Relationship Development Intervention with Young Children - Term Paper Example

Introduction Learning difficulties can be considered as one of the most common conditions specifically in children that are needed to be given attention by the experts and the parents. The said condition cannot be generalized as an intelligence problem solely due to the fact that there is a variety of types that can be considered as learning disorder or difficulty yet parameters that measure intelligence such as the IQ may fall within the normal range. For that matter, although the learning disability can be connected with certain processes in the brain, the behavioural aspects of the children can also be considered (Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008; Wood, Littleton and Sheehy, 2006). There are certain examples of learning difficulties that can be related to processing of sensory information that can cause misunderstanding of the stimuli gathered from the environment for learning. In both children and adult, the main hindrance with regards to the achievement of the optimum performance at work and in school can be considered as the main consequence. It is then important to determine the different types of learning difficulties as well as the interventions that can be undertaken (Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008; Wood, Littleton and Sheehy, 2006). The main objective of the study undertaken is to be able to give an overview of the types of learning difficulties and focus on the interventions that can be related to developmental psychology. For that matter the main target are the results of the studies undertaken by the experts in relation to children on the basis of the fact that the brain has a very high capability to adapt and change upon proper and specific training and development. Learning Difficulties There are different types of learning abilities with the general indications of lack of attention and motivation. The said conditions can be traced in the functioning of the nervous system which can affect different learning skills including verbal and non-verbal information with problems in terms of acquisition of information, understanding, organization, memory and expression (Helpguide.Org, 2009; Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008). There are different areas in terms of skills and activities that can be affected by different forms of learning abilities. Language-Related Learning Difficulties The learning difficulties that can be related to reading disorder as well as the expression through writing can be included in the learning difficulties classified in the area of language. Specific examples of certain areas in the language related learning difficulties can be enumerated (Helpguide.Org, 2009; Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008). Dyslexia is an example of reading disorder which can be found mostly in the male population. Included in the skills affected are reading accuracy, speed and comprehension. Another is a type of learning difficulty in relation to written expression. It can be determined through the perceived failure or laboured process of composition and organization of written text and expression indicated through specific skills such as grammar, punctuation, spelling and even legibility of the handwriting (Helpguide.Org, 2009; Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008). Computation and Problem Solving Related Learning Difficulties Another type is related to the skills required in computation and problem solving which can be considered most essential in the field of mathematics. Such condition is known to affect 1% of the total number school children. There are different skills that are related to the said area (Helpguide.Org, 2009; Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008). One of the skills needed which can be the source of difficulty in children is the linguistic skill that is required for the understanding of different terms in the study of mathematics. The perceptual skill on the other hand which is targeted to understand symbolisms in math can be another problem area. Attention skills for copying and diligent computations as well as the basic math skills in operation can also be considered areas where children can have difficulties (Helpguide.Org, 2009; Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008). Motor Skills Problems Aside from intellectual skills, the physical movement and coordination can be an indication that can be related to learning difficulties. Aside from the fact that motor skills disorders can cause hindrances in the learning process, these conditions can also be considered indicators of other underlying learning disorders. In addition, such conditions can affect 6% of children in their development age (5-11 years old) (Helpguide.Org, 2009). Included in the indications of motor skills problems are clumsiness and stunted milestones in development such as walking, crawling and sitting (Helpguide.Org, 2009). It can be attributed to the fact that physical skills are also concepts and knowledge that are needed to be learned by the children to be applied. Communication Related Problems In addition to language related learning difficulties, there is another related category which is communication related. These learning difficulties are commonly verbal language related. One of the type included in the expressive language difficulty which can be related to laboured fashion of expressing words, vocabulary, sentence construction and rate of language development. The mixed receptive-expressive language disorder covers different areas such as on the receptive, expressive, mild and severe aspects. The said condition affects 3% of the school-age children (Helpguide.Org, 2009; Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008). The