Cyp 3.3 Task Analysis
EYTS ASSESSMENT: TRAINEE RESPONSE SHEET FOR ASSIGNMENT 4
ASSIGNMENT 4
A reflective account of your personal practice with one baby, toddler or young child
Traine
Trainee
Lea
Submission Da
It is essential that you provide evidence for supporting statements 1.2, 2.4, 3.2, 4.1 and 5.3.
4A: The nature of the activity or sequence of activities
Read a book to stimulate Child ‘M’s speech and communication skills because his speech has not developed as expected.
4B: The age, in months, of the child or children involved
40 months old.
4C: What you planned to do with the child and why Std
When I joined the setting ,I observed that Child’M’ finds it difficult to join in with activities and does not interact with his peers ,the staff also …show more content…
communicate less with him unlike his peers so I spoke to his key person who told me that Child ‘M’ has been getting extra help from the Nursery ‘s special educational needs coordinator(SENCO),she also said he enjoys playing alone and does not enjoy any activities.I have observed staff do nothing to help him but would rather sit back,I observed that Child ‘M’s interest is to read books,he is always holding books in the nursery but he has withdrawn because they have not planned any activities with him,I told his keyworker that children develop their communication skills through interaction and conversation with those around them particularly adults so he should not be left alone because that would not help to develop his speech and she agreed to what I said. The next day,I spoke to my manager if she can give me the chance to be Child ‘M’s co-key person in order to have a close observation and a one to one attention with him,I wrote a letter to his parents introducing myself as a EYP candidate asking for their consent to observe and work with their child.The consent was approved by his parents,this procedure is for all the students in my setting before working closely with any child. Through my observation I realised that Child ‘M’ does not have the confidence to speak to others about his wants and interests,he also finds it difficult to put three words together and using the development matters in the Early years(EYFS), a child at 40 months should be able to play in a group,initiate conversations and form good relationships with his peers and familiar adults but Child ‘M’s development is between the age of 16-20months.
At lunch time,I had a meeting with child ‘M’s key worker and the nursery’s SENCO explaining to them about my observation,I asked his key worker to carry out an extensive observation using the “Tracking method of observation” because I want to know his area of interest but his key worker said she was not sure on how to use the observation.After lunch, I explained and role modelled theTracking method of observation to her that it is a good method for identifying favourite activities and social contacts a child makes because this will help me to engage him as well as gathering …show more content…
information. Based on my knowledge, Child’M’ needs a referral to the Speech Therapist(ST) because child ‘M’ does not communicate with his peers and I observed that his level of confidence has been affected. Child ‘M’s key worker seems not to understand how the Speech Therapist will be of help since he is already receiving extra help from SENCO but I took time to explain to her that since there has been no improvement ,the next step is to involve the Speech Therapist(ST) who are external professionals outside the setting, they help children to articulate well and enhance their cognitive and social development.
Moreso,one of the five outcomes of ECM is that children should be able to enjoy learning,that is attend and enjoy school but child ‘M’s case is different. SENCO contributed to what I have been saying that “the SEN code states that ongoing communication or interaction difficulties impedes the development of social relationships and can cause substantial barriers to learning so we agreed to contact his mother as part of working in partnership with parents and to implement and work on the above stated laws. I contacted Child ‘M’s mother to arrange a meeting and also briefed her that the meeting was about the latest development of Child ‘M’s learning and made sure his mother was aware that child ‘M’s key worker,SENCO and myself will be attending the meeting. On the day of the meeting,I welcomed Child ’M’s mother and showed her my appreciation for attending the meeting,I told her about my observations on her child and how we have tried to support him and my concern about his speech delay/slow development because he does not demonstrate a friendly behaviour or initiate conversation with his peer and the staff so I would like to refer him to a Speech Therapist(ST) because early intervention is critically important for children to develop communication skills for future success.
She responded back saying “she knows her child will likely grow out of it”.I explained to her that “a wait and see approach”can be very detrimental during this critical learning phase,moreso,children with delayed speech cannot participate fully during activities and conversations,he may fall even further behind if the help he needs is not provided so she consented for her child to be assessed,I told her she would be contacted again nearer the time the professionals are about to come in and give their advice and guidance and she was pleased. I also contacted the Speech Therapist(ST) on phone that extra help is needed for Child ‘M’ according to my observations and the law stated above so a date and time was agreed upon,Child ‘M’s mother was informed about the date and time for the session and said she will be present for the session.
5.1
8.1
2.7
3.1
3.2
8.4
8.7
5.5
8.7
8.7
5.3
8.7
4.3
8.3
5.5
5.1
4D: What happened when you carried out the activity or activities Std
Three weeks later at the session, Child ‘M’s mother was present at the meeting including SENCO,Child ‘M’s worker and myself, I took minutes of the meeting and gave ‘M’s mother a copy to remind her of how to help her child,also when I am not there for other staff to have a clear understanding.The Speech Therapist accessed child ‘M’ and gathered that he does not have enough confidence to talk because his peers talk over him and he is not happy so we should maintain eye contact during activities,give him enough time to talk and give him praises when he does and keep our words short and simple. ‘M’s mother was told this observation will be ongoing so target date will be set and feedback will be given because the Speech Therapist will be coming to access him monthly. l included his activity in our weekly plan based on his interest as earlier observed and stated {I observed he likes reading books}, during circle time,I told the children the important of listening to one another and taking turns by raising hands and not interrupt when other people are talking. I have been working with him for a while and the advices from the professionals have been useful because I speak to him slowly and give him time to respond while I act as a role model helping him to slow his speech down and maintaining eye contact,I also keep my words short and simple.
