CHCIC512A - Scenario: Kent - General Developmental Delay

[lily]

Your Assignment Module Number and Heading: CHCIC512A
Your Assignment Type: Case Scenario
Currently Working in Childcare? Yes
Your knowledge: Beginner

Your Question?
Kent (4.3yrs) is described as having a general developmental delay. His language and motor skills are age appropriate but he has poor social skills, is extremely impulsive, finds it difficult to stay on task and generally engages in a range of disruptive behaviours which often result in other children laughing at him, which serves to reinforce his inappropriate behaviour.

Date: 12/03/xx
Setting: Indoor Play Time: 9.30 am
Kent walks to the puzzle table, selects a puzzle and sits down. He immediately tips the puzzle out and attempts to put it back together. He does not turn all of the pieces over and appears to randomly select a piece and tries to make it fit. When the piece does not fit he throws it on the floor. Throughout this process Kent begins to talk to himself. With each piece of puzzle that he fails to place be gets louder. Kirra (4yrs) sitting next to Kent says, ‘Kent, don’t throw the pieces on the floor. That’s naughty!’

Date: 12/03/xx
Setting: Morning tea Time: 10.40 am
Kent joins a group of three other children who are seated at a table talking to the practitioner about a game they are playing with sorting cards. He bangs his hands, palm down on the table several times and looks around at the other children.
Nathan: ‘Kent, that’s too noisy. It’s quiet talking time now’.
Kent looks at Nathan and bangs his hands on the table again and then pushes back his chair and runs to the block corner. He throws himself on the floor and starts to kick the blocks.

Date: 12/03/xx
Setting: Music Group Time: 11.15 am
Kent refuses to join the other children for music. He sits on a chair at the far end of the room and starts to call out to the children, ‘Bumhead, bumhead, bumhead’. Nathan walks over to Kent: ‘Kent, if you don’t want to join in with the music that’s ok, but it’s not ok for you to call out. You need to find something quiet to do’. Kent stands up and begins to jump up and down, flapping his hands and laughing loudly. The other children laugh at Kent.
a. Behaviours that are of most concern (75 – 100 words)

b. Strategies that Nathan could use to encourage co-operative and on-task behaviour
(75 – 100 words)

c. How would you communicate these strategies to staff and Kent’s parents so that you provide a consistent approach? (75 – 100 words)

What is your answer so far or What have you done so far as an attempt to solve this question?
a. Behaviours that are of most concern (75 – 100 words)

he has poor social skills, implusive and difficult to stay on task and engage in a range of disruptive behaviours which often result in other children laughing at him. such as 1.when he was playing with blocks when he doesn't fit and throw the pieces. 2. he bangs his hands on the table and run to the corner and throw himself on the floor.3. he flapps his hands and jump up,down and laugh loudly.

b. Strategies that Nathan could use to encourage co-operative and on-task behaviour

(75 – 100 word
increasing willpower and self-control-they are better able to wait, share,stop, be in a group for extended amouts of time.an increase undrestanding of appropriate and acceptable behaviour.encourage them to use language to express thier feelings.offer materials that engage thier interest.help them to feel good about themselves and to appriciate,care for and respect others.

c. How would you communicate these strategies to staff and Kent’s parents so that you provide a consistent approach? (75 – 100 words)

Be courteous and respectful in ordinary daily requests.

The example parents and others set is the most powerful influence on children. Showing real interest in the feelings of others and sharing your time and energy with others are clear examples of compassion and non-selfishness. Talk with your child about your thoughts and motives for respecting others.

Use Thank you, Please, and Excuse me.

Manners, like saying “please,” “thank you,” and “excuse me,” show you are aware of the needs and feelings of others. Your example teaches children to care about others. So use your manners and encourage your children to use theirs.

Description and Message:
i have no ideas is this the correct answer for these question. can anyon eread these questions plzzzzzzzzzz.
thanx in advance.

[Lorina]

So far what you have written for your responses are on the right track. I've added a few more pointers you could include with your response as well.

Behaviors that are of most concern

You could also add that Kent becomes easily frustrated when he is unable to figure out or complete a task. When he becomes frustrated he can’t control his actions and his behavior is labeled as naughty by others. Kent also wants to become more involved in social interactions so he seeks attention however hasn’t developed the social skills to do so, that’s why he becomes disruptive towards others.

Strategies that Nathan could use to encourage co-operative and on-task encouragement.

-One on one time during tasks
-Encouragement when completing tasks
-Verbal instructions to get through difficult activities
-Positive behavior management
-Model appropriate social skills.

How would you communicate these strategies to staff and Kent’s parents so that you provide a consistent approach?

Talk to Kent’s parents about what has been observed and discuss with them the strategies that have been put into place (mentioned above) to provide further encouragement. Discuss the same with other staff so everyone is consistent on what needs to be done with Kent.

Hope this helps,

,
L.A

[lily]

thanx L.A. sorry I was so busy but it helped me lot. thanx for giving me more ideas.god bless you. thanx