CU1520: PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT. 1. 1 Explain the factors that need to be taken into account when assessing development. When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially can only be broken when a child is at real risk.
When carrying out observations you must take account of the child’s wishes and feelings if a child is upset or wants you to stop then you must stop. Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account when carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable.
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Reliability of information no one can get an accurate picture of development if the information is not accurate this can harm the child’s development and the underestimating of their potential. With observation we must understand the limitations of each type of observation method. Avoiding bias when observing children we must remain completely objective also having 2 people observing the child at the same time can produce a more accurate account. 1. 3 Explain the selection of the assessment methods used. There are various methods used to assess a child’s development. Free description- this is to record the behaviour of a child over a very short period of time. The observer notes down what he or she is seeing. This is a good method for looking at several areas of development. Advantage: observer can be unobtrusive and record children without them being aware. It’s a flexible method allowing the observer to carry out frequent observation. Dis advantage: observer can show bias and find it hard to record every thing a child says or do * Checklists and tick charts-Here specific activities are looked for either during a structured assessment or by observing children over a period of time.
Advantage: observer is focused on developmental skills to be observed and so less biased. Disadvantage: observer may not record child’s attitude or how they socialise. The observer might alter the child’s performance once they know they are being observed. * Time sample- this method is used to look at children’s activity over a predetermined length of time. Advantage: the observer can see what a child is doing over a period of time and pick up on many different areas of development, attitudes, friendship and confidence.
Disadvantage: interesting behaviours might fall of the sample time and open method of recording may allow for observer bias. * Event sample- this looks at the frequency at which an aspect of development or behaviour is performed. It is recorded in a prepared sheet. For example how often the child talks with adults or other children. Advantages: the observer focuses on one thing. Disadvantage: it does not explain why the child shows the type of behaviour. * Target child- this is used to record one child’s activity over a long period without any gap in the recording process.
It gives information about several areas of development. Advantage: observer gains overall picture of what the child is doing. Disadvantage: The observer may not choose the period of time the child is showing their usual behaviour. * Standardised tests-used on older children to consider their skills in literacy, maths and over all cognitive development. Advantage: The observer bias is less. Disadvantage: children know they are being tested hence they do not show usual behaviour. They would have rehearsed and may show better performance. Filming- this provides you information about several areas of development. And you are able to watch it over again to see if you missed anything unlike the paperwork. More information is gained. Disadvantage: observer chooses what to record and the child is aware he is being recorded and this may change their usual behaviour. * Information from parents and colleagues- parents and colleagues see children in different situations and so may have a different view of the child’s development. However they may show observer bias. CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 2. 3
Explain the importance of a person centred and inclusive approach and give example of how this is implemented in own work. Any plan that involves supporting an individual should be focused on their needs and interest and wherever possible the children should be involved in the planning process. A child centred planning takes into consideration what is best for the child as well as how it might engage and involve the child. It is also important in planning that a child is not segregated from others but consider ways in which other children can become involved in the activity too.
CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 3. 1 Explain the features of an environment or service that promotes the development of children and young people. The physical and emotional environment that we create for children has a huge impact on their development. Features to consider while planning the environment includes the following. * Stimulating and attractive: the environment for the children must be interesting and visually attractive. * Well planned and organised: Working with children requires great organisational abilities because every child will have their needs, interest and personality.
To accommodate this early years setting have to plan effectively and everyone within the setting needs to be organised. * Personalised and inclusive: it is required that early years settings to personalise the activities and play opportunities for children in ways that are inclusive. * Regulatory requirement met: all settings must meet the requirement of legislation. This will include compliance with the statutory framework of EYFS, health and safety legislation and also other legislation involving the safeguarding of children and their right. Varied environment: the setting should be varied in the provision to as to maintain the children’s interest. * High quality policies in place and followed: the need for policies and procedures follows on from the need of settings to follow legislative requirements. Policies must be reviewed, updated and evaluated to check for effectiveness. 4. 1 Explain how own working practice can affect children and young people’s development. * The adults in my own setting are aware of the development needs of the child. Activities are specifically planned to support every child’s development. * There is always a balance of activity to engage children’s interest. * There is a balance between child initiated and adult initiated activities. * The balance of activity covers each of the aspects of learning in the curriculum and also builds on each of the developmental areas. * It is ensured that the adults have sufficient time to work with individual or small groups of children * All the children were engaged or participated during part or all of the sessions. 4. 2
Explain how institutions, agencies and services can affect children and young people’s development. Children in their early years may have a range of needs and the way that practitioners work together can have a positive impact on their health, development and learning. Once parents/carers involved with the child have identified that a child needs additional support, a multi agency approach may be used. The parents visit the GP who makes the appropriate referral. Once they have ruled out the hearing or visual impairments, the GP may refer directly to the speech and language service.
Once it is established what type of support a child requires, a collaborative approach is required in order that all professional, the parent and the setting work together. CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 5. 2 Evaluate different approaches to supporting positive behaviour There are many different strategies and approaches when it comes to supporting children’s behaviour. Below is some of positive behaviour support. * Least restrictive principle * Reinforcing positive behaviour. This is about sending signals and rewards to children and young people so that they become inclined to repeat behaviours that are appropriate. Modelling. Children learn some of their behaviours from others especially those around them. * Positive culture. Expectations adults have about children and their attitude towards them will influence their behaviour. * Looking for reasons for inappropriate behaviour and adapting responses. Understanding the needs of children and thinking about what might be influencing their behaviour is the heart of helping to promote positive behaviour. * Speech, language and communication difficulties. Children’s behaviour is linked to their language acquisition.
Children who have difficulties expressing their needs or who are not using a language fluently often find it harder to manage their behaviour. * Individual behaviour planning, when a child is showing inappropriate behaviour a plan to manage it is drawn up. * Phased stages * Planning interventions to reduce inappropriate behaviour * Deescalate and diversion * Containment. This is about preventing children from getting themselves further in trouble. * Following management plans. Here every staff would follow the settings behaviour policy. Boundary setting and negotiation. Here the young children must know the boundary in the setting and what is expected of them. * Supporting children and young people’s reflection on and management of own behaviour 6. 1 Explain how to support children and young people experiencing different types of transitions. Different types of transitions e. g. : * emotional, affected by personal experience e. g. bereavement, entering/ leaving care * physical e. g. moving to a new educational establishment, a new home/locality, from one activity to another * physiological e. . puberty, long term medical conditions * intellectual e. g. moving from pre school to primary to post primary When child go though transitions they need people they have built up positive relationships with to help support them through the changes in their lives. We use circle time to explain to the children what is going to happen and they can talk about their feelings children will make a better transition if they know what is going on. We take are cues from the children on how much information is given and how much an explanation is required.
We allow time for the information to be processed some children might have delayed reaction and might want to talk later at a more quieter time. We are always to be truthful in all our answers so we keep their trust. We listen and acknowledge how the children are feeling and we reassure the children that what they are feeling is normal and other children have been through this. The children can express their anxieties and we can help reassure them. This covers emotional transitions like bereavement, physical moving homes or locality, physiological puberty, intellectual when moving up from pre school to school.