Cyp 3.3 Task 1.1
ASESSMENT 1 40658/01
TASK 1
1.1- Duty of care is a legal responsibility which is usually compulsory on an individual person, this requires them to stick to a reasonable care whilst taking on the responsibly to perform any acts of duty that could harm others. Duty of care involves being responsible for the wellbeing of young people in your care and show due care and attention to minimise the possibility of harm. It is important to put the wellbeing of the young person at the centre of everything we do in order to meet minimum standards.
1.2- Taking into account the meaning of duty of care and the implementation of this it will defiantly have a huge affect on my role. It will affect every single minute I am working with children. While …show more content…
working with children we all safeguard them in many ways, for example I would carry out observations and assess their development so if they are not developing at norms I will then take appropriate actions which may involve other professionals and they will then take action and solve the situation. I will also make sure to carry out risk assessments in the setting and take precautions to avoid any hazards that may harm children through accidents or spreading infections. Setting out clear expectations and boundaries for children’s behaviour and use different strategies to put off behaviour which may harm or distress others, according to the stage of development of each child, also by professionals being aware of any signs that a child may be harmed or abused by others, and following the right procedures if the following things are suspected, so the right action can be taken whether it involves parents or other professional. There are many ways to contribute to the safeguarding or protection of individuals and there are many procedures and legislations out there that are there to protect professionals, children and others for example the Human Rights Act (1998).
2.1- Balanced approaches must be taken in deciding which has more priority in certain circumstances. All children have rights such as those set out in the UN Convention on the Right of a Child. The Children Act (1989) states that it’s the welfare of the child that is paramount and the law gives priority to children’s rights, overriding those of parents. People in work settings who work with the children must recognise parent’s responsibilities. While involving duty of care you must be sensitive to the ways in which intervening in the lives of children and families this could bring you in to conflict with their rights and responsibilities. Practitioners must always balance duty and desire to keep children safe with avoiding situations where they would intrude into children’s lives in ways that breach their rights and responsibilities of their parents. For example at my placement there are Muslim families which do not celebrate Christmas so a conflict may arise if the Muslim children have to take part in a Christmas play this may cause confusion and the children may feel left out as the parents might not want their children to take part in the play, this may be hard for the practitioner as it is not the children’s choice as they are young but professionals have to respect the beliefs of the parents and have to put up with by their wishes.
2.2- You may get additional support and advice about conflicts and dilemmas on the internet, by asking other professionals, reading books and by using many more resources and research. The Trade Union’s role is to look after the interests of their members, recognize the advantages of working in partnership with employers, discuss any concerns you have with your employer, accompany you to disciplinary or grievance hearings, represent you in collective bargaining over your pay and your terms and conditions of employment, talk to your employer to try and find agreements to resolve any workplace issues and engage with your employer to develop best practice in various workplace areas, such as health and safety. There are lots of ways to get additional support and advice the Direct Gov website is also very useful. If you have any concerns about specific children or a child and/or their protection you could also refer the case to Ofsted as they can take further action when it is related to child protection, as they can investigate any concerns about the services provided, but they suggest to try resolve the issue of your concerns with the person in charge such as your line manager or even a colleague before contacting them.
TASK 2
3.1 It is essential to never dismiss complaints because parents have responsibilities to ensure their children’s welfare and have the right to complain if they feel that a setting is not reaching enough duty of care. For example at my placement the practitioner will have a meeting in the classroom with the parents to discuss any matters that are concerning them but if the problem still continues and the parents are still not happy the parents can book an appointment with the assistant head teacher of the school, and have a more serious discussion will take place so then actions will be taken by that professional and the class teacher and both of the professionals will have to follow the wishes of the parents.
3.2 The complaints procedure involves handling complaints in ways, which are guided by a pre-planned procedure, to ensure that family’s rights are supported properly while also protecting practitioners by providing them with appropriate guidance. Complaints made by the parents or carers of the children should never be ignored as they have a responsibility of making sure their child’s welfare is good enough, if every member of staff is given and has received the same information to follow then there will be no mistakes made and the parent’s wishes will be followed.
ASSESSMENT 2 40658/02
TASK 1
1.1 - We are frequently hearing cases of children and young people that die or are suffering (or suffered) serious injuries as a result of abuse and neglect, this could all have been resolved if more care and attention was taken on them.
There are current legislation, guidelines, policies and procedures that have been placed in the UK that help to prevent this and limit further cases of abuse and harm. The following are outlines of the current legislations that have been implemented in the UK, these include
1) The children act 1989/ Children order 1995 (Northern Ireland) – These acts where introduced to simplify the laws that protected children and young people within the United Kingdom. The acts above are considered to be extremely important when it comes to children’s rights, as it made clear to the people that worked with children what their duties where and how they should work together if child abuse was ever suspected. (Beith et al, 2010) This act also stopped parents ‘owning’ their children. This meant that parents could no longer have complete control over their children, especially if what the parents wanted to do had adverse affects on their well being. (ICS, 2013)
2) Working together to safeguard children 1999 – This law is most relevant to those working in a childcare setting (ICS.2013). This provides guidelines for professionals in England and Wales to help them work with children who may be at risk or harm (Beith et al, 2010).
3) Children act 2004 – This act was brought about after a document was produced called ‘every child matters’ (2003), after the death of Victoria Climbie at the hands of her carer/aunty in 2003. (Beith et al, 2010) the children act 2004 identifies five outcomes that are identified as the rights of all children in the UK. These outcomes include;
- ‘The introduction of local authority’s children’s directors with the responsibly for education and children’s social services’.
- ‘Councillors for education and children’s social services’
- ‘Local Safeguarding Children’s Board (LSCB) with powers to make sure that social services, the NHS, education services, the police and other services work together to protect vulnerable children’.
- ‘A Common assessment Framework to help agencies to identify needs of children’.
- ‘Revised arrangements for different agencies to share information’.
4) Working together to safeguard children 2006
5) Child Protection legislation 1999: This act ensures that people are identified if they are not suitable to work with children and this is done through checking their criminal record. In regards to online, the same can be done to ensure that the child is not vulnerable.
6) EYFS (Early years foundation stage): The EYFS has 4 steps to ensure that young people are safe online. 1) To know that everyone you might know online is not always who they say they are. 2) Be nice to people like you would in the playground. 3) Keeping your personal information private. 4) To tell an adult if you don’t feel happy about something that you have experienced online.
1.2 There are 8 different roles in which agencies have to safeguard the welfare of children and young people:
1. Setting
- Agencies have to make sure that the children are in safe surroundings when in places for example; school, afterschool, nurseries, crèches etc. So, for example they would need to monitor the children and to make sure that their surroundings are safe in regards to health and safety, for example; to make sure there is nothing dangerous around for the children to hurt themselves on.
2. Social services
- Social services come into play when the teachers or maybe a family member have noticed something unusual with the child, they would therefore intervene to ensure that there is nothing going on, for example, if the child is being treated badly and would then try and do something to prevent this.
3. Health visitors
- Health visitors have many roles, which they start from pregnancy. These can include offering the family parental advice and helping them deal with any minor illnesses. They also help the mother with post-natal depression and other aspects of parenthood and carrying, delivering a baby.
4. General Practitioners
- General practitioners, more commonly known as GP’s are those working in doctor surgeries, helping all the patients with any illnesses, colds, coughs etc that they may have. Moreover, the play the role of telling social services if they notice anything suspicious with the child and/or mother/father etc.
5. Local hospital services
- Hospitals are there to treat anyone with any minor or major problems that they may have, mostly these treatments are done on the NHS. In regards to children and young people, they would also help them to recover from any physical/mental abuse and to make sure that there is nothing to be worried about at their home.
6. Probation services
Probation staff work inside prisons, analysing offenders to see if they are definitely ready for release and by also running behaviour programmes.
7. Police
- The police work local communities and local businesses. They discover ways to tackle any crimes that might be occurring in the neighbourhood. In regards to children and young people they will ensure that they are all safe and are not being harmed by family members or anyone else.
8. Child psychology services
- Child psychology services are an important part in the overall care from young children and families.
3.1 Physical abuse can be anything from pushing, to actually hitting, burning, throwing etc.
Emotional Abuse
Continuously making the child feel inadequate, useless and unloved. Also using threats to scare the child, which may harm their mental development.
Sexual abuse
Forcing or persuading a child to engage in sexual activities, including prostitution and also penetrative and non-penetrative acts, such as rape. Sexual abuse may also include forcing the child to watch these sexual activities being performed, either through porn or in front of the child. Children under 16 years cannot provide consent for these acts to happen.
