Childhood and Young Person

Unit 1 – Contribute to the support of child and young person development.

Be able to contribute to assessments of the development needs of children and young people
1.1 Observe and record aspects of the development of a child or young person.
1.2 Identify different observation methods and know why they are used. Naturalistic – These are carried out in the Childs natural surroundings. This observation allows the child to do tasks which they would normally do without structuring being attempted by the observer. They are used to see independence and research behaviour. Structured – It is the opposite of naturalistic, it’s when the childminder has setup a particular activity to observe how a child carries out specific tasks. They are used to observe a child’s motor skills such as balance and co-ordination. Longitudinal – when you have been in a pattern of regularly observing and recording your findings you will start to have a longitudinal record of observation. These are used to show the progress of a child and the changes that are happening. Snapshot – this is a type of observation that is like a snapshot of how a child is behaving at a random given time. Such as when a child will get dropped off see how they react and workout how to be helpful towards that.
1.3 Support assessments of the development needs of a child or young person. These may include avoid being bias, considering children’s wishes, views and feelings and also confidentially consideration.
1.4 Suggest ways the identified development needs of a child or young person can be met in the work setting. Meeting individual needs, reflecting children’s interests and views through play for children in early years. Also providing challenges and making flexible plans. Be able to support the development of children and young people
2.1 Carry out activities with a child or young person to support their holistic development.
2.2 Record observations of the child or young person’s participation in the activities.
2.3 Contribute to the evaluation of the activities meeting the child or young person’s identified development needs. It is to make sure to check how each activity benefits the child and their learning and development. When children have already their individual needs identified, activities can be planned to meet those needs.

Know how to support children and young people experiencing transitions
3.1 Describe the different transitions children and young people may experience. Emotional – Personal experiences Physiological – Puberty, long term medical conditions Physical – Moving to a new educational setting, new home Intellectual – Moving from pre-school to primary school to high school
3.2 Explain how to give adult support for each of these transitions. Supporting the child for new place settings and can help by visiting with parents/carers before they start, this helps the get used to the setting with a familiar adult. Also letting them bring certain items they are familiar with such as a blanket or favourite toy. Telling them or showing them a routine so they can see the day plans and also when their parents will be back, this will reassure them that their parents will be back. A lot of adult support is necessary e.g. play with the child, spend time with the child and talk to them. Having a positive relationship with them will help them feel secure. Also some children just need time to feel okay with where they are.

Be able to support children and young people’s positive behaviour
4.1 Explain how a work setting can encourage children and young people’s positive behaviour. Developing positive relationships with the children and listening to the children and valuing their opinions. Providing a stimulating and challenging environment also giving children and young person’s choices. Meeting individual needs, inclusive practice and to have an adult role model. Well planned experiences, following plans for individual behaviours and following behaviour policies.
4.2 Demonstrate how children and young people are encouraged to engage in positive behaviour.
4.3 Reflect on own role in promoting positive behaviour in children and young behaviour. Promoting positive behaviour from my role would to be a good role model and make sure I have an ongoing positive attitude so the children can see that and get used to a positive surrounding. Also keeping up to date with behaviour policies and get them across.

Be able to use reflective practice to improve own contribution to child and young person development
5.1 Review effectiveness of own contribution to the assessment of the development needs of a child or young person. An assessment of the needs of children and young people as it gives you an understanding of where they are in there development status and condition to make sure you can identify the areas which are in need of attention.
5.2 review effectiveness of own role in supporting the child or young person’s development. Supporting the child or young person’s development in your role is to be very supportive and helpful towards the development of the child or young person. Be able to have a good relationship with them so they can feel comfortable and progress through physical, cognitive and social development.
5.3 Identify changes that can be made to own practice in supporting child and young person development. Take time to concentrate on each child separately as children can develop at different paces and will need different help towards developing. Also being patient and understanding with the children and young persons development.