional units Units are chosen to build the achievement credit to 65. Please refer to the separate Qualification Specification Optional Units document. Unit ref. Unit no. Unit title Unit type Level Credit GLH Date achieved Notes A/601/0121 CYPOP 1 Work with babies and young children to promote their development and learning Care for the physical and nutritional needs of babies and young children Lead and manage a community based early years setting Promote young children’s physical activityRead MorePregnancy and Children1787 Words   |  8 PagesCYPOP 1: Work with babies and young children to promote thier development and learning. 1. Understand the development and learning of babies and young children. 1.1 Explain the pattren of developments in the first three years of life and the skills typically acquired at each stage. Babies and toddlers show amazing progress in all aspects of their development from birth to three years, considering they are born with simple reflexes and are quite helpless and dependent. It is essentialRead MoreOutline the current legislation covering home based childcare, and the role of regulatory bodies.1777 Words   |  8 Pagesï » ¿ CYPOP 5 - Understand how to set-up a home-based childcare service Assessment 1.1 Outline the current legislation covering home based childcare, and the role of regulatory bodies. Below are the current legislations covering home based childcare: 1. United Nations Convention on the Rights of the Child (1989) The United Nations convention on the rights of the child is to promote all aspects for the care, development and education of children, non discrimination on the grounds of genderRead MoreLeadership for Health and Social Care and Children65584 Words   |  263 Pagesindividuals with multiple conditions and/or disabilities (SS 5.6) 236 Support children s speech, language and communication (EYMP5) 239 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage (CYPOP 17) 243 Providing Independent Mental Capacity Advocacy (ADV 305) 246 Independent Mental Health Advocacy (ADV 306) 253 Providing Independent Advocacy Management (ADV 307) 259 Providing Independent Advocacy to adults (ADV 308)266 Independent Advocacy