Neglect
Neglect would be depriving your child from their basic needs. For example, not feeding, washing or teaching your child. Neglect could also mean a lack of communication with your child to the point where they feel unwanted. Neglect can lead to impairment of health and development.
Bullying and harassment
There are many types of bullying these consist of emotional bullying (not speaking to or excluding, tormenting and humiliation), physical (Pushing, kicking, hitting, pinching etc), verbal (name-calling, threats, sarcasm, spreading rumours and persistent teasing), racist (racial taunts, writing graffiti and gestures), sexual (physical contact or abusive comments) and homophobic bullying which includes being hostile or being offensive against lesbians, gay males or bisexuals. This is also a type of abuse as bullying and harassment can really affect a person physically and emotionally.
3.2 - There are many risks and consequences involved for children using the Internet, mobile phones and other technology. Firstly, with a child on the internet, they are exposed to social networking sites which host many people pretending to be who they are not, for example, paedophiles etc. They can then be persuaded to meet them, or to engage in some sort of online sexual conversation. They are also at risk of going onto chat websites where the same thing can happen. With all the technological devices mentioned, the child is at risk of coming into contact with these dangerous things which they are not ready to deal with, nor do they have the right mind set and knowledge to know what they are letting themselves in for. The other risks involve; cyber-bullying, access to other unsuitable sites and exposure to commercial sites.
3.3 – Disclosure – when a child has told you about an incident
When a child has told you about an incident you, the steps are as follows:
The first step would be to remain calm.
Do not act shocked on panic about what the child is telling you as they are relying on you to help them and reassure them that everything will be okay.
You will then find somewhere private to take the conversation further.
Recognize that the child has been brave for talking about their situation out loud and be supportive and tell them that you understand their situation.
Listen without interrogating, act professionally but make the child feel comfortable. However, do not do this in a form of an interview.
Explain that it is never their fault what has happened and keep your tone of voice soft to keep the child calm.
Act proactively.
Do not make promises you cannot keep.
Contact the Department of Communities, Child Safety and Disability Services and ask how best to respond to the situation
Do not in any way contact the abuser.
Lastly, Keep information confidential always.
Allegations of abuse – against you
In a situation where you, yourself have been accused of abusing, here are the steps to take:
Report to the NSPCC or to the police to start an investigation.
Then enquiries should be taken out by social care about whether a child is need of further protection.
The employer would consider disciplinary action against the staff member or dismissal.
Signs and indicators of abuse
You would inform a staff member in higher position to yours.
You then fill out a concern form to take a note of the incident so you can refer back to it.
If these signs persist or worsen then you would have to investigate the issue by calling social services.
You would then take the matter further to the NSPCC
3.4 – Failing to comply with safeguarding procedures
You should first use the whistle blowing procedure, which would be to pass on any information about the behaviour of the colleague or manager in your setting.
If the person who you have the issue with, then you would have to go to the person higher than them or to the local social services or your country’s inspectorate.
Firstly, you would have to gain the parents consent to go ahead and do those things. You must also get parents permission before getting in touch with OFSTED. The data protection Act ensures that you keep all young people’s information secure.
– Harming, abusing or bullying a child or young person. Include a statement about the rights of the childcare worker who is accused of abuse.
Inform the head.
If the allegation is against the head, then report concerns to the designated person or Education Authority.
Fill out concern form when needed to use as evidence.
“Care workers have a right to have their side of the story heard before losing their livelihoods, often for more than a whole year” (BBC, 2009)
3.5 – You must use first name or initials only when dealing with child abuse cases and must make sure that development records are away from general view and also kept locked away in cabinets. You must also make sure that the parents have access to their own child’s records only. Staff must also have access to their own cases. You must also make sure conversations take place in appropriate places so that you only share information with appropriate people.
You can share information if the child needs extra support from other industry professionals and also if the child is suspected to be in a dangerous situation which risks their safety. Also you can share information if an adult has disclosed information that may raise concerns over their ability to carry out daily duties in your setting. Lastly, you can share information with outside bodies such as Ofsted if they so request.
TASK 2
2.1 & 2.2
Illness
Signs and Symptoms
Treatment/Actions
Common cold
Sore throat, sneezing, runny nose, headache and temperature.
Encourage the child to blow their nose and to rest and drink lots of fluids.
Gastroenteritis
Diarrhoea & vomiting
Drink water and seek medical attention.
Tonsillitis
Headache, fever, pains & aches and sore throat.
Antibiotics needed – seek medical attention
Meningitis
Headache, drowsiness, stiff neck, red rash that does not appear when pressure applied, fever
Take child to hospital, as immediate attention is required.
Chicken Pox
Fever, itchy rash
Apply calamine lotion, ask child not to scratch and aggravate blisters.
Whooping cough
Vomiting, spasmodic cough with whooping sound.
Medical attention required. Plenty of fluids and food after coughing.
2.3 – Actions to take when child is ill or injured:
You must initially take the child to rest whilst assuring them that they will be okay. Afterwards you would call up their parent or guardian and then the GP to ask if you may have to seek medical attention. If yes, you would take the child to the hospital or doctors surgery to get the required treatment or medicines. Lastly, you must fill out an incident/illness form.
2.4 – Circumstances when children and young people might require urgent medical attention:
Medical attention is needed when there is:
Persistent vomiting and diarrhoea
A rash, which does not, disappeared when pressure is put on it.
Continuously high temperature.
Sever headache
Persistently strange crying
2.5 – Actions to take in response to emergency situations:
Fires: In fires the first thing that is of most importance is to make sure that all young children are out of the building and then the other staff members. Familiarise yourself with fire exits around your setting, making sure that there is never anything blocking the exits. You must close all doors and windows and start removing children from the premises. Do not in any moment leave the children unattended. Unless the fire is very small and you know that you can put it out, do not attempt to do so. Lastly you must call the fire brigade and give them the location and all other relevant information and make sure that the fire operator has heard everything correctly.
Security incidents: To ensure that no unauthorised people gain access to the children or young people in your setting you must:
- Check the identity of the person, making sure they sign in and out.
- Make sure they not left alone with the children.
- Refuse entrance if you suspect anything.
- Call police if you feel the children are in danger. Missing children: Make sure all other children are safe and check/ask where the child was last seen and then phone the child’s parents and police. You must then start a search and make sure that there is someone in the last place the child was seen if outside.
ASSESSMENT 3 - 40658/03
TASK 1
1.1
Age
Birth - 6m
Sequence of physical development is;
Birth:
Unable to raise head.
Reacts to sudden sound.
Closes eyes to bright light.
6months:
Sits up with support.
Transfers objects from one hand to the other.
Can lift head and shoulders.
Rate of physical development should be;
From the answers above babies at birth cannot do much and every baby develops at different rates. However most babies at birth do normally close their eyes to bright light and babies at 6 months do normally sit up with support.
Sequence of communication development is;
Birth:
Crying.
Smiles.
Responds to smell of its mother.
6months:
Coos and babbles.
Continual awareness of sounds.
Uses eye gaze to indicate interest.
Rate of communication development should be;
As you can see from the benchmarks above most babies at birth do normally cry when their just born and also need their mother and smile and respond to their mothers smell but if the some babies may develop at a different rate for example not smile until their a few months older. On the other hand babies at 6 months may develop at a different rate for example not be aware of sounds, they may start being aware at 8 months if their developing at a later rate.
Sequence of intellectual/cognitive development is;
Birth:
Becomes aware of physical sensations such as hunger.
Explores using senses.
Cry’s to indicate needs.
6months:
Finds feet interesting.
Understands ‘up’ and ‘down’.
Makes appropriate gestures such as raising arms to be picked up.
Rate of intellectual/cognitive development should be;
Babies at birth normally become aware of physical sensations such as hunger by placing their hand on their mothers breast to be fed but babies that may be developing at a later rate might not do this they may just cry instead. Though babies at 6 months may also develop at a later rate.
Sequence of Social, emotional and behavioural is;
Birth:
Bonds with mother.
Smiles at mother.
Learns to trust that basic needs will be met.
6months:
Responds to different tones of mother.
May show strangers shyness.
Takes stuff to mouth.
Rate of social, emotional and behavioural should be;
From the answers above babies at birth and 6 months cannot do much plus every baby develops at different rates.
Sequence of moral development is;
Birth – 6months:
See’s themselves as the centre of the world.
Has no sense of right and wrong.
