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Children with development delays & the associated behaviours [Autosaved].pptx
- 1. CHILDREN WITH DEVELOPMENT DELAYS & THE ASSOCIATED BEHAVIOURS. Training Session 1 Dr Shyielathy Arumugam 26/03/2022
- 2. PROGRAM OUTLINE. 1. Child Development 2. Brain Development& Neuroplasticity 3. Developmental Domains& Milestones 4. Developmental Checklist/ Tools 5. Core Skills Building For Child Development
- 3. Write 3 number which is significant to you. Example: 16 , 22, 258 Let the Floor guess the association of the number to you.
- 4. 1. INTRODUCTION TO CHILD DEVELOPMENT
- 5. WHY LEARN ABOUT CHILD DEVELOPMENT? 1. Knowledge of child development and learning provides the best foundation for planning for a group of children. 2. Knowledge of child development and learning provides the best starting point for planning for a new child. 3. Knowledge of child development and learning helps to plan next steps for supporting children’s progress. 4. Knowledge of child development and learning enables providers to create curriculum and environment that aligns to Moe’s standards/guidelines for early childhood programs/ special education programs/ intervention programs.
- 6. WHAT IS CHILD DEVELOPMENT ? Definition 1. Child development refers to the biological and psychological changes that occur in human beings between birth and the end of adolescence. 2. Development is the pattern of progressive series of changes as a result of experience and maturation. 3. Orderly and predictable changes that begins at conception and continue throughout life.
- 7. WHY BEHAVIOUR IS ASSOCIATED WITH CHILD DEVELOPMENT? Child development in one domain will have a direct bearing on their attainments in other domains (Bukatko & Daehler, 2012). The domains of development and behaviour must be considered together as they are not separate constructs but rather parts of the whole (Weitzman & Wegner, 2015). Behaviour problems among children are deviations from the accepted pattern of behaviour (Bheemreddy Raghu Nandan Reddy, J.M.Pawar, C D Aundhakar, Lekha Mishra, & Pankaj Goyal, 2016). Behaviour is expected to be a problem if it causes significant disturbance to the psychological well-being, potentially affect the child’s life quality in the future and if it indicates the need for early intervention by professionals (Samarakkody, Fernando, Perera, McClure, & De Silva, 2010).
- 9. Overview of Special Education in Malaysia Special Education Schools School for students with hearing and visual Impairment. Currently there are 34 special educations school in Malaysia nationwide under Ministry of Education. Integrated Special Education Program Specific classes in Mainstream schools dedicated to children with special needs. There are about 2000 mainstream schools now with SEIP. Inclusion Education. Children with disabilities are integrated into mainstream classes.
- 12. 1. Work on the handout individually 2. Share the solution to the group
- 13. HOW A CHILD DEVELOPS NEUROLOGICALLY? RECEIVE RESPOND
- 15. THE TRIUNE BRAIN MODEL Lizard Brain Mammal Brain Human Brain
- 16. LETS PLAY GUESSING LIZARD BRAIN
- 17. LETS PLAY GUESSING HUMAN BRAIN
- 18. LETS PLAY GUESSING MAMMAL BRAIN
- 19. LIZARD BRAIN- FIRST TO DEVELOP Primary Functions: • Survival/reptilian brain. • Responding to danger • Scanning environment for danger. • Alert system activated under stress. • Fight/flight/ freeze response. • Hunger • Breathe • Its about just me.
- 20. QUESTION When the child is at the “Me,Me,Me” mode, is that a good time to teach them a new skills? YES NO
- 21. MAMMAL BRAIN- SECOND TO DEVELOP Primary Functions: • Emotional brain • Memory • Attitude • Habits • Short term/ Long Term Memory • Motivation • Curiosity • Relationship with others.
- 22. HUMAN BRAIN- LAST TO DEVELOP Primary Functions: • Thinking brain ( New Cortex) • Reasoning • Executive functioning • Mathematics • Composition • Planning • Purposeful Behaviour • Language • Non verbal
- 23. DO YOU AGREE? For most of some children with disabilities, we find that there’s a delay in learning.
- 24. NEUROPLASTICITY Neuroplasticity is the brain’s ability to learn and adapt.
- 27. Developmental Milestones Skills such as taking a first step, smiling for the first time, and waving “bye bye” are called developmental milestones. Milestones reflect what most children can do by a certain age. 27
- 28. DOMAINS OF CHILD DEVELOPMENT Motor Development. Sensory & Perceptual Fine Motor Gross Motor Language & Communication. Cognitive & Creativity. Social & Emotional.
