Cyp development free essay sample

Explain the factors that need to be taken into account when assessing development. 1. 3 Explain the selection of the assessment methods used Assessing children and young peoples needs has to be done sensitively and accurately. There are a number of factors to be considered. * Confidentiality and consent * Childrens wishes and feelings * Ethnic, linguistic and cultural background * Disability or specific requirements * Reliability of information * Avoiding bias * Open and closed recording methods Mixing methods of observation, technique, ways of collection 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 a ccount of the child’s wishes and feelings if a child is upset or wants you to stop then you must stop. We will write a custom essay sample on Cyp development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ethnic, cultural and linguistic backgrounds when we asses a child we must take account 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. 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. I think it’s really important to observe a child in a range of different context and environments, in order to gain a holistic picture of their abilities and needs. This would be at home or in their education setting. Observing them individually, within a quiet environment but also in a larger group to see how they cope with other children. Also observing them within a free play activity is to see if they can move themselves around different activities or get stuck in one place. We can observe their natural interests, the social communication, understanding of language, eating and drinking and their fine and gross motor skills, sensory skills, behaviour. Observations should document what the child has achieved not what they have failed to do. Some practitioners prefer to make observational notes in a notebook and to organize these into written observations later. This system can offer a valuable opportunity for reflection. However, practitioners should guard against spending long periods rewriting large amounts of material. Short observations recorded straight onto white sticky labels are easily transferred into individual profiles and can save a lot of time. An observation format may include sections such as: * Name: This should include the surname where first names are duplicated in the setting; * Date: Day, month and year. It may also be appropriate to include the time or duration; * Context: Adult-led? Child-initiated? Independent? Working with/alongside other children? Which area of provision? * Key area of learning; * Adults observation; * Child’s comments these can offer a very useful, further insight into learning. Observations of child development can be recorded in: * Written records to record details of what the child does and says, and more importantly how the child does and says things. * Audio tape recordings to record details of spoken language, tone of voice and other sounds. * Video recordings to record details of what is seen and heard of the childs development. Observation techniques Different observation techniques help to focus the observation so appropriate data is collected and presented in meaningful ways. * Anecdotal This is a written narrative that tells the story as it happens. Observations can be of planned activities, but spontaneous observations can show surprising things about a childs development that might never be seen. * Schedules It is helpful to research the area of development before observing. A pre-planned development checklist helps to focus the observation, but can be limited unless individual details are recorded. Charts and Pictograms Charts and pictures can present observation data in colourful ways to make your portfolio appear more interesting. * Time sampling Observations of children are recorded at fixed regular intervals of time to note what is happening at that moment. For example childrens play during a morning can be recorded every 15 minutes. * Event sampling- Observations focus on particular events to build up a pattern of a childs behaviour over a period of days or weeks. For example to discover what provokes tantrums, or how a child reacts to leaving their carer at the start of each day in nursery. * Target child A series of observations to give a picture of an individual childs holistic development. A baby will change rapidly during your time in placement and a longitudinal study of a childs development over several months is fascinating. 2. 3 Explain the importance of a person centred and inclusive approach and give examples of how this is implemented in own work. The importance of a person centred and inclusive approach is your looking at the individual child and the needs of that child. By working in a person centred, inclusive we’re are looking at the whole person, their abilities, strengths, interests and learning style, as well as any learning needs or disabilities. The national framework for Every Child Matters (Children’s Act 2004) was set up to support children or young people to ensure the joining up of services to ensure that each individual achieves the five Every child Matters Outcomes which offer support to children to enable them to be; * Healthy. Stay safe. * Enjoy and achieve. * Make a positive contribution. * Achieve economic well-being. My setting works with many outside agencies in order that the individual child has in place all they need to be included in all aspects of the school day. We have several children within our school who have different needs and they are assessed individually so they can be given t he correct resources or 1:1 support in order for them to achieve their own individual goals. Some children will have an Individual Education Plan (IEP) which will set out what they aim to achieve within a set time frame with support (Teaching Assistants or our setting introduced the key person system at reception classes) other children may need the school grounds to be adapted we have adapted our school in order for the child to gain access around the school ground so things like ramps in place and hygiene suit. Some children will require specialist equipment to help with their education and development anything from large keyboards to hoists. It’s all about the needs of the individual child; some children may need the activity adapted to enable them to take part. Plans that involve supporting an individual should be focused on their needs and interests and wherever possible we should involve them in the planning process. Children’s wishes should be taken into account during decision making to give them a sense of belonging and not to be made to feel as though its them who’s to blame. This should be done in a sensitive manner and they should be listened to and used to find out how they are feeling and what they would like. Sometimes although not very often young children may even be involved in more serious issues including their own protection, this can be difficult if a child is very young or if a child has barriers that stop them communicating. A child centred approach allows the child, young person to think, experience, explore, question and explore for answers in the direction of play that they wish to experience rather than me directing play. By being person centred and inclusive I’m not restrictive, but I allow for learning opportunities that suit the child because I plan and target set with them. This creates a closer match between the child and the curriculum, allowing them to learn and develop at their own level and build on their knowledge. 3. 