Rate of moral development should be;
As you can see from the sequence above babies at birth and 6 months develop at different rates too.
Age
6m – 1 year
Sequence of physical development is;
6 months:
Turns towards sounds and voices.
Enjoys standing and jumping.
Well-recognised visual sense.
1 year old:
Stands holding furniture.
Stands alone for a second or two then collapses with a bump.
Walks holding one hand and may bend down and pick up objects.
Rate of physical development should be;
From the answers above babies at 6 months cannot do much and every baby develops at different rates. However most babies at the age of 1 year do normally stand and hold furniture but again that depends on the baby and their rate of development.
Sequence of communication development is;
6 months:
Makes sounds such as 'mama ' and 'dada '.
Laughs in play.
Screams with annoyance.
1 year old:
Babbles 2 or 3 words repeatedly.
Responds to simple instructions.
Understands several words.
Rate of communication development should be;
As you can see from the answers above babies at 6 months and children of 1 year old cannot do much and every baby develops at different rates.
Sequence of intellectual/cognitive development is;
6 months:
Understands objects and know what to expect of them.
Understand 'up ' and 'down ' and make appropriate gestures, such as raising his arms to be picked.
Will pay attention to small details in toys and surroundings.
1 year old:
Responds to simple instructions.
Uses trial-and-error to learn about objects.
Starts linking meanings to gestures, shaking his head no and waving bye-bye.
Rate of intellectual/cognitive development should be;
You can see from the answers above babies at cannot do much and every baby develops at different rates some may develop faster than others.
Sequence of Social, emotional and behavioural is;
6months:
Responds to different tones of mother.
May show 'stranger shyness '.
Takes stuff to mouth.
1 year old:
Waves goodbye.
Understands simple commands.
Demonstrates affection.
Rate of social, emotional and behavioural should be;
You can see from the answers above babies at cannot do much and every baby develops at different rates some may develop slower than others.
Sequence of moral development is;
6months – 1 year old:
Understands when they are doing wrong by tone and actions.
Learns from trial and error.
Begins to learn why he/she cannot do certain things such as play with fire.
Rate of moral development should be;
You can see from the answers above babies at cannot do much and every baby develops at different rates some may develop faster than others.
Age
3 years
Sequence of physical development is;
3 year old:
May walk up the stairs with alternating feet.
Can construct a block tower of 9 to 10 cubes.
Can easily place small objects in a small opening.
Rate of physical development should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop slower than others.
Sequence of communication development is;
3 year old:
Has a sentence length of 4-5 words.
Frequently asks questions.
Can name at least one color.
Rate of communication development should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop faster than others.
Sequence of intellectual/cognitive development is;
3 year old:
Only wants assistance with laces, buttons, and other fasteners in awkward places.
Still talks to themselves while playing.
Can sort objects into simple categories.
Rate of intellectual/cognitive development should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop faster than others. Children may even be able to do even more things than others.
Sequence of Social, emotional and behavioural is;
3 year old:
Shows affection for younger siblings.
Enjoys helping adults e.g. tidying up.
Are becoming aware of being male or female.
Rate of social, emotional and behavioural should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop slower than others.
Sequence of moral development is;
3 year old:
Are beginning to develop the concept of being helpful.
Believe that all rules are fixed and unchallengeable.
Rate of moral development should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop faster than others.
Age
5 years
Sequence of physical development is;
5 year old:
Use a variety of play equipment, including slides, swings and climbing frames.
Have good control over pencils and paint brushes.
Can match ten or twelve colours.
Rate of physical development should be;
You can see from the answers above children at 5 start to learn and do more things but every child develops at different rates some may develop slower than others.
Sequence of communication development is;
5 year old:
Talk about the past, present and future, with a good sense of time.
Asks about abstract words.
Are fluent in their speech and grammatically correct for the most part.
Rate of communication development should be;
As you can see from the benchmarks above most children at 5 start to learn and do and communicate more but every child develops at different rates some may develop slower than others.
Sequence of intellectual/cognitive development is;
5 year old:
Produce drawings with good detail.
Are interested in reading and writing.
Recognises their name and attempt to write it.
Rate of intellectual/cognitive development should be;
You can see from the answers above children at 5 start to learn and do more things but every child develops at different rates some may develop slower than others.
Sequence of Social, emotional and behavioural is;
5 year old:
Enjoys caring for pets.
Chooses their own friends.
Shows sympathy and comfort friends who are hurt.
Rate of social, emotional and behavioural should be;
The answers above show that children at 5 start to learn and do more things but every child develops at different rates some may develop slower than others. They also should gain in confidence and coordination.
Sequence of moral development is;
5 year old:
Understands the social rules of their culture.
Instinctively help other children when they are distressed.
Rate of moral development should be;
From the answers above you can see that children at 5 start to learn and do more things but every child develops at different rates some may develop faster than others.
Age
7 years
Sequence of physical development is;
7 year old:
Can climb on play apparatus with skill, some managing to climb ropes.
Are skilful in catching and throwing a ball, using one hand only.
Are able to control their speed when running and can swerve to avoid collision.
Rate of physical development should be;
By now children are normally well at co-ordination, both in small and large movements but it depends on each individual child as some children develop faster than others.
Sequence of communication development is;
7 year old:
Uses a vocabulary of several thousand words.
Can tell time, knows the days, months, and seasons.
Can describe points of similarity between two objects.
Rate of communication development should be;
At this age children developing at norms should become more competent and confident in reading and writing but some children may develop slower than others.
Sequence of intellectual/cognitive development is;
7 year old:
Can use a computer mouse and keyboard for simple word processing.
Perform simple calculations in their head.
Begin to understand how to tell the time.
Rate of intellectual/cognitive development should be;
You can see from the answers above children at 7 can do a lot more things but every child develops at different rates some may develop faster than others.
Sequence of Social, emotional and behavioural is;
7 year old:
Are completely independent in washing, dressing and toileting skills.
Form close friendships, mostly within their own sex.
Learns how to control their emotions.
Rate of social, emotional and behavioural should be;
As you can see from the answers above children at 7 can do a lot more things, children developing at norms should learn to control their emotions but every child develops at different rates some may develop slower than others.
Sequence of moral development is;
7 year old:
Have a clear sense of right and wrong.
Express feelings of fear and wonder, particularly about nature, plants and insects.
Rate of moral development should be;
As you can see from the answers above children at 7 can do a lot more things than a 5 year old but again every child develops at different rates some may develop slower than others.
Age
12 years
Sequence of physical development is;
12 year old:
Growth and changes to their bodies.
Children may start puberty.
Rate of physical development should be;
Children at 12 may become fairly confident and will have mastered many skills they may start to decide what they are good at, but all children develop at all different times.
Sequence of communication development is;
12 year old:
Good reading and writing skills.
Discuss and persuade adults and peers.
Rate of communication development should be;
At this age children developing at norms should be skilled communicators and enjoy having friends but some children may develop slower than others.
Sequence of intellectual/cognitive development is;
12 year old:
Understanding of more abstract concepts.
Reasoning and problem solving.
Rate of intellectual/cognitive development should be;
You can see above that children at 12 can do a lot more things but again every child develops at different rates some may develop slower than others.
Sequence of Social, emotional and behavioural is;
12 year old:
Strong attachments to friends.
Worry about coping with pressures of school.
Exploration of boundaries in relationships.
Rate of social, emotional and behavioural should be;
As you can see from the answers above children at 12 can do a lot more things than a 7 year old but again every child develops at different rates some may develop slower than others.
Sequence of moral development is;
12 year old:
Understanding for the need of rules in society.
Rate of moral development should be;
At this age children developing at norms should understand the rules in society but some children may develop slower than others.
Age
19 years
Sequence of physical development is;
19 year old:
Awareness as a result of the body shape changing quickly.
Rate of physical development should be;
At this age young adults move closer to adulthood so they may start to think about their future.
Sequence of communication development is;
19 year old:
Use of phones and technology to communicate with friends.
Rate of communication development should
be;
At this age young adults will know how to communicate and they may have loads of friends.
Sequence of intellectual/cognitive development is;
19 year old:
High level of skills.
Rate of intellectual/cognitive development should be;
Young adults know most things through their experiences.
Sequence of Social, emotional and behavioural is;
19 year old:
Confidence and enjoyment when with friends.
Behaviour linked to low self-esteem.
Rate of social, emotional and behavioural should be;
Young adults may behave normal if they have a high self-esteem and they may enjoy going out with their friends.
Sequence of moral development is;
19 year old:
Understanding about right and wrong and consequences of actions.