- 29. Some tips to Identify: Face recognition & Stanger Anxiety. ▸ If we refer to sensory and perceptual milestone, infant by 3 months is able to recognize mother’s face and by 6 months recognizes the unfamiliar faces in his or her environment. 29 Is the child growing optimally?
- 30. Visual Tracking skills ( as early as 7 weeks): ▸ Ability to move head and eyes to follow moving objects. ▸ At only a few weeks of age, baby can show her mastery of this skill if the object is at the proper distance. ▸ Exp: by end of 2 months, baby seeing an object beyond her reach can prompt her to reach for it. 30 Is the child growing optimally?
- 31. ▸ Auditory skills ▸ Can hear better than they can see, Can be startled by loud noises, ▸ Can turn toward soft sounds, respond to mother’s voice ▸ Respond to sounds that differ in loudness, duration, direction, and frequency/pitch. 31 Is the child growing optimally?
- 32. Language: ▸ Can respond to human speech and phonological aspects of language. ▸ By end of 3 months baby enjoy playing and respond to mother’s voice. ▸ By 1 year, can say dada mama, Oh-Oh, can imitate words spoken by adults. Can gesture -no no, Can say bye-bye. ▸ Joint attention :Joint attention is a behaviour in which two people focus on an object or event, for the purpose of interacting with each other. It is a form of early social and communicative behaviour. A typical child will start to have joint attention somewhere around 9 months and fully develops by 18 months old. 32 Is the child growing optimally?
- 34. HOW TO DO A DEVELOPMENTAL MONITORING? We use developmental checklist to do a developmental monitoring.
- 35. TASK 1: CREATING STUDENT’S DEVELOPMENTAL PROFILE 1. Identify a child in your class or school. 2. Using the developmental checklist provided, look for the age appropriate milestones of the child in the checklist. 3. Highlight the unmet milestones of the child. 4. Identify the mental age of the child.
- 36. GROUP TASK 2: CREATING STUDENT’S DEVELOPMENTAL PROFILE 1. Identify the mental age of the child.
- 38. EARLY IDENTIFICATION TOOLS FOR TEACHERS. Senarai Semak Perkembangan kanak- kanak Permata Atec: https://www.autism.org/autism- treatment-evaluation-checklist/ Senarai semak pengesanan perkembangan bayi dan kanak-kanak, 2019, KPM SYMBEST:https://symbest- screening.firebaseapp.com/
- 39. 5. CORE SKILLS BUILDING FOR CHILD DEVELOPMENT
- 40. Materials: 1. Board, Pen, sticky note Procedure: 1. Team will get some sticky notes. 2. Select one from the group to write down the ideas 3. Come up with all the features of the world’s best bathtub.
- 43. NURTURING RELATIONSHIPS IS ALWAYS THE FOUNDATION 1. Matching Child’s Eye Level
- 44. NURTURING RELATIONSHIPS IS ALWAYS THE FOUNDATION 2. Tone of voice.
- 45. NURTURING RELATIONSHIPS IS ALWAYS THE FOUNDATION 3. Giving Space.
- 46. STEPS TO TAKE WHEN A CHILD IS HAVING A MELTDOWN OR TANTRUM Stay calm Be aware of personal space between the child and the teacher ( does the child need the teacher to be closer or further away?) Make sure child is safe in his/her surroundings- if not gently persuade them to go to their room or safe space Speak as little as possible not strings of words. Give options if the child is asking for what they cant have When tantrum subsides can either talk about it or do something that is fun( but be very careful not to reward child for their tantrum).
- 47. SUMMARY 4. Assess if the child is in a state of readiness to learn. 5. Nurturing Relationships 6. Both sides of the brain are needed for learning.. 1. Child Development 2. The Triune Brain 3. Developmental Monitoring.