1 Explain the features of an environment or service that promotes the development of children and young people. Our outdoor and indoor play areas are stimulating and attractive to children to encourage them to use their senses to learn, there are plenty of play opportunities provided. We keep the areas interesting and visually appealing. We are well planned and organised around the children, we have areas which challenge, keep children’s interests, and meet children’s needs , as every child is unique they have their own needs, personality and interests these are planned and organised for. There are, planned and spontaneous plays water, sand, dough, paint, books, role play, construction, gross motor play space sit amp; rides, climbing frames, ball games, table top areas, features on walls windows, shelving, display boards, posters, features on ceilings mobiles, curtain rails, toilet area sinks, hygiene products such as soap and air hands drier. All these areas provide opportunities for play and learning, and supports childrens development in movement amp; rest. EYFS requires settings to personalise the activity and play opportunities for children in ways which are inclusive. Making us think about what is assessable for children as well as what is available for children. EYFS also requires that we encourage children to participate. We have to look at ways of helping children learn about valuing others, promoting equality, diversity and inclusion. The setting must also meet EYFS statutory framework, health and safety legislation child protection, safeguarding of children, all the children’s acts. The setting has policies and procedures that need to be reviewed updated and evaluated to check effectiveness. The setting needs to give children varied and new opportunities to play to keep children’s interest and to get staff thinking of fun new ideas. We plan around the individual and group needs of our children with the daily activities. We assess risk to keep the children safe and give adult supervision at all times but this means we have to encourage children to evaluate risk for themselves and give them some challenging activities. Parents and carers are always welcome to help and observe their children. 4. 1 Explain how own working practice can affect children and young people’s development. My wrong working practice/ ignorance/lack of knowledge/laziness can affect children development in many ways. As a practitioner it’s my duty is to know and maintain correctly procedure and setting policies to keep the children safe and healthy, to support the children welfare and the setting aims. As an example if I am not aware of any specific child problem with allergies and I give that child some allergic food that will affect that child health. My knowledge of child development is helping me doing observations and assessments I’ll be able to plan for the individual child, and their needs by adapting activities for meeting all the children needs socially, emotionally, physically and intellectually. Also children need to be challenged if the work they are given is to easy they will become bored. The way I am with children, what I am saying, how I am being good role model all those are affecting children behaviour and development. If I shout all the time or being grumpy this would then make the children feel they could not approach me and they may sit not understanding what has been asked of them for fear of being shouted at. I think it’s very important to have professional ability to recognise when and where children’s development isn’t quite as expected and know referral procedures that provide support for a child’s indentified needs. I like children and I have empathy for them and in my opinion a good practitioner need to have ability to continue to learn and reflect if really like and want to work with children, they deserve the best. 4. 2 Explain how institutions, agencies and services can affect children and young people’s development. There are many institutions, agencies and services that can affect a child’s or young person’s development. These include social workers, speech and language therapists, paediatricians, voluntary organisations such as NSPCC, behavioural support services. These all help to support a child’s development. A SENCO is the person within the setting that helps identify special education needs and then may organise additional support from outside agencies. An early year’s worker can help children under the age of five with special needs by working with parents or careers in their own home. The early year’s worker assesses the child, discusses the area of learning and agrees the steps to be taken with the parents where the parents have the responsibility to carry these out. The early years people can positively intervene the better it is for the child’s chances to change and be able to lead a normal happy life. If they are not met that child might also suffer bullying from other children, difficulties accessing the curriculum and therefore not achieving their full potential at their setting or school, they can become bored/disaffected. Speech and language can help children overcome most of their problems. By helping children gain the ability to use language they can help children gain confidence and self esteem I have seen this in my setting with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration. This is because they can now express themselves. The SENCO in an educational setting give support to children and families with special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have specific educational needs. This might include people like teaching assistants or advisors to provide support and train staff. Youth justice this is based on children with behavioural problems these people will work with them and social workers to help them. Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children. Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners with aimed support programmes for that child once they have identified the child’s needs. A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care. Also health visitors come under this title for measuring and assessing a child’s development . A psychiatrists is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems. Physiotherapist this professional help children with their movement especially those who have little or no movement they are trained to get the maximum movement and skill level. 5. 2 Evaluate different approaches to support positive behavior. Approaches to support positive behaviour| Strengths Weaknesses| Providing an alternative ( not to be confused with a reward, e. g. if you complete this task now, later on you can ) | Ensures set work is completed. Avoids confrontation. Sets out clear expectations. Motivating. | Other children may be jealous or misinterpret it as a reward and misbehave to gain similar treatment. May cause more work in terms of providing alternative. | Tactical ignor ing of negative behaviour | Child learns that they will only receive attention for positive behaviour and adjust accordingly. | Only works if negative behaviour is a result of attention seeking. Very disruptive to teaching and environment. Other children may try to copy behaviour. | Distraction | Takes child’s mind off trigger for negative behaviour. Provides a means of exhibiting positive behaviour and thus praise and rewards. | Child may be resistant and therefore situation could escalate. May require thought and planning. | Positive reinforcement | Encourages children to repeat positive behaviours. Gives children an incentive to behave in a positive way. Is tangible and achievable to all. | If used too frequently or not frequently enough can lose their incentive. May not appeal/work for older children. Dependent on timing – if you miss the positive behaviour the child may feel ignored. | Time out | It does allow the child to calm down, as well as to discourage inappropriate behaviour. The procedure has been recommended as a time for parents to separate feelings of anger toward the child for their misbehaviour, replacing yelling with a calmer and more predictable approach. | The child should be old enough to sit still and is required to remain there for a fixed period. Time out should not be used as a punishment; otherwise children are likely to feel excluded.