Scenarios: Reece - Language Delay, Educator Feeding Infant, Nelson - Overeating

[punk6288]

ANY HELP WOULD BE GREAT have been stuck on these for weeks now have finally finished them
Case studies
Case study 1
Reece aged 2 years 6 months is having trouble putting words together to make sentences. You have noticed that he is not combining words and seems to only copy words and phrases from other children in the group. He is not producing words spontaneously.
The words Reece does use are not always pronounced correctly.
Reece only recently started care at the service where you work, and at the time of enrolment there was no mention of Reece been diagnosed with a hearing loss, developmental delay or syndrome in which language might be affected.
Reece’s parents are fluent in English, and you know English is the family’s home language.

Answer the questions that follow:
a) Approximately how many words would be expected in Reece’s vocabulary?
many children begin to acquire words at breakneck speed, a phenomenon experts call the naming explosion. Most 2-year-olds can say about 100 words. By the time your toddler is 2 1/2, they probably know close to 300. But not all children follow this pattern, so don't panic if your child isn't talking nonstop by 2 1/2. However, if by the time your toddler is almost 3
b) What specific strategies could you put in place to support Reece’s communication development? List five strategies in your answer.
1. Get Chatty Engaging in conversations with children
2. Be a Commentator Giving descriptions of objects, activities or events
3. Mix It Up Using different types of words and grammar
4. Label It Providing children with the names of objects or actions
5. Tune In Engaging in activities or objects that interest children
6. Read Interactively Using books to engage children’s participation
7. Read It Again & Again & Again! Reading books multiple times
8. Props, Please! Introducing objects that spark conversations
9. Make Music Engaging in musical activities
10. Sign It Using gestures or simple signs with words
c) How could puppets and props be used to promote Reece’s communication development? Identify two ways you could use these resources to motivate Reece to engage in two-way communication with you.
Communicate effectively with children
Stimulate language development taking into account special language needs
Develop strategies to access specialist language services
Plan interactions with children to enhance language development
Extend conversations with children by supportive, active listening and open ended questions
Use words in a way that helps children understand their meaning
Use resources that support the first language of the child
treat all parents and children equitably, including Indigenous people
work with cultural diversity.
Apply the following skills identified as underpinning national child health and well being core competencies, where they are applicable to the work role:
implement effective evidence-based service delivery
coordinate service delivery to families with an interdisciplinary teamwork approach and where possible collaborative interagency practice
support infants and toddlers to master key developmental tasks
early identification of emerging trends in child needs and how to address them
manage children's health needs, eating behaviours and physical activity
provide environments and relationships that are safe for young people.
d) What causes speech and language problems? Identify two possible causes for Reece’s communication delay.
• General Speech-Language Delay – This is probably the most common and easily remedied problem. The reason this occurs is that the child is learning more slowly than his or her peers. It’s a temporary situation that can be addressed with a combination of therapy as well as at home carryover. After therapy is initiated, many children develop their speech-language skills appropriately and catch up to peers within a relatively short period of time.
• Expressive Language Problems – With this type of delay, a child thinks and understands clearly and develops normal relationships, but he or she has problems effectively utilizing expressive language versus basic talking. Speech is delayed because the child is struggling with how to communicate effectively. Again, speech therapy is the appropriate response.
• Receptive Language Problems – With this condition, the child comprehension is decreased and s/he speaks with an unclear and sparse use of words and has a problem connecting words with directions, such as pointing at an object or carryout instructions. Speech therapy will be needed, but often these cases need intensive clinical help and treatment may take much longer periods of time.
• Autism – Children with a variety of disorders along the autism spectrum display a number of developmental problems, including speech delay and the inability to communicate clearly. Repetitive activity is also common. The child has profound difficulty sustaining long-term communication, and even with therapy, regression often occurs after slight improvements. In these cases professional evaluation and treatment are needed for accurate diagnosis. The treatment, intensive language training and behavioral modification, continues into later years.
• Cerebral Palsy – This condition causes significant problems with physical vocal coordination. The child may have serious problems controlling spasms in the tongue area. He or she also often suffers from hearing limitations and disconnects between stimuli and cognitive function. Children affected by this condition often undergo intensive symbol recognition therapy as a communication alternative to vocal speech along with speech therapy. While speech may continue to evidence developmental delays, such children find ways to communicate effectively despite the condition.
• Childhood Apraxia of Speech – This issue interferes with a child’s ability to make the right sounds for desired words. As a result, his or her speech tends to be very impaired and may be difficult for listeners to understand. Children affected often add gesturing to compensate. Multiple treatment approaches are applied to this condition, with comprehensive assessment being a prerequisite to effective treatment.
• Dysarthia – This condition, in either a mild or severe form, affects speech accordingly. A child’s speech may be disrupted and difficult to understand. Similar to apraxia, children tend to overcompensate with physical gestures to get their point across. Speech-language therapy results in some improvement, with multiple approaches needed to address this problem effectively.
• Hearing loss post-speech – In some cases, children learn to speak but then lose their hearing, which may cause speech regression. Eventually speech clarity and quality drop as the hearing loss continues. Further, affected children stop adding new words to their vocabulary. With the help of professionals (audiologist, speech language pathologist) to learn sign language, read lips, and use hearing aids, most speech problems are overcome. Speech enunciation may continue to be hampered somewhat, however.
• Hearing loss pre-speech – In these situations, speech development is delayed because the child can’t hear words to then repeat them correctly. Speech is often slurred, with the wrong tone or emphasis. There is also a potential loss of demonstrative speech with connected gestures. Again, the help of related professionals (audiologist, speech language pathologist) is critical, along with alternate communication training and hearing aids.
• Intellectual limitations – Speech/language in this scenario is delayed because there is a cognitive limitation. Children in such cases are often treated professionally after a full evaluation, frequently being referred to child development centers for long-term support and training. All treatment is under the guidance and oversight of related professionals.
e) Briefly outline how you would go about sharing relevant information with other educators at the service about Reece’s development. Identify in your answer who you would tell, and any factors that should be considered before sharing information about children.
• The educator should not appear shocked as a strong reaction may affect the child’s comfort level.
• If self-disclosing, praise the child for revealing what has happened to him or her. It is not up to the
• educator to determine if the child is telling the truth.
• When talking with a child concerning a possible inflicted injury or condition of neglect, the educator
• should refrain from asking leading questions.
• Let the child tell his or her story without probing for information that the child is unwilling to give.
• The child should be made as comfortable as possible under the circumstances.
• The child should be put at ease, and the educator should sit near the child, not behind a desk or table.
• The educator who talks with the child should be the designated person to handle such matters (e.g., the
• school social worker).
• Children often feel or are told that they are to blame for their own maltreatment and for bringing
• “trouble” to the family; therefore, it is important to reassure children that they are not at fault.
• If maltreatment is suspected, the educator must always remember that he or she is a mandated reporter,
• and this should be explained to the child in an age-appropriate way.
• The child may be afraid that either he or she will be taken from the home or the parent may be arrested.
• If such a fear is expressed, the educator should acknowledge not knowing what will occur.
• Children may be fearful of others learning about their maltreatment issues. The educator should assure
• the child that the information would not be shared with classmates or others who have no need to know.
• It is vital, however, that the educator also acknowledge that in order to provide help to the child