.
In order to support Child ’M’ and have a one to one attention with him, l decided to read him a book when most of the children were sleeping but Child ‘M was not sleeping,so a quiet environment was ideal.Based on my knowledge, “reading is a key part in developing speech and literacy skills”,I picked him a ‘Board book’ which is ideal because they are usually short in length and will keep his attention so I sat in front of him facing him so as to see my face easily and the movement of my mouth to help him say the words and engage in eye contact,I read an animal book with bright colours to him but he just stared at me while I was reading,I observed he did not seem to enjoy the book, so I made funny sounds of the animals as I opened each page towards the end of the reading,he started to make some sounds as l read along,I observed he has started to enjoy the story so I pointed to the animals on each page to made him call out the names,he called out their names effectively,to carry on to get more of his attention,I tried to promote phonemic awareness to him by encouraging him to make the sounds of the animals.
I pointed to the frog,I asked him what sound does a frog make?he said “RIBBIT,RIBBIT ,he got up and started hopping,we both laughed.Then the next page was the picture of the duck,what sound does the duck make l asked?
‘QUACK QUACK’.‘Very good I said’ Where does the duck live I asked? He paused for a while and replied ‘IN WATER‘….(wow)“Yes,ducks live in the water” trying to model him to talk by using phrases during the activity,I encouraged him to say the words with me, ‘I said…ducks live in the water and he repeated after me slowly …‘well done’,I praised him.
I decided to read the book again,this time trying to stretch him with using his words and encourage him with his colours.After reading the first page,“I read ‘brown bear,what do you see?I can see a….(l left a gap for him to name the animal on the next page)so he said ‘a RED BIRD, and I helped him finish the sentence by saying “ a red bird looking at me“…‘I gave him a thumbs up‘ and we both smiled.I asked him again “What other red animals can you think that is not in the book? He paused for a while and said”RED Fish”,Awesome… I said’. What did the red bird see I asked?….a YELLOW DUCK,‘Well done’,I turned the next page,“what did the yellow duck see? A PURPLE CAT he shouted with excitement,I asked him a question,using his imaginative that “has he ever seen a purple cat before“?He paused for a minute and nodded his head…“NO” Are you sure I asked?Trying to make him use his imaginative,he said “No”,You are a very clever boy’M’, and we continued with the colour of the other animals and I praised him the more. As the reading continued and because of the repetitive words and sentences,it started to sound more like a nursery rhyme ,we both sang along to the words instead of just reading them ,I sang him the “five little ducks” when we saw the picture of the duck,“Two birds sitting on the wall“,when we saw the picture of the bird which made the book even more entertaining.
At the end of the activity,he was able to associate the words and I had a positive response from him,we both enjoyed this book.
A week after the session, Child ‘M’s mother told me her child has been making sounds whenever he sees any animal on the television or on the street,I said that is a sign of improvement so I advised her to encourage him more by reading together with him and get him more picture books
Through the activity planned,I feel this book has aimed Child ‘M’ his key stage 1 because key stage 1 believes that making children’s first impression of reading exciting is a vital aspect of getting children want to read throughout their childhood.This book teaches colours and languages,helps literacy, easy to grasp nature,helped him focus and anticipate on what animal is going to appear next.
5.5
2.2
6.2
5.2
2.1
6.1
5.2
5.3
2.2
2.5
1.2
2.4
3.2
2.1
3.3
4E: Your assessment of the effectiveness of the activities Std
.
Few weeks later,the speech therapist(ST) came to reassess the progress of Child ‘M’,I told them how I observed some positive changes in him and how his social skills as improved.His mother was also present,l told her how his able to express himself in a better way especially during the activity because I observed that he used good pronounciation of words ,although he spoke slowly}and my next step is to engage him more on other activities such as painting to encourage him to talk more and also to join him in with his peers in an activity.
I encouraged his mother to support him more at home because working in partnership with parents supports a child’s learning and development so I told her to reinforce her child’s speech by interacting with him,play games with him at home,not expose him to too much television.Children learn to communicate not by being taught but by participating in everyday conversations and activities.
I had a meeting with staff that when activities are planned,they should engage children properly as seen in child ‘M’s case,they should adjust their routines and give room for provision of differentiation using a child’s needs and interests to plan activities in order for the child to feel safe and secure and enable them to achieve further in their learning.
I reviewed the nursery’s SEN policy and included how to liase with external professionals when the extra help in the nursery is not improving the childs progress.I also trained staff about different types of observation and encouraged them to monitor the children in their care properly in order to know when a child needs extra
support.
There was another child in the setting who was observed and needs extra help in gross motor skills,the checklist observation I adopted was used because it is good for observing the development of physical skills.
The staff are more efficient with their observations,they record and report any issues that is detrimental to any child’s learning and development including engaging the services of other professionals when needed.
6.3
6.2
4.1
2.7
6.2
8.6
8.2
8.4
8.5
4F: Your personal learning, including your accountability for the child/children’s progress, attainment and outcomes.
Std
Whatever a child’s age,recognizing and treating problems early is the best approach to help with speech delays,by getting a proper therapy the child will likely be able to communicate with the rest of the world especially in this scenario where child ‘M’s mother thought he will grow out of it,having to ignore it would have led to long term problems.Moreso, working in partnership with parents and wider professionals goes a long way .It is important to observe and report sudden changes to necessary agencies.
5.5
Bibliography:
Every child matters:change for children
The health and safety work act 2004
The SEN code of practice
Statutory framework for EYFS
ASSIGNMENT 4
A reflective account of your personal practice with one baby, toddler or young child
Traine
Trainee
Lea
Submission Da