(1c) Explain How to Monitor Children and Young People’s Development Using Different Methods

(1c) Explain how to monitor children and young people’s development using different methods
In this part of the task I will be talking about the different methods to be able to use to monitor children and young children’s development and progress.
Observation, assessment, planning, implementation and evaluation
Consistent tests on a child in the school include a continuous procedure that starts with observation and then ends up with evaluation: * Observation - putting together all the facts about the child * Assessment - after the studying of the facts all the information is put together beside predicted patterns of development * Planning - using the facts gathered goals are set and plan schemes are made, to help the child develop and progress, see behaviour change or strengthen present skills * Implementation - the plans are then put into actions * Evaluation - thoughts on how successful the plan to meeting the necessary goals. The new facts that are collected would be used as the beginning of the next generation.
The cycle will continue to go on. It is vital that the child is put in the middle of the cycle and all the features must be centred on a child-centred method. Planning should be done making sure the needs are kept in mind and not established on the physicians and the school desires and requirements for the child that is centred for their needs.
Observation > Assessment > Planning > Implementation > Evaluation
Making an observation
A vital skill for a childcare physician to practise is to be able to observe children, as it is an important part of the capability to evaluate the child’s development and then plan for the child’s future learning and development.
Reason to observe children
To reinforce and toughen literally every feature of an early childhood programme, observations are usually used. In the bullet points below you will see why observing a child is useful in the childcare location. Main reasons are because observing can help; 1. To observer the child’s different development stages, such as social, emotional, intellectual and physical development over a certain period of time 2. Recognise the child’s strengths and interests that they may have 3. Recognise any concerns about the child 4. Decide what way is the best way to react to a particular situation 5. Find out how to manage problem situations 6. The school’s physical environment and material can be made better 7. Recognise the need to modify working practises 8. Amend and adapt the curriculum 9. To give a particular of behaviour to communicate with parents or carers, colleagues and specialists.
A physician is able to learn many things from managing an observation, however the next five characteristics of the child are vital to make note of, so that if the childcare employee desires to know about a child in their care and expand their value of the provision. Some of the things below are the few characteristics that the child would be observed on: i. Their levels on intellectual and social development ii. Their personalities and characters iii. Their skills and achievements iv. Their tactics for creating preferred affects v. Their interests and favourites
In conclusion of managing a planned observation, the physician is able to evaluate the child’s development or behaviour that is established on reliable and accurate evidence.
Obtaining Permission
The correct permission must be gained in order for any type of observation to start. The school’s leader or management committee and also the parents of the child must also be gained permission, if the child is open to a thorough analysis. Parents or carer’s are usually asked to sign a copy of the school’s policies and procedures, when the child is first registered with the school, in here it will include the permission to carry our consistent observations and the school’s rightfulness to gain contact to the child’s record. The benefits, which can be obtained from observations, must be highlighted as most parents or carers may feel concerned or pressurised at the prospect of having their child inspected in this way, when seeking permission. The support of other staff will be necessary as their collaboration will be essential and needed. Methods of Observation
When observing the child it is better if it’s planned beforehand for when the observer will make the observation and how they will approach it, so that they can get more out of the observation of the child. To get a more accurate image of what the child is doing during their normal lifestyle, it is also vital that the observer doesn’t interrupt the child’s activities and routines.
When times are busy then the observation should be avoided and any disruptions or interruptions must be cleared from the child if possible. Therefore to match the times when situations mean the observer themselves are available to just concentrate on the child they are planning to observe.
Adding together, there are various ways of specific observation techniques that can be used if you are commonly watching the child and making intellectual notes of any differences of development. The techniques are as shown below: * Event Sampling * Naturalistic Observation * Longitudinal Observation * Time Sampling * Structured Observation * Participative Observation * Target child Observation
This 7 bullet points will be explained in more details in the points below.
Event Sampling
For monitoring specific forms of behaviour, this type of method is useful, particularly those where changes are anticipated. This helps the carer get a more precise view of the child’s behaviour as the base in planning on how to respond to it. Every time the specific behaviour happens, it must be noted in a few words: * What happened in reality * When the event happened, what point in the daily routine or at what time of the day * For how long it lasted on each event or for what amount of the day * If there were any other children included-if that’s the case, how were they included * Anyone else around during the time of the event
Naturalistic Observation
This type of observation includes observing the child as they go through their everyday routine, rather than it being organised. For this type of observation, the observer must write down: * What the child is doing or accomplishing * What they can nearly do or what they need help with * What they are saying * How they are interacting with other children or people
Longitudinal Observation
Over a long time, the observer would have made a number of dated observations, and now they should begin to build up the information and create a picture of the child’s development, so that it allows them to see if the milestones are reacted at a sensible and realistic speed. This is known as longitudinal observation.