Editor's Notes
- 1. Knowledge of child development is the first of three types of knowledge child care providers need in their work with children. The other two are: knowledge of individual children; and knowledge of family, community, and culture from which the child comes. Knowing what is typical at a certain age is the best place to start when experiences and environments are planned for that age of children. Plans based on typical child development and learning meet the needs of the majority of children, but the provider then makes changes to accommodate individual children who may be ahead or behind. 2. It’s also the best place to start when a provider enrolls a new child about whom little is known. Until the provider can observe and assess the child herself, it’s helpful to start by assuming the child will benefit from experiences and environments planned for typically developing children of his or her age. 3. Knowledge of the sequence of knowledge or skill development in any given area helps providers set achievable, appropriate learning goals for children. It also helps providers plan activities and experiences that challenge children just enough to progress without frustrating them with a challenge that is too far beyond their abilities. For example, the provider observes that a baby is getting up on his hands and knees and rocking. If she knows the progression of skills, the provider knows that the next skill the baby will try is crawling. This means the provider can encourage the baby in a variety of ways to move forward when the baby is on all fours. 4. Standards can be an excellent source of developmental progressions and milestones for all areas of child development. When providers are required to “align to the ministry’s standards,” it simply means that the experiences, activities and environment that they plan are based on what is known about typical child development.
- 1. Traditionally, infants, toddlers and pre-schoolers are expected to develop skills and behaviours that are typical to their peers and culture. When developmental skills are delayed beyond the family and cultural norms, the child and his or her family can experience problems as a result.
- Were all your handout same? No, why. Because we all have different way of thinking during challenges. Why we have different way of thinking? Because the way we think, we respond are all based on the kind of information we reveice from our senses. This is what we call as neurological development.
- Children’s brains develop rapidly from ages birth through three. Brain development affects all areas of a child’s growth. When we talk about neurology, it is the connection between us and the outer world. A lot of information is coming in from the outer world and we have to respond to it. Typically how we respond is by sensing and feeling the information received through our senses. Our senses means through touch, through smell, through sound, through vision and taste. And all these happens automatically, which means we have no control of it because it is how the human system is designed. So this information that we receive from the outer world shapes us and when we respond to it we shape the world. There is always a two way communication happening here. A very beautiful process of receiving and responding which happens on a auto mode back and forth. This nuerological pathways develops our thinking brain.
- True enough, the feelings and the sensation of our body, that is the part that develops first. Thoughts are dependent on our ability to feel, ability to sense. In most cases the main problem that we face with our children with special needs will be the immature senses or also known as sensory processing. A delay in sensory development often effects their thoughts and thinking. And the sensory challenges that they face is most often shown by challenges behaviours.
- Ok so lets have a bit of fun before I go in detail about the function of each brain. Here’s some clue for you to guess. Im just going to throw out some senarios The idea is that our human brains are really composed of three parts: Lizard brain is also known as the survival brain Mammal brain is known as the emotional brain Human brain is also known as thinking brain.
- Yes it’s the lizard brain. When you saw the fire you are aware of the danger and you quickly withdraw. You act before thinking for the purpose of survival. You want to safe yourself from the fire outbreak.
- That’s right, emotions, feelings, social connections are all driven by the emotional part of the brain.
- As we develop, we sense that a part of our brain is responding to danger. That is our survival brain or lizard brain or reptilian brain, It has many names , doesn’t matter but the functions are the same. If there ‘s a danger around us, sense of smoke or an animal that we are afraid of, or walking on a lonely road, or hearing a strange noise middle of the night. What we do? We rights away pay attention right. We wanna know whats happening. We want to make sure that everything is safe right? So danger and scanning for danger is the primary job of lizard brain/survival brain. Besides that, our ability to breathe, our ability to pump our heart to take a deep breath is also the function of our survival brain which actually allow us to feel be alive. The survival brain is also , all about me. Just me and myself. I don’t care about anyone else. Its about my needs and my survival. Some of this signs we might be experiencing with our students at school or in the classroom. As we gothrough the signs try to reflect or recall: A child may show an increased emotional expression or increase emotional dysregulation; crying often, aggression, yelling, depression, etc. Withdrawn or isolated from others: A child may stop doing activities that bring them joy or difficulty engaging with others in conversations Trouble trusting other: lying, stealing, or keeping secrets Jumpy: A child might be more reactive and seem on edge Zoning out: Can look like losing focus, not hearing you when you call their name, seeming as though they are in a different world. Teacher’s may see some of the signs above when: Changes to routine Disruption of school Disconnection from friends and family Loss of loved ones
- Based on my experience, when teacher’s identify a child to be in a “ its all about me mode”, they are in a survival mode, it is not the best time to teach the child a new skill. Because your survival brain doesn’t care about anything else. It only cares about your ability to run away from danger, confront danger, be able to go to sleep, be able to feel hunger. That’s it. It doesn’t care about 2plus 2 or writing or reading. So that child is not available for learning when they are all about themselves. Their thinking brain is shut down when the survival brain is active. And teachers effort trying to educate the child at that moment will be completely draining. During this time, instead teaching, we have to address the survival issue the child is facing. Provide the security, the comfort for the child to feel safe in his or her own body. This very foundational where every educators should take note. I know that we a curriculum to follow, a syllabus to complete and a structure to follow but it doesn’t matter at all when the child cant learn.