phonological learning condition is related to errors in sound production observable in cases wherein a child can interchange a phonetic sound with another. On the other hand another problem that can hinder learning process is stuttering that can affect fluency in speech (Helpguide.Org, 2009; Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008). Developmental Psychology Interventions Upon the determination of the different conditions that can be considered as learning difficulties, the phase of presenting the different interventions is also fundamental. Due to the fact that the main focus of the study is developmental psychology, the interventions that are included are related to the said area. Interventions Related to Primary Learning Style One of the most important ways is through the determination of the primary learning style of the child which is also related to the present trend in the educational systems such as the concept of multiple intelligences. This means that not all children have similar ways and methods of leaning. There are visual, auditory and kinaesthetic learners which can learn on the main basis of the method of teaching. In such cases, the educators and even the parents are informed on the ways and means of enriching the learning environment (Segal, Cutter, Jaffe-Gill, Barston and De Benedictis, 2008). Interventions Related to Behavioural Aspect Aside from the recognized importance of the determination of the intellectual aspects of the child, the behavioural aspect is equally essential. In the study of the relationship of problematic behaviours of children in their learning abilities, it had been concluded that the factors of development that include the parents’ guidance and stress in growth and development can lead to learning difficulty brought about by social isolation, conflict, etc. (Johnson, O'Reilly and Vostanis, 2006; Wood, Littleton and Sheehy, 2006). One of the developmental psychology interventions used to educate children is the Developmental Social-Pragmatic Model (DSP) which presents that importance of initiation and spontaneity in communication that can develop the capability of the child to have optimum communication skills. The said method is commonly applied in children with special needs in terms of learning (Wetherby and Prizant, 2000; Wood, Littleton and Sheehy, 2006). In the study undertaken on the awareness of the interaction of the biological and psychological aspects of the body, a holistic approach on learning is proposed which later on led to the development of another method of developmental psychology intervention referred to as the Greenspan’s DIR (Developmental Individual-Difference, Relationship-Based Model) or “Floor Time” method. Based on the said model, the learning development of the child can be determined through the scheduled milestones related to different skills such as dual ability to have interest in the stimuli in the environment as well as behave, ability to interrelate with others, ability for two-way communication, ability for complex interaction on movements and in problem-solving situations, ability to conceptualize and the ability for critical thinking and logic (Greenspan, 1982; Wood, Littleton and Sheehy, 2006). The Relationship Development Intervention (RDI) is another method to improve the social skill thus positively affecting the learning capability of the child. It can be effectively applied to children with autism having both learning and social skills difficulties. Improvement in both cognitive and social skills can then be improved (Gutstein and Sheely, 2002; Wood, Littleton and Sheehy, 2006). Responsive Teaching (RT) is another important evidence-based curriculum for children aimed to improve on the developmental, social and learning capabilities of the children. The said method is participated in by both the educators and the parents to be able to improve on different aspects of the learning skills such as cognition, communication, social-emotional functioning and motivation (Responsive Teaching, 2007). Conclusion Based on the gathered information, it can be generalized that the methods classified under developmental psychology can be considered fundamental in the resolution and intervention of different cases of learning difficulties. Although there are other classifications of methods, the availability of such techniques will primarily ensure the provision of the support needed by the target population References Greenspan, S. I. (1982). Three Levels of Learning: A Developmental Approach to “Awareness” and Mind-Body Relations. Psychoanalytic Inquiry, 1:659-694. Gutstein, S. E. and Sheely, R. K. (2002). Relationship Development Intervention with Young Children: Social and Emotional Development Activities for Asperger Syndrome, Autism, PDD and NLD. Jessica Kingsley Publishers. Helpguide.Org (2009). What Learning Disabilities Look Like. Retrieved March 26, 2009 from http://www.helpguide.org/mental/pdf/learning_disorders.pdf Johnson, R. F., O'Reilly, M. and Vostanis, P. (2006). Caring for children with learning disabilities who present problem behaviours: a maternal perspective. J Child Health Care, 10(3), 188-98. Responsive Teaching (2007). The Responsive Teaching Curriculum For Parents And Professionals. Retrieved March 26, 2009 from http://www.responsiveteaching.org/ Segal, J., Cutter, D., Jaffe-Gill, El., Barston, S. and De Benedictis, T. (2008, April). Learning Disabilities: Types, Symptoms and Interventions. Healthguide Website. Retrieved March 26, 2009 from http://www.helpguide.org/mental/learning_disabilities.htm Wetherby, A. M. and Prizant, B. M. (2000). Autism Spectrum Disorders: A Traditional Development Perspective. Paul H. Brookes Publishing Co. Wood, C., Littleton, K. and Sheehy, (2006). Developmental Psychology in Action (Child Development). Wiley-Blackwell. Read More