Case study 2
You notice that when feeding infants, an educator in the early childhood education and care service where you work, continues to talk to other educators and holds the infant loosely on her lap.

Answer the questions that follow:
a) Considering the needs of infants in the social, emotional and language developmental areas, what suggestions would you make to your colleague so that they form a good attachment and bond with the infant?
I would explain to the educator that I think whe is not holding the infant correctly and that the infant may not attach to her cause feeding I the best time to gain and bond with a kid.
b) Why is it important to speak up in this situation? Refer to Early Childhood Australia Code of Ethics and the United Nations Convention on the Rights of the Child (1991) to guide your answer.
• provide safe, supervised home based child care by registered educators who cater for the
• social, emotional, physical and intellectual developmental needs of children, based the
• National Quality Framework including the Early Years Learning Framework and My Time Our Place document
• provide flexible childcare that offers care for full-time, part-time, shift-work, occasional care,
• emergency care, and before and after school care in response to the needs of the community
• facilitate the placement of children in a non-discriminatory manner according to the needs of
• families and educators
• offer care for children with special needs including children with disabilities and specific
• cultural and religious requirements, taking into account the views of parents and specialists
• promote understanding, tolerance and mutual respect for all service participants through
• communication, education and training
• invite parents, educators and community members to participate in the service through
• involvement at events, meetings and activities conducted by the service and by providing
• feedback

Case study 3
Nelson aged 17 months weighs 18kgs. He can sit unsupported; however makes little attempt to reach for items just out of his reach. He makes no attempt to crawl or pull himself up on objects at this stage.
Nelson’s growth and development is monitored by the family’s General Practitioner, who has asked the family to limit Nelson’s intake of high-calorie, low-nutrition food such as soft drinks, cordial, juice, lollies, chips and lollies, and to promote healthy eating at home.
Nelson has just commenced care at the education and care service where you work four days a week. You notice that he is easy-going in nature; however when he wants something screams until the adults around him figure out what he wants.