Interest in moral issues.
Rate of moral development should be;
Young adults understand from right and wrong through their experiences.
TASK 2
2.1 – Describe with examples the kinds of influences that affect children and young people’s development:
Poverty may cause stress and sadness to a child due to the fact that the child’s parents may have low income or even no income so that child will then lack development. For example poverty can affect a child’s growth, behaviour and development if they have a poor diet, however insufficient housing can affect health and play opportunities, lack of education can affect children’s life outcomes, lack of access can affect cognitive and other areas of development also poverty can lead to low expectations and reduced motivation.
Family environments and background will also affect a child’s development, policies in early years settings were designed because parents are very important in children’s lives; policies allow parents and practitioners to work in partnership. Most parents are very good at nurturing and providing for their children, they provide their children with a good diet, care for them and provide play and social opportunities. Parents may also support children through school and help them become involved in homework, this is good for the children’s cognitive and social and emotional development. However some parents may not be able to cope so well so this may affect the development of a child, for example some parents may be going through a depression, or may be taking drugs and alcohol so they may not be able to fulfil their parenting role easily.
Quality education can increase overall development, most education is received in schools but children also learn at home by taking part in groups such as churches or mosques and also through activities like singing in choirs. Good education is good for cognitive development, this allows children to read, write, and problem solve and reason it can also allow children to socialise, develop moral codes and learn organisation.
Health Children who have long term illnesses such as cancer may have to spend long amounts of time in hospital so this may affect their developmental areas and they not be able to socialise so they might lack in social development. Also if a child has a disability such as a hearing impairment the same may apply for them.
2.2: It is important to recognise and respond to concerns about children and young people’s development so you can help them get onto the right path and to stop anything that might be causing these concerns. To give the children extra support, for example, supporting parents by giving them advice or practical help so that they know what to do with their children, it may mean that the child, if for example, they have learning disabilities would need a specialist support from a speech and language therapist or a councillor.
TASK 3
3.1 – Identify the transitions experienced by most children and young people
1) Joining a nursery or preschool.
2) Going into reception class.
3) Moving from one class to another.
4) Starting secondary school.
5) Puberty.
6) Starting college or first time employment.
3.2 – Identify transitions that only some children and young people may experience, e.g. bereavement.
1) Attending breakfast club/afterschool clubs etc.
2) Bereavement.
3) Abuse.
4) Significant illness or disability.
5) Moving area/country.
6) Bullying.
7) Change in family structure.
3.3 – Describe, with examples, how transitions may affect children and young people’s behaviour and development.
1) Illness or disability: this transition can cause regression, through the idea that they will require time out from classes to attend hospital consultations, have operations etc. Disabilities may also cause the child to regress through a slower ability to come to terms with certain criteria’s that are being taught. May withdraw or avoid social contact. They may also not be able to concentrate on schoolwork.
2) Bullying: This transition may cause the child or young person to become socially awkward or unconfident through bullying as bullies usually make children or young people feel inadequate and shy. This may affect learning development through the idea that they may not want to go to school as this is one of the main places where bullying occurs. Can also cause outbursts of anger, crying and tearfulness or even depression.
3) Divorce: Could mean that the child’s learning is disrupted through a change of routine that could occur through moving house or organising their time spent between parents. This could also mean that the child would become more attention seeking and may also become badly behaved and may find it hard to concentrate.
ASSESSMENT 4 – 40658/04
TASK 1
1.1 – Explain why working in partnership with others is important for children and young people
Working in a partnership is very important because this means you can all work together to give the child the best teaching they need. Working in a partnership can have positive effects on children’s and young people’s health, development and the pace this happens, learning and at the pace they learn and relationships which this provides them.
Working in a partnership also means that everyone can communicate effectively about the child. It also means that you can receive specialist advice. It will also improve communication with the whole family and working in a partnership also ensures that you are thinking about every aspect of the child.
1.2 – Identify who relevant partners would be in your own work setting.
Parents
Carers
Colleagues
Professionals i.e. Ofsted, NSPCC etc.
1.3 – Define the characteristics of effective partnership working
Effective partnership working means that workers can share the way they observe and assess the child and young people in their setting. They must also plan support and implement action plans for the children.
Partnership working must also include:
- Sharing the way they observe child and young people.
- Good communication between all partners.
- Good organisations skills.
- Good planning skills.
1.4 – Identify barriers to partnership working.
Poor communication between individuals and the staff.
Lack of experience and skills with the partners.
Lack of effective leadership from certain people working in the team and lack of expertise and initiative.
Breach of confidentiality the practitioner may mistakenly share the information with other people.
Inaccurate policies and procedures, people may not being following them correctly.
Inaccurate or inconsistent record keeping.
TASK 2
2.1 – Describe why clear and effective communication between partners is required
Clear and effective communication is required to ensure that information will be shared in a clear way and understood by everyone to ensure that the best solution is provided for the child. All the options can be thought of if everyone works together and communicates their ideas. Also, with a joint knowledge of all areas of the child will provide the best support and the choice can be made.
2.2 – Identify policies and procedures in the work setting for information sharing
Staff cannot keep secrets with a child and always write what they have told you exactly and not what you believe they might have said. Information can be shared with the manager, head care worker, or head teacher.
• Well Being: Adult and child need to be safe and for whatever reason keep your information secret. The wrong person could receive the information and put the adult and child’s safety at risk.
• All safeguarding must be confidential.
• You have a professional responsibility to share information with other agencies in order to safe guard children.
• Aim to ensure that all the parents and carers can share their information with confidence that will be used to enhance the welfare of their children
• Development records and personal records must be kept confidential
• You do not share information about the child’s medical records with other parents.
• You must keep accident records and incidents reports
2.3 – explain where there may be conflicts or dilemmas in relation to sharing information with partners and maintaining confidentiality
You may feel conflicted within yourself between wanting to share information about a child for extra help, information that you may not be able to share. This would mean that you are stuck between how to best deal with a situation. However, you would avoid talking to other colleagues and instead talk to a manager or higher-ranking care worker.
2.4 – Describe why it is important to record information clearly, accurately, legibly and concisely, meeting legal requirements
It is important to keep records accurately, legibly and concisely, as you need to refer back to these records if the need arises. They can also be used for hospitals to give the history of the child. They are used as historical archives about the child so that you know exactly what you’re dealing with and how to move forward.
2.5 – identify how communications and records are recorded and securely stored, meeting data protection requirements
According to the Data Protection Act of 1998, data must not be shared without the person’s permission or kept longer than necessary. (Beith et al). They are kept securely electronically and through memos, communication books and through incident forms etc. Be careful when storing information on portable devices by ensuring that these devices are not misplaced or stolen.
2.6 – explain why and how referrals are made to different agencies
Why: You may need to refer a child to different agencies for persistent medical conditions and learning conditions such as dyslexia and autism. You would also need to write a referral for emotional reasons; for example, if the child is upset from bullying or if they’re grieving and lastly you would refer a child if they have a physical condition, for example osteoporosis. You would firstly fill out a CAF checklist to decide if you do need to seek further support through a referral.
How: A CAF checklist is carried out and then early intervention teams have been put in place to ensure that these referrals go smoothly.
TASK 3
3.1 – Identify the reasons for partnerships with parents/carers
Partnerships with parents/carers is important as the parents are the ones who know their child better than most people as they live with them usually. They are also important, as they are up to date and aware of their child’s needs and interests, strengths and weaknesses. They also usually have strategies in place to best deal with their child’s behaviour. This also supports the child’s development in the best way possible.
3.2 – Describe how partnerships with parents/carers are developed and sustained in own work setting
The best way of sustaining partnerships with parents/carers is through a key person. The key person will help by communicating with parents of children on a daily basis and support any transition or attachment issues.
3.3 – describe circumstances where partnerships with parents/carers may be difficult to develop and sustain
Partnerships with parents/carers might be difficult to sustain when there is a breakdown in communication through disagreements about childcare. Also, there may be communication barriers through difference in language or culture. Another reason would be if the child’s family has a chaotic lifestyle and it is hard to keep in touch. It could also become hard to sustain if the parents themselves have their own learning needs.