Time Sampling
Time sampling observing is when the child is observed for pre-arranged periods all the way through the day at selected times. If there is a specific feature of the child’s development to focus on then it must be decided earlier. Some of the notes that should be taken are: * What the child is trying to do or was doing * What type of help they may have needed
Structured Observation
This type of observation includes the carer planning an organised situation for the child. They must organise a specific activity so that they are able to observe how well the child is doing with a particular skill. This is mostly a rather scarcely described and outlined skill such as: * To draw a specific item or image * Reading a paragraph in a book * Finishing a puzzle * Completing a given exercise or activity
The physician must make sure that they choose an activity that is interesting to the child and so that they are able to get a more reliable image of what the child is able to achieve. The activity must be something that the child is familiar with and not something new, as it may confuse or worry the child. When the child is upset, sulky or not in the right place then the structures observation must not be continued. Whoever the observer is, they must conclude how far-off and fitted they are going to arrange the activity. Some of the things that they may ask for example are: * To ask specific questions * Encourage the child to carry on of complete the task * Put forward what the child can do next * Show they child you want them to do
The picture will not be precise enough of what the child is doing if the observer gives a lot of structure or interferes too much with the child. In most cases the child that is being observed may become unfocused and will not bond to the given activity. For example, they might start playing with other children that may be around and join in with other activities around and it may not be what the observer wants the child to be doing. Also the child may want to go to the toilet, which would disturb the observation process. Anything that rises during the observation from disturbance or change in direction then the observer must continue and note it down. The observer may ay another time want to restart the child’s involvement in the structured activity.
Participative Observation
In this type of observation
Target Child Observation
Target child observation is a type of observation that is used in group settings, so that the observer can find out whether the child being observed is receiving valuable and meaningful experiences when they are put into a group. The child can be put in a specific group for a specific reason or at random. Some of the things that can be noted when the child is focused for a long period of time, such as; * The type of language the child uses * What way the child interacts with other children * What the child’s role was * What type of materials the child was using
Particular care must be given to see if the child is being challenged by the activities that make the child to think how to make it work and see if the child is able to concentrate on the activity or not.
This type of observation can be completed in a couple of day a week, so that the observer can get a reliable image of the child’s development and progress. The observer must take into account that one single observation, even if the observation reveals unexpected information about the specific child and it shouldn’t become the centre for getting to conclusions on the child’s continuing development. To be able to get a full image, the observer will have to a number of observations, which are done in steady breaks over a period of time.
Observation Skills
There are a number of skills necessarily needed to be able to observe a child: * Look: acknowledge and raise the value of all the features such as responses and behaviour as well as achievements of the child that you are observing * Listen: listen to the child’s conversations done with other children and see how they speak and get along with other adults as well as children * Record: make a precise note of all the major features of the child’s responses, behaviour or achievements the moment as soon as the child has been observed * Think: take in account what the observer may have seen, what kind of assessment would the observer undertake from the observation? The observer may have to discuss with other physicians or talk with the child’s parents or carers to help the observer clear up their thoughts.
One of the main things is that the child should be observed on a regular basis, during different times of the day, with different members of staff involved. One observation doesn’t become the decision on the child’s needs. In other words the child should be observed thoroughly and methodically through time by a number of different staff and they must make sure that consistent meetings take place to reflect and consider what has been learned to help the observer plan for the child’s future development and also the child’s learning requirements.
Recording observations
To be able to make the most of the observations done by the observer, it is a good idea for the observer to record whatever they have witnessed. The reason being is if any notes that they have written maybe rushed during the actual observation, they then can re-watch the recording to add more details, particularly of those that will be shown to the child’s parents or carers. Also when making notes, suitable materials must be used, so for example a small notepad and a sticky pad would be good rather than an A4 pad as it would be too big and would get in the way as you would not be able to see the child.
When making the observation, the observer must make note of the date and time they started and finished. A chain of dated observations allows the following of the child’s development that is being observed over a period of time. One of the best and useful observations is done when the child that is being observed doesn’t know that they are being watched by the observer. The reason being is, that once a child knows they are being watched, they will then begin to feel shy and worried by the observer and may not do well due to the shyness.
When observing, the observer mustn’t try to disturb the observations by this stage, instead they should set to describing what’s happening and to also focus on what they can hear, see and be ready to come to conclusions later on. The record that is going to be created and will be real importance, one of the important things that the observer should write down is what actually happened, and not what they thought would have happened. The carer for this reason; * Must be thorough * Shouldn’t make guesses * Must not be hypercritical * And also mustn’t be so pushy or inferring
Also the observer must be sure that whatever they have seen the child doing wasn’t just a one-off coincidence, instead it shows that what the child did, they are able to do it regularly and can give the same outcomes the second time they do the activity. This could possibly mean that observations could be done a lot of times before the observer could get make an assessment. At times this could be a difficult task to note down everything as the observer could get distracted by other children that are around to fulfil their needs. The observer should then stop observing and try again later when things have become calmer.
Confidentiality
The observer is gathering up a substantial amount of fully packed information about the chid that is in their care, when observing and finalising their records. The observer should only use the information only if they need to find out ways to improve and help the child’s development, as well as making it confidential so no one else that is not supposed to look at it gets in hands of the records. The parents or carers of the child must feel secure that due to the fact they have allowed the observation to process, the results are treating the family and the child with respect and it doesn’t not offend neither of them.
The observer may have different children they may be observing and therefore they should make sure that each child’s record are kept in separate folders, so that other family members can only see their child’s records and not someone else’s. these records must be kept safe in a locked filing cabinet or in a password-secured computer.
The parents or carers must be shown what the observer has recorded of the child’s development and the progress happening. As they will be very keen to know their child’s interests, behaviour and must of all their abilities. Parents are also given the opportunity to add to the information received from the observations or they can correct any incorrect information they had given before.