Answer the questions that follow:
a) What could you do to support Nelson’s emerging physical skills? List three learning experiences you could provide to encourage physical activity in Nelson.
• Give your child lots of playtime: messy play – in sand or mud or with paints – play with puppets or toys and outdoor play – with plenty of running, tumbling and rolling – are all great ways for preschoolers to express feelings, particularly if they’re upset or angry.
• Make time for creative and artistic play: this might be craft, painting and drawing, or dress-up games. Musical play is another idea. Your child might like to dance, jump around and ‘act out’ to music or make music with simple instruments. These activities help to develop children’s senses and also let them express feelings.
• Read with your preschooler: you can encourage your child’s talking, thinking and imagination by reading together, telling stories, singing songs and reciting nursery rhymes.
• Do some cooking with your child: helping to prepare a meal is a great way to get your preschooler interested in good food. Give her simple things to do, like tossing a salad or putting together meals like sandwiches or tacos. She’ll also learn new words – for example, ‘peel’, ‘egg beater’ and ‘grater’ – maths concepts – for example, ‘half’, ‘1 teaspoon’, ‘30 minutes’ – how to do things step by step, and how to be patient as she waits for that cake to rise!
• Play games with your child that involve learning to share and take turns. When you play, say things like, ‘Now it’s my turn to build the tower, then it’s your turn’, or ‘You share the red blocks with me, and I’ll share the green blocks with you’. Sharing is still hard for children at this age, so give your child lots of praise when you see him trying to share.
b) What support could the educators at the service offer to Nelson’s family? Identify two resources that could be shared with the family that promote healthy eating and physical activity in young children.
Facility Nutrition and Physical Activity Policies
Physical Activity Policies
c) What could you do to assist Nelson make healthy choices at snack and meal times?
• Have a positive attitude. Serve new foods to children and eventually they will learn to like some of them.
• Do not force children to eat. Children sometimes do not like to eat food they have not seen before. As the food is served more, and the children become more familiar with it, they may decide to try it.
• Let children prepare food. This can be something as simple as tearing lettuce for a salad. Preparing food can help children become more familiar with new food. As you prepare food together, you can discuss the color, shape and texture of the food. Many states have rules that do not allow children to prepare foods that will be served to other children but children can help prepare the foods that they will eat.
• Serve new foods when the children are hungry. Let the new food be the first thing the child eats. Children may not want to try something new if they are already full.
• Serve one new food at a time. Children may be overwhelmed with a plate full of new foods. Instead, offer one new food with other familiar foods.
• Be a good role model. Eating a new food in front of children will show how enjoyable the new food is. Children may then be more likely to try it.
d) Respect children’s food preferences. There may be some foods that children do not like—no matter what. Try to offer other foods from the same food group instead. Briefly outline the possible consequences of childhood obesity in later life that Nelson could be faced with.
Obesity can have adverse impacts on a child's physical, social, and emotional well-being. It increases the incidence of type 2 diabetes and other chronic medical and psychosocial conditions. Furthermore, the metabolic and physiologic changes associated with childhood obesity, along with obesity itself, tend to track into adult life and eventually increase the individual's risk of disease, disability, and death.
e) Briefly outline two possible causes of childhood obesity. Ensure that you identify one biological influence and one environmental influence in your answer.
• the mother’s smoking habits during pregnancy;
• the mother’s weight gain during pregnancy; and
• the mother’s blood sugar levels during pregnancy, specifically, whether she develops pregnancy-related (gestational) diabetes.

[Lorina]

Scenario: Reece

How could puppets and props be used to promote Reece’s communication development? Identify two ways you could use these resources to motivate Reece to engage in two-way communication with you.

I know you already used this resource in your response above but you could also refer to the following for this question:
http://mtbt.fpg.unc.edu/more-baby-talk/8-props-please

What causes speech and language problems? Identify two possible causes for Reece’s communication delay.

You only need to choose 2 causes.

Briefly outline how you would go about sharing relevant information with other educators at the service about Reece’s development. Identify in your answer who you would tell, and any factors that should be considered before sharing information about children.

This question is referring to the educators you will talk to within your centre about Reece's language. So, first of all you would notify the director to share your concerns and also notify the educators within your room so you can all work on the same strategies to support Reece's Lange development. This is a sensitive issue and confidentiality needs to be maintained as well...

,
Lorina

[Lorina]

Scenario: Educator Feeding Infant

Considering the needs of infants in the social, emotional and language developmental areas, what suggestions would you make to your colleague so that they form a good attachment and bond with the infant?

The educator could be infant in a rocking chair propped up to support the infant.
The educator should talk to the infant while feeding.
The educator should show interest in the infant.


b) ECA Code Of Ethics


Scenario: Nelson

What could you do to support Nelson’s emerging physical skills? List three learning experiences you could provide to encourage physical activity in Nelson

The experiences you have provided don't focus on the physical skills to support Nelson's development. The following may help:

Active Play Babies

What support could the educators at the service offer to Nelson’s family? Identify two resources that could be shared with the family that promote healthy eating and physical activity in young children.

- Booklet on types of healthy foods with recipes that Nelson could it
- An information sheet with activities for babies that parents could do at home

outline two possible causes of childhood obesity. Ensure that you identify one biological influence and one environmental influence in your answer.

Obesity Causes In Childhood

Hope this helps,

,
Lorina