Bibliography
BBC news, 2009. Care workers blacklist 'unfair '. 21 January. [Online] Available at: http://news.bbc.co.uk/1/hi/uk/7841888.stm Accessed: 18 February 2014
Beith et al, 2010. Children & Young People’s Workforce. Heinemann: Pearson
ICS, 2014. Course and Assessment Guide. ICS, Glasgow
TASK 1
1.1- Duty of care is a legal responsibility which is usually compulsory on an individual person, this requires them to stick to a reasonable care whilst taking on the responsibly to perform any acts of duty that could harm others. Duty of care involves being responsible for the wellbeing of young people in your care and show due care and attention to minimise the possibility of harm. It is important to put the wellbeing of the young person at the centre of everything we do in order to meet minimum standards.
1.2- Taking into account the meaning of duty of care and the implementation of this it will defiantly have a huge affect on my role. It will affect every single minute I am working with children. While …show more content…
working with children we all safeguard them in many ways, for example I would carry out observations and assess their development so if they are not developing at norms I will then take appropriate actions which may involve other professionals and they will then take action and solve the situation. I will also make sure to carry out risk assessments in the setting and take precautions to avoid any hazards that may harm children through accidents or spreading infections. Setting out clear expectations and boundaries for children’s behaviour and use different strategies to put off behaviour which may harm or distress others, according to the stage of development of each child, also by professionals being aware of any signs that a child may be harmed or abused by others, and following the right procedures if the following things are suspected, so the right action can be taken whether it involves parents or other professional. There are many ways to contribute to the safeguarding or protection of individuals and there are many procedures and legislations out there that are there to protect professionals, children and others for example the Human Rights Act (1998).
2.1- Balanced approaches must be taken in deciding which has more priority in certain circumstances. All children have rights such as those set out in the UN Convention on the Right of a Child. The Children Act (1989) states that it’s the welfare of the child that is paramount and the law gives priority to children’s rights, overriding those of parents. People in work settings who work with the children must recognise parent’s responsibilities. While involving duty of care you must be sensitive to the ways in which intervening in the lives of children and families this could bring you in to conflict with their rights and responsibilities. Practitioners must always balance duty and desire to keep children safe with avoiding situations where they would intrude into children’s lives in ways that breach their rights and responsibilities of their parents. For example at my placement there are Muslim families which do not celebrate Christmas so a conflict may arise if the Muslim children have to take part in a Christmas play this may cause confusion and the children may feel left out as the parents might not want their children to take part in the play, this may be hard for the practitioner as it is not the children’s choice as they are young but professionals have to respect the beliefs of the parents and have to put up with by their wishes.
2.2- You may get additional support and advice about conflicts and dilemmas on the internet, by asking other professionals, reading books and by using many more resources and research. The Trade Union’s role is to look after the interests of their members, recognize the advantages of working in partnership with employers, discuss any concerns you have with your employer, accompany you to disciplinary or grievance hearings, represent you in collective bargaining over your pay and your terms and conditions of employment, talk to your employer to try and find agreements to resolve any workplace issues and engage with your employer to develop best practice in various workplace areas, such as health and safety. There are lots of ways to get additional support and advice the Direct Gov website is also very useful. If you have any concerns about specific children or a child and/or their protection you could also refer the case to Ofsted as they can take further action when it is related to child protection, as they can investigate any concerns about the services provided, but they suggest to try resolve the issue of your concerns with the person in charge such as your line manager or even a colleague before contacting them.
TASK 2
3.1 It is essential to never dismiss complaints because parents have responsibilities to ensure their children’s welfare and have the right to complain if they feel that a setting is not reaching enough duty of care. For example at my placement the practitioner will have a meeting in the classroom with the parents to discuss any matters that are concerning them but if the problem still continues and the parents are still not happy the parents can book an appointment with the assistant head teacher of the school, and have a more serious discussion will take place so then actions will be taken by that professional and the class teacher and both of the professionals will have to follow the wishes of the parents.
3.2 The complaints procedure involves handling complaints in ways, which are guided by a pre-planned procedure, to ensure that family’s rights are supported properly while also protecting practitioners by providing them with appropriate guidance. Complaints made by the parents or carers of the children should never be ignored as they have a responsibility of making sure their child’s welfare is good enough, if every member of staff is given and has received the same information to follow then there will be no mistakes made and the parent’s wishes will be followed.
ASSESSMENT 2 40658/02
TASK 1
1.1 - We are frequently hearing cases of children and young people that die or are suffering (or suffered) serious injuries as a result of abuse and neglect, this could all have been resolved if more care and attention was taken on them.
There are current legislation, guidelines, policies and procedures that have been placed in the UK that help to prevent this and limit further cases of abuse and harm. The following are outlines of the current legislations that have been implemented in the UK, these include
1) The children act 1989/ Children order 1995 (Northern Ireland) – These acts where introduced to simplify the laws that protected children and young people within the United Kingdom. The acts above are considered to be extremely important when it comes to children’s rights, as it made clear to the people that worked with children what their duties where and how they should work together if child abuse was ever suspected. (Beith et al, 2010) This act also stopped parents ‘owning’ their children. This meant that parents could no longer have complete control over their children, especially if what the parents wanted to do had adverse affects on their well being. (ICS, 2013)
2) Working together to safeguard children 1999 – This law is most relevant to those working in a childcare setting (ICS.2013). This provides guidelines for professionals in England and Wales to help them work with children who may be at risk or harm (Beith et al, 2010).
3) Children act 2004 – This act was brought about after a document was produced called ‘every child matters’ (2003), after the death of Victoria Climbie at the hands of her carer/aunty in 2003. (Beith et al, 2010) the children act 2004 identifies five outcomes that are identified as the rights of all children in the UK. These outcomes include;
- ‘The introduction of local authority’s children’s directors with the responsibly for education and children’s social services’.
- ‘Councillors for education and children’s social services’
- ‘Local Safeguarding Children’s Board (LSCB) with powers to make sure that social services, the NHS, education services, the police and other services work together to protect vulnerable children’.
- ‘A Common assessment Framework to help agencies to identify needs of children’.
- ‘Revised arrangements for different agencies to share information’.
4) Working together to safeguard children 2006
5) Child Protection legislation 1999: This act ensures that people are identified if they are not suitable to work with children and this is done through checking their criminal record. In regards to online, the same can be done to ensure that the child is not vulnerable.
6) EYFS (Early years foundation stage): The EYFS has 4 steps to ensure that young people are safe online. 1) To know that everyone you might know online is not always who they say they are. 2) Be nice to people like you would in the playground. 3) Keeping your personal information private. 4) To tell an adult if you don’t feel happy about something that you have experienced online.
1.2 There are 8 different roles in which agencies have to safeguard the welfare of children and young people:
1. Setting
- Agencies have to make sure that the children are in safe surroundings when in places for example; school, afterschool, nurseries, crèches etc. So, for example they would need to monitor the children and to make sure that their surroundings are safe in regards to health and safety, for example; to make sure there is nothing dangerous around for the children to hurt themselves on.
2. Social services
- Social services come into play when the teachers or maybe a family member have noticed something unusual with the child, they would therefore intervene to ensure that there is nothing going on, for example, if the child is being treated badly and would then try and do something to prevent this.
3. Health visitors
- Health visitors have many roles, which they start from pregnancy. These can include offering the family parental advice and helping them deal with any minor illnesses. They also help the mother with post-natal depression and other aspects of parenthood and carrying, delivering a baby.
4. General Practitioners
- General practitioners, more commonly known as GP’s are those working in doctor surgeries, helping all the patients with any illnesses, colds, coughs etc that they may have. Moreover, the play the role of telling social services if they notice anything suspicious with the child and/or mother/father etc.
5. Local hospital services
- Hospitals are there to treat anyone with any minor or major problems that they may have, mostly these treatments are done on the NHS. In regards to children and young people, they would also help them to recover from any physical/mental abuse and to make sure that there is nothing to be worried about at their home.
6. Probation services
Probation staff work inside prisons, analysing offenders to see if they are definitely ready for release and by also running behaviour programmes.
7. Police
- The police work local communities and local businesses. They discover ways to tackle any crimes that might be occurring in the neighbourhood. In regards to children and young people they will ensure that they are all safe and are not being harmed by family members or anyone else.
8. Child psychology services
- Child psychology services are an important part in the overall care from young children and families.
3.1 Physical abuse can be anything from pushing, to actually hitting, burning, throwing etc.
Emotional Abuse
Continuously making the child feel inadequate, useless and unloved. Also using threats to scare the child, which may harm their mental development.
Sexual abuse
Forcing or persuading a child to engage in sexual activities, including prostitution and also penetrative and non-penetrative acts, such as rape. Sexual abuse may also include forcing the child to watch these sexual activities being performed, either through porn or in front of the child. Children under 16 years cannot provide consent for these acts to happen.