- This is also known as the emotional brain. Although it is said that the mammal or emotional brain is the second to develop, it would probably be inaccurate to really say that. Because it all slowly develops kind of more or less together. But in comparison the survival brain has much more engagement, much more of a driving force in the early stage of our life when it comes to development. The emotional brain is also there in fact always there but expression of emotion, understanding of emotion comes in definitely much much later. Emotional brain is the part that allows us to actually be human. Allow us to connect with others, allows us to experience emotions, allow us to connect and feel what the other person is feeling. It’s the tribal social cloak of what keeps us human and connected and responsive to one another. Obviously thi sis something very important. Not only that the emotional part of the brain actually tap into our short-term memory and create memories. So it is really important to remember that memory has a lot to do with how important is something emotionally to this individual and it taps into their motivation when we are teaching individuals. Whether they are on their disability, undiagnose or typically or they’re just a child sitiing in your classroom. If they’re not motivated it is very difficult to get them to create memories and to actually connect with the learning process. So emotions, motivation , curiosity connection with others is the function of mammalian or emotional brain which is the important part of learning and often left out and that is the glue that allows a child to want to continue to learn and to be curious about learning.
- This is the last one to develop and it is the thinking brain. It’s the one that we are mostly familiar with. This is the brain that allows us to reason to understand, to solve problems, This is the one that allows us to read and learn, write and count. This part of the brain is also very important because it allows us to reflect on the past and imagine the future. This also allows us to be conscious of our action. Having said that, so if the information from the body never reaches the higher level thinking brain we have very little consciousness. We will become reflexive and we act on autopilot. We have seen children with special needs responding like an autopilot. Examples autopilot responses are like immediately responding without thinking, or either avoiding from something or they are aggressive or they are biting, or they are falling down or they just shut down and they freeze, or withdrawn. Teacher is introducing something new and they immediately they withdraw and do not want to learn anything new. What all this behaviour means? Are these children doing it on purpose. Definitely they are not. They are havi8ng a hard time connecting to the higher level of the brain. They are still operating their survival or emotional brain that slightly disorganized. It prevents them from accessing this reasoning, the conscious part of their brain that gives them feedback on their conscious actions. It is the only way that the process of learning comes in full circle when it reaches the thinking brain. We cannot analyze, what just happened, or whats the best way to respond or how can we learn from this experience. So that’s the thinking brain which is continuously giving feedback to our body and that how we learn to adapt to our environment. When we adapt to our environment we work at the best motivation with our environment. So obviously we know now how important is this part of the brain. However it cannot work on its own or it cannot work independently without the support of the survival brain and the emotional brain. They need to work together. They all need to be organized. A well integrated brain is able to receive information from the senses from our ability to feel, from the visual system . So the brain really has to be able to multitask and receive information from the bottom from the top and from the front. And when they work together the brain functions well. The different systems of the brain communicate with each other and that’s when the learning process is optimal. We understand now why our students with special needs have difficulties in learning.
- . Agreee with me. Type yes in the chat box if you agree. What could cause the delay in learning? Lack of connectivity between the different parts of the brain and most likely they are in survival mode. Well there’a good news. In this world there’s always a solution for everything. The solution is although there’s a lack of connectivity over here, there;s also something called neuroplasticity.
- What is neuroplasticity. Brains ability to learn and adapt. Our brains can actually grow and change throughout adulthood. That is, if we treat our neural pathways right. The main point of neuroplasticity is that you can actually form and reorganize connections in your brain. We can actually make changes to further develop our brains. We’ve learned we can actually rewire our brains. There are several activities we can apply on children with learning issues to treat their neural pathways: Using the “ wrong Hand” Meaning that doing task in a non-dominant hand. If you are right hand try brushing your teeth with left hand. Balance self with one leg. Brain exercise.
- Improvement in executive functioning. Improve cognitive process: attention, memory, organization, planning and executing tasks Enhancement of fluidity in behaviour Cross the Arms on the shoulders. Walk forward and backward, crossing arms on the shoulders.