Neglect
Neglect would be depriving your child from their basic needs. For example, not feeding, washing or teaching your child. Neglect could also mean a lack of communication with your child to the point where they feel unwanted. Neglect can lead to impairment of health and development.
Bullying and harassment
There are many types of bullying these consist of emotional bullying (not speaking to or excluding, tormenting and humiliation), physical (Pushing, kicking, hitting, pinching etc), verbal (name-calling, threats, sarcasm, spreading rumours and persistent teasing), racist (racial taunts, writing graffiti and gestures), sexual (physical contact or abusive comments) and homophobic bullying which includes being hostile or being offensive against lesbians, gay males or bisexuals. This is also a type of abuse as bullying and harassment can really affect a person physically and emotionally.
3.2 - There are many risks and consequences involved for children using the Internet, mobile phones and other technology. Firstly, with a child on the internet, they are exposed to social networking sites which host many people pretending to be who they are not, for example, paedophiles etc. They can then be persuaded to meet them, or to engage in some sort of online sexual conversation. They are also at risk of going onto chat websites where the same thing can happen. With all the technological devices mentioned, the child is at risk of coming into contact with these dangerous things which they are not ready to deal with, nor do they have the right mind set and knowledge to know what they are letting themselves in for. The other risks involve; cyber-bullying, access to other unsuitable sites and exposure to commercial sites.
3.3 – Disclosure – when a child has told you about an incident
When a child has told you about an incident you, the steps are as follows:
The first step would be to remain calm.
Do not act shocked on panic about what the child is telling you as they are relying on you to help them and reassure them that everything will be okay.
You will then find somewhere private to take the conversation further.
Recognize that the child has been brave for talking about their situation out loud and be supportive and tell them that you understand their situation.
Listen without interrogating, act professionally but make the child feel comfortable. However, do not do this in a form of an interview.
Explain that it is never their fault what has happened and keep your tone of voice soft to keep the child calm.
Act proactively.
Do not make promises you cannot keep.
Contact the Department of Communities, Child Safety and Disability Services and ask how best to respond to the situation
Do not in any way contact the abuser.
Lastly, Keep information confidential always.
Allegations of abuse – against you
In a situation where you, yourself have been accused of abusing, here are the steps to take:
Report to the NSPCC or to the police to start an investigation.
Then enquiries should be taken out by social care about whether a child is need of further protection.
The employer would consider disciplinary action against the staff member or dismissal.
Signs and indicators of abuse
You would inform a staff member in higher position to yours.
You then fill out a concern form to take a note of the incident so you can refer back to it.
If these signs persist or worsen then you would have to investigate the issue by calling social services.
You would then take the matter further to the NSPCC
3.4 – Failing to comply with safeguarding procedures
You should first use the whistle blowing procedure, which would be to pass on any information about the behaviour of the colleague or manager in your setting.
If the person who you have the issue with, then you would have to go to the person higher than them or to the local social services or your country’s inspectorate.
Firstly, you would have to gain the parents consent to go ahead and do those things. You must also get parents permission before getting in touch with OFSTED. The data protection Act ensures that you keep all young people’s information secure.
– Harming, abusing or bullying a child or young person. Include a statement about the rights of the childcare worker who is accused of abuse.
Inform the head.
If the allegation is against the head, then report concerns to the designated person or Education Authority.
Fill out concern form when needed to use as evidence.
“Care workers have a right to have their side of the story heard before losing their livelihoods, often for more than a whole year” (BBC, 2009)
3.5 – You must use first name or initials only when dealing with child abuse cases and must make sure that development records are away from general view and also kept locked away in cabinets. You must also make sure that the parents have access to their own child’s records only. Staff must also have access to their own cases. You must also make sure conversations take place in appropriate places so that you only share information with appropriate people.
You can share information if the child needs extra support from other industry professionals and also if the child is suspected to be in a dangerous situation which risks their safety. Also you can share information if an adult has disclosed information that may raise concerns over their ability to carry out daily duties in your setting. Lastly, you can share information with outside bodies such as Ofsted if they so request.
TASK 2
2.1 & 2.2
Illness
Signs and Symptoms
Treatment/Actions
Common cold
Sore throat, sneezing, runny nose, headache and temperature.
Encourage the child to blow their nose and to rest and drink lots of fluids.
Gastroenteritis
Diarrhoea & vomiting
Drink water and seek medical attention.
Tonsillitis
Headache, fever, pains & aches and sore throat.
Antibiotics needed – seek medical attention
Meningitis
Headache, drowsiness, stiff neck, red rash that does not appear when pressure applied, fever
Take child to hospital, as immediate attention is required.
Chicken Pox
Fever, itchy rash
Apply calamine lotion, ask child not to scratch and aggravate blisters.
Whooping cough
Vomiting, spasmodic cough with whooping sound.
Medical attention required. Plenty of fluids and food after coughing.
2.3 – Actions to take when child is ill or injured:
You must initially take the child to rest whilst assuring them that they will be okay. Afterwards you would call up their parent or guardian and then the GP to ask if you may have to seek medical attention. If yes, you would take the child to the hospital or doctors surgery to get the required treatment or medicines. Lastly, you must fill out an incident/illness form.
2.4 – Circumstances when children and young people might require urgent medical attention:
Medical attention is needed when there is:
Persistent vomiting and diarrhoea
A rash, which does not, disappeared when pressure is put on it.
Continuously high temperature.
Sever headache
Persistently strange crying
2.5 – Actions to take in response to emergency situations:
Fires: In fires the first thing that is of most importance is to make sure that all young children are out of the building and then the other staff members. Familiarise yourself with fire exits around your setting, making sure that there is never anything blocking the exits. You must close all doors and windows and start removing children from the premises. Do not in any moment leave the children unattended. Unless the fire is very small and you know that you can put it out, do not attempt to do so. Lastly you must call the fire brigade and give them the location and all other relevant information and make sure that the fire operator has heard everything correctly.
Security incidents: To ensure that no unauthorised people gain access to the children or young people in your setting you must:
- Check the identity of the person, making sure they sign in and out.
- Make sure they not left alone with the children.
- Refuse entrance if you suspect anything.
- Call police if you feel the children are in danger. Missing children: Make sure all other children are safe and check/ask where the child was last seen and then phone the child’s parents and police. You must then start a search and make sure that there is someone in the last place the child was seen if outside.
ASSESSMENT 3 - 40658/03
TASK 1
1.1
Age
Birth - 6m
Sequence of physical development is;
Birth:
Unable to raise head.
Reacts to sudden sound.
Closes eyes to bright light.
6months:
Sits up with support.
Transfers objects from one hand to the other.
Can lift head and shoulders.
Rate of physical development should be;
From the answers above babies at birth cannot do much and every baby develops at different rates. However most babies at birth do normally close their eyes to bright light and babies at 6 months do normally sit up with support.
Sequence of communication development is;
Birth:
Crying.
Smiles.
Responds to smell of its mother.
6months:
Coos and babbles.
Continual awareness of sounds.
Uses eye gaze to indicate interest.
Rate of communication development should be;
As you can see from the benchmarks above most babies at birth do normally cry when their just born and also need their mother and smile and respond to their mothers smell but if the some babies may develop at a different rate for example not smile until their a few months older. On the other hand babies at 6 months may develop at a different rate for example not be aware of sounds, they may start being aware at 8 months if their developing at a later rate.
Sequence of intellectual/cognitive development is;
Birth:
Becomes aware of physical sensations such as hunger.
Explores using senses.
Cry’s to indicate needs.
6months:
Finds feet interesting.
Understands ‘up’ and ‘down’.
Makes appropriate gestures such as raising arms to be picked up.
Rate of intellectual/cognitive development should be;
Babies at birth normally become aware of physical sensations such as hunger by placing their hand on their mothers breast to be fed but babies that may be developing at a later rate might not do this they may just cry instead. Though babies at 6 months may also develop at a later rate.
Sequence of Social, emotional and behavioural is;
Birth:
Bonds with mother.
Smiles at mother.
Learns to trust that basic needs will be met.
6months:
Responds to different tones of mother.
May show strangers shyness.
Takes stuff to mouth.
Rate of social, emotional and behavioural should be;
From the answers above babies at birth and 6 months cannot do much plus every baby develops at different rates.
Sequence of moral development is;
Birth – 6months:
See’s themselves as the centre of the world.
Has no sense of right and wrong.
Rate of moral development should be;
As you can see from the sequence above babies at birth and 6 months develop at different rates too.
Age
6m – 1 year
Sequence of physical development is;
6 months:
Turns towards sounds and voices.
Enjoys standing and jumping.
Well-recognised visual sense.
1 year old:
Stands holding furniture.
Stands alone for a second or two then collapses with a bump.
Walks holding one hand and may bend down and pick up objects.
Rate of physical development should be;
From the answers above babies at 6 months cannot do much and every baby develops at different rates. However most babies at the age of 1 year do normally stand and hold furniture but again that depends on the baby and their rate of development.
Sequence of communication development is;
6 months:
Makes sounds such as 'mama ' and 'dada '.
Laughs in play.
Screams with annoyance.
1 year old:
Babbles 2 or 3 words repeatedly.
Responds to simple instructions.
Understands several words.
Rate of communication development should be;
As you can see from the answers above babies at 6 months and children of 1 year old cannot do much and every baby develops at different rates.
Sequence of intellectual/cognitive development is;
6 months:
Understands objects and know what to expect of them.
Understand 'up ' and 'down ' and make appropriate gestures, such as raising his arms to be picked.
Will pay attention to small details in toys and surroundings.
1 year old:
Responds to simple instructions.
Uses trial-and-error to learn about objects.
Starts linking meanings to gestures, shaking his head no and waving bye-bye.
Rate of intellectual/cognitive development should be;
You can see from the answers above babies at cannot do much and every baby develops at different rates some may develop faster than others.
Sequence of Social, emotional and behavioural is;
6months:
Responds to different tones of mother.
May show 'stranger shyness '.
Takes stuff to mouth.
1 year old:
Waves goodbye.
Understands simple commands.
Demonstrates affection.
Rate of social, emotional and behavioural should be;
You can see from the answers above babies at cannot do much and every baby develops at different rates some may develop slower than others.
Sequence of moral development is;
6months – 1 year old:
Understands when they are doing wrong by tone and actions.
Learns from trial and error.
Begins to learn why he/she cannot do certain things such as play with fire.
Rate of moral development should be;
You can see from the answers above babies at cannot do much and every baby develops at different rates some may develop faster than others.
Age
3 years
Sequence of physical development is;
3 year old:
May walk up the stairs with alternating feet.
Can construct a block tower of 9 to 10 cubes.
Can easily place small objects in a small opening.
Rate of physical development should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop slower than others.
Sequence of communication development is;
3 year old:
Has a sentence length of 4-5 words.
Frequently asks questions.
Can name at least one color.
Rate of communication development should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop faster than others.
Sequence of intellectual/cognitive development is;
3 year old:
Only wants assistance with laces, buttons, and other fasteners in awkward places.
Still talks to themselves while playing.
Can sort objects into simple categories.
Rate of intellectual/cognitive development should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop faster than others. Children may even be able to do even more things than others.
Sequence of Social, emotional and behavioural is;
3 year old:
Shows affection for younger siblings.
Enjoys helping adults e.g. tidying up.
Are becoming aware of being male or female.
Rate of social, emotional and behavioural should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop slower than others.
Sequence of moral development is;
3 year old:
Are beginning to develop the concept of being helpful.
Believe that all rules are fixed and unchallengeable.
Rate of moral development should be;
You can see from the answers above children at 3 cannot do much and every child develops at different rates some may develop faster than others.
Age
5 years
Sequence of physical development is;
5 year old:
Use a variety of play equipment, including slides, swings and climbing frames.
Have good control over pencils and paint brushes.
Can match ten or twelve colours.
Rate of physical development should be;
You can see from the answers above children at 5 start to learn and do more things but every child develops at different rates some may develop slower than others.
Sequence of communication development is;
5 year old:
Talk about the past, present and future, with a good sense of time.
Asks about abstract words.
Are fluent in their speech and grammatically correct for the most part.
Rate of communication development should be;
As you can see from the benchmarks above most children at 5 start to learn and do and communicate more but every child develops at different rates some may develop slower than others.
Sequence of intellectual/cognitive development is;
5 year old:
Produce drawings with good detail.
Are interested in reading and writing.
Recognises their name and attempt to write it.
Rate of intellectual/cognitive development should be;
You can see from the answers above children at 5 start to learn and do more things but every child develops at different rates some may develop slower than others.
Sequence of Social, emotional and behavioural is;
5 year old:
Enjoys caring for pets.
Chooses their own friends.
Shows sympathy and comfort friends who are hurt.
Rate of social, emotional and behavioural should be;
The answers above show that children at 5 start to learn and do more things but every child develops at different rates some may develop slower than others. They also should gain in confidence and coordination.
Sequence of moral development is;
5 year old:
Understands the social rules of their culture.
Instinctively help other children when they are distressed.
Rate of moral development should be;
From the answers above you can see that children at 5 start to learn and do more things but every child develops at different rates some may develop faster than others.
Age
7 years
Sequence of physical development is;
7 year old:
Can climb on play apparatus with skill, some managing to climb ropes.
Are skilful in catching and throwing a ball, using one hand only.
Are able to control their speed when running and can swerve to avoid collision.
Rate of physical development should be;
By now children are normally well at co-ordination, both in small and large movements but it depends on each individual child as some children develop faster than others.
Sequence of communication development is;
7 year old:
Uses a vocabulary of several thousand words.
Can tell time, knows the days, months, and seasons.
Can describe points of similarity between two objects.
Rate of communication development should be;
At this age children developing at norms should become more competent and confident in reading and writing but some children may develop slower than others.
Sequence of intellectual/cognitive development is;
7 year old:
Can use a computer mouse and keyboard for simple word processing.
Perform simple calculations in their head.
Begin to understand how to tell the time.
Rate of intellectual/cognitive development should be;
You can see from the answers above children at 7 can do a lot more things but every child develops at different rates some may develop faster than others.
Sequence of Social, emotional and behavioural is;
7 year old:
Are completely independent in washing, dressing and toileting skills.
Form close friendships, mostly within their own sex.
Learns how to control their emotions.
Rate of social, emotional and behavioural should be;
As you can see from the answers above children at 7 can do a lot more things, children developing at norms should learn to control their emotions but every child develops at different rates some may develop slower than others.
Sequence of moral development is;
7 year old:
Have a clear sense of right and wrong.
Express feelings of fear and wonder, particularly about nature, plants and insects.
Rate of moral development should be;
As you can see from the answers above children at 7 can do a lot more things than a 5 year old but again every child develops at different rates some may develop slower than others.
Age
12 years
Sequence of physical development is;
12 year old:
Growth and changes to their bodies.
Children may start puberty.
Rate of physical development should be;
Children at 12 may become fairly confident and will have mastered many skills they may start to decide what they are good at, but all children develop at all different times.
Sequence of communication development is;
12 year old:
Good reading and writing skills.
Discuss and persuade adults and peers.
Rate of communication development should be;
At this age children developing at norms should be skilled communicators and enjoy having friends but some children may develop slower than others.
Sequence of intellectual/cognitive development is;
12 year old:
Understanding of more abstract concepts.
Reasoning and problem solving.
Rate of intellectual/cognitive development should be;
You can see above that children at 12 can do a lot more things but again every child develops at different rates some may develop slower than others.
Sequence of Social, emotional and behavioural is;
12 year old:
Strong attachments to friends.
Worry about coping with pressures of school.
Exploration of boundaries in relationships.
Rate of social, emotional and behavioural should be;
As you can see from the answers above children at 12 can do a lot more things than a 7 year old but again every child develops at different rates some may develop slower than others.
Sequence of moral development is;
12 year old:
Understanding for the need of rules in society.
Rate of moral development should be;
At this age children developing at norms should understand the rules in society but some children may develop slower than others.
Age
19 years
Sequence of physical development is;
19 year old:
Awareness as a result of the body shape changing quickly.
Rate of physical development should be;
At this age young adults move closer to adulthood so they may start to think about their future.
Sequence of communication development is;
19 year old:
Use of phones and technology to communicate with friends.
Rate of communication development should
be;
At this age young adults will know how to communicate and they may have loads of friends.
Sequence of intellectual/cognitive development is;
19 year old:
High level of skills.
Rate of intellectual/cognitive development should be;
Young adults know most things through their experiences.
Sequence of Social, emotional and behavioural is;
19 year old:
Confidence and enjoyment when with friends.
Behaviour linked to low self-esteem.
Rate of social, emotional and behavioural should be;
Young adults may behave normal if they have a high self-esteem and they may enjoy going out with their friends.
Sequence of moral development is;
19 year old:
Understanding about right and wrong and consequences of actions.