- Functional skills or age-specific tasks that most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move A milestone is met when a child is able to perform a task without assistance
- Babies age 6 months often cry when they see strangers. When the strangers reach out to carry, babies cry. We call this as stranger anxiety. When the baby doesn’t cry or not showing any reactions when carried by a new face, some parents might feel proud by saying my baby is very friendly. Yes could be too but this could be also a sign of developmental delays.
- For example, a parent and child may both look at a toy they’re playing with or observe a train passing by’ Some skills needed for joint attention: Orienting and attending to a social partner (that is, the person you are interacting with) Shifting of gaze between people and objects Sharing emotional states with another person Following the gaze and point of another person Being able to draw another person’s attention to objects or events for the purpose of sharing experiences.
- Developmental checklists allow teachers to consistently monitor and document progress or deficiencies in developmental growth. Using a checklist allows the teacher to continuously monitor progress and focus extra attention on the items that have not been met. Developmental monitoring helps educators to plan a ability based activities for the students.
- 2. Say the biological age of the child is 9, look for the 9yrs old milestone. Go through the development and mark the unmet milestone.
- Now that you have analyze if the child is growing according to the milestones. Its time to identify the mental age of the child. From the current age milestone go back to one age lower or one age higher to mark the mental age.
- Give 4 Minutes. After 4 minutes announce time is up. Drway a line. Give 2 more minutes to come up with more qualities. Draw line Give 1 more minutes to add even more Finally 1 last minute to come up with final ones. Discussion: Did your team hit the wall? Express how you felt?
- What can we say about this 2 children in this pictures? Beautiful girls right. Obviously their eyes shows that they are very excited about what they are doing. From the pictures we know that they are engaged in a learning process. Their eyes and facial expressions and physical gestures clearly shows how enthusiastic they are about learning. What message are these 2 students giving to all of us? Any good guess? Yes they showing to us that they are READY TO LEARN.
- What can we say about these pictures? Boys who are showing us that they are not ready to learn. Something is going on and they needs help or support. All this messages are clearly shown to the adult in the environment by gestures or sometimes body cues. These 2 boys are obviously in avoidance for learning. Most our students are in this category of “ IM NOT READY TO LEARN. And we teachers, parents or caregivers are always engaged in multiple trials of transitioning them from Im Not Ready to Learn to I am Ready to learn. Agree? So how to do this transition?
- So how to we start to support children with learning? What are the basis for building a relationship? Matching eye level So as human beings eye contact is extremely important. But we all know that for some or most of our students with special needs, making aye contact is something challenging or extremely challenging. So as teachers, what we all can do is, make that as easy as possible knowing that that’s already difficult to begin with. But how can we make it easier? Rights lets go back to the brain development. We have learnt that whenever there’s a danger the brain switch to the survival mode. When I say danger, im not talking about the danger of running away from a tiger. The meaning of danger in this context is referring to the adults expectation on the child, adults instruction to the child for task engagement. So child always feels that he is being a victim of all this expectation, thus he or she shut down. It’s the Big guy little guy scenario here. So what can we do here is. If you are talking to the child, we know children are little and you are standing over them. You are this tall person and you’re telling them instructions, telling what to do. Unintentionally we are actually creating this unsafe place where we are this big adult. And this little child have to look up at you and they have raise they head. At the very beginning itself, child is loosing the connection with us the adults who are trying to support them. What can we do then to build the eye level contact. Both the teacher and child sit on the floor Child sit on the chair and teacher kneel down to the child’s eye level. Or just find a confortable way of bringing the child to your eye level. Most importantly, your eyes matching their eyes so they don’t have to look up at you or you don’t have to look down.
- Really matters when creating a connection with a special child. Tone of voice communicates emotion It communicates safety or danger It communicates your wanting to collobrate with the child Children can actually read our emotions based on our tone of voice. Lets think about this, you are able to know that your friend is unwell when you phoned him or her. How you can know that. You did see her then how? Certainly it’s the tone of their voice right. Same applies here.
- Especially when the child is having a meltdown. Look at this picture. See how the adult kind of like come down to the child’s eye level. Trying to be just there, trying to be very compassionate and being really understanding by touching or hugging the child. But, when the child is having a meltdown most of the time touch is not something very useful. Touch only adds to the overwhelming sensory. Of course im not saying its always. Also it depends. So what im saying here is, instead of jumping in as a saviour why not step away and give the child space, time to suit, time to cry, time to fold down, allow them to work out whatever it is they need to work out without adding anymore stimulation to the moment because they are already overwhelmed. So remember that giving that physical space often that something we forget to do but something that is really really important to do.