Interest in moral issues.
Rate of moral development should be;
Young adults understand from right and wrong through their experiences.
TASK 2
2.1 – Describe with examples the kinds of influences that affect children and young people’s development:
Poverty may cause stress and sadness to a child due to the fact that the child’s parents may have low income or even no income so that child will then lack development. For example poverty can affect a child’s growth, behaviour and development if they have a poor diet, however insufficient housing can affect health and play opportunities, lack of education can affect children’s life outcomes, lack of access can affect cognitive and other areas of development also poverty can lead to low expectations and reduced motivation.
Family environments and background will also affect a child’s development, policies in early years settings were designed because parents are very important in children’s lives; policies allow parents and practitioners to work in partnership. Most parents are very good at nurturing and providing for their children, they provide their children with a good diet, care for them and provide play and social opportunities. Parents may also support children through school and help them become involved in homework, this is good for the children’s cognitive and social and emotional development. However some parents may not be able to cope so well so this may affect the development of a child, for example some parents may be going through a depression, or may be taking drugs and alcohol so they may not be able to fulfil their parenting role easily.
Quality education can increase overall development, most education is received in schools but children also learn at home by taking part in groups such as churches or mosques and also through activities like singing in choirs. Good education is good for cognitive development, this allows children to read, write, and problem solve and reason it can also allow children to socialise, develop moral codes and learn organisation.
Health Children who have long term illnesses such as cancer may have to spend long amounts of time in hospital so this may affect their developmental areas and they not be able to socialise so they might lack in social development. Also if a child has a disability such as a hearing impairment the same may apply for them.
2.2: It is important to recognise and respond to concerns about children and young people’s development so you can help them get onto the right path and to stop anything that might be causing these concerns. To give the children extra support, for example, supporting parents by giving them advice or practical help so that they know what to do with their children, it may mean that the child, if for example, they have learning disabilities would need a specialist support from a speech and language therapist or a councillor.
TASK 3
3.1 – Identify the transitions experienced by most children and young people
1) Joining a nursery or preschool.
2) Going into reception class.
3) Moving from one class to another.
4) Starting secondary school.
5) Puberty.
6) Starting college or first time employment.
3.2 – Identify transitions that only some children and young people may experience, e.g. bereavement.
1) Attending breakfast club/afterschool clubs etc.
2) Bereavement.
3) Abuse.
4) Significant illness or disability.
5) Moving area/country.
6) Bullying.
7) Change in family structure.
3.3 – Describe, with examples, how transitions may affect children and young people’s behaviour and development.
1) Illness or disability: this transition can cause regression, through the idea that they will require time out from classes to attend hospital consultations, have operations etc. Disabilities may also cause the child to regress through a slower ability to come to terms with certain criteria’s that are being taught. May withdraw or avoid social contact. They may also not be able to concentrate on schoolwork.
2) Bullying: This transition may cause the child or young person to become socially awkward or unconfident through bullying as bullies usually make children or young people feel inadequate and shy. This may affect learning development through the idea that they may not want to go to school as this is one of the main places where bullying occurs. Can also cause outbursts of anger, crying and tearfulness or even depression.
3) Divorce: Could mean that the child’s learning is disrupted through a change of routine that could occur through moving house or organising their time spent between parents. This could also mean that the child would become more attention seeking and may also become badly behaved and may find it hard to concentrate.
ASSESSMENT 4 – 40658/04
TASK 1
1.1 – Explain why working in partnership with others is important for children and young people
Working in a partnership is very important because this means you can all work together to give the child the best teaching they need. Working in a partnership can have positive effects on children’s and young people’s health, development and the pace this happens, learning and at the pace they learn and relationships which this provides them.
Working in a partnership also means that everyone can communicate effectively about the child. It also means that you can receive specialist advice. It will also improve communication with the whole family and working in a partnership also ensures that you are thinking about every aspect of the child.
1.2 – Identify who relevant partners would be in your own work setting.
Parents
Carers
Colleagues
Professionals i.e. Ofsted, NSPCC etc.
1.3 – Define the characteristics of effective partnership working
Effective partnership working means that workers can share the way they observe and assess the child and young people in their setting. They must also plan support and implement action plans for the children.
Partnership working must also include:
- Sharing the way they observe child and young people.
- Good communication between all partners.
- Good organisations skills.
- Good planning skills.
1.4 – Identify barriers to partnership working.
Poor communication between individuals and the staff.
Lack of experience and skills with the partners.
Lack of effective leadership from certain people working in the team and lack of expertise and initiative.
Breach of confidentiality the practitioner may mistakenly share the information with other people.
Inaccurate policies and procedures, people may not being following them correctly.
Inaccurate or inconsistent record keeping.
TASK 2
2.1 – Describe why clear and effective communication between partners is required
Clear and effective communication is required to ensure that information will be shared in a clear way and understood by everyone to ensure that the best solution is provided for the child. All the options can be thought of if everyone works together and communicates their ideas. Also, with a joint knowledge of all areas of the child will provide the best support and the choice can be made.
2.2 – Identify policies and procedures in the work setting for information sharing
Staff cannot keep secrets with a child and always write what they have told you exactly and not what you believe they might have said. Information can be shared with the manager, head care worker, or head teacher.
• Well Being: Adult and child need to be safe and for whatever reason keep your information secret. The wrong person could receive the information and put the adult and child’s safety at risk.
• All safeguarding must be confidential.
• You have a professional responsibility to share information with other agencies in order to safe guard children.
• Aim to ensure that all the parents and carers can share their information with confidence that will be used to enhance the welfare of their children
• Development records and personal records must be kept confidential
• You do not share information about the child’s medical records with other parents.
• You must keep accident records and incidents reports
2.3 – explain where there may be conflicts or dilemmas in relation to sharing information with partners and maintaining confidentiality
You may feel conflicted within yourself between wanting to share information about a child for extra help, information that you may not be able to share. This would mean that you are stuck between how to best deal with a situation. However, you would avoid talking to other colleagues and instead talk to a manager or higher-ranking care worker.
2.4 – Describe why it is important to record information clearly, accurately, legibly and concisely, meeting legal requirements
It is important to keep records accurately, legibly and concisely, as you need to refer back to these records if the need arises. They can also be used for hospitals to give the history of the child. They are used as historical archives about the child so that you know exactly what you’re dealing with and how to move forward.
2.5 – identify how communications and records are recorded and securely stored, meeting data protection requirements
According to the Data Protection Act of 1998, data must not be shared without the person’s permission or kept longer than necessary. (Beith et al). They are kept securely electronically and through memos, communication books and through incident forms etc. Be careful when storing information on portable devices by ensuring that these devices are not misplaced or stolen.
2.6 – explain why and how referrals are made to different agencies
Why: You may need to refer a child to different agencies for persistent medical conditions and learning conditions such as dyslexia and autism. You would also need to write a referral for emotional reasons; for example, if the child is upset from bullying or if they’re grieving and lastly you would refer a child if they have a physical condition, for example osteoporosis. You would firstly fill out a CAF checklist to decide if you do need to seek further support through a referral.
How: A CAF checklist is carried out and then early intervention teams have been put in place to ensure that these referrals go smoothly.
TASK 3
3.1 – Identify the reasons for partnerships with parents/carers
Partnerships with parents/carers is important as the parents are the ones who know their child better than most people as they live with them usually. They are also important, as they are up to date and aware of their child’s needs and interests, strengths and weaknesses. They also usually have strategies in place to best deal with their child’s behaviour. This also supports the child’s development in the best way possible.
3.2 – Describe how partnerships with parents/carers are developed and sustained in own work setting
The best way of sustaining partnerships with parents/carers is through a key person. The key person will help by communicating with parents of children on a daily basis and support any transition or attachment issues.
3.3 – describe circumstances where partnerships with parents/carers may be difficult to develop and sustain
Partnerships with parents/carers might be difficult to sustain when there is a breakdown in communication through disagreements about childcare. Also, there may be communication barriers through difference in language or culture. Another reason would be if the child’s family has a chaotic lifestyle and it is hard to keep in touch. It could also become hard to sustain if the parents themselves have their own learning needs.
Bibliography
BBC news, 2009. Care workers blacklist 'unfair '. 21 January. [Online] Available at: http://news.bbc.co.uk/1/hi/uk/7841888.stm Accessed: 18 February 2014
Beith et al, 2010. Children & Young People’s Workforce. Heinemann: Pearson
ICS, 2014. Course and Assessment Guide. ICS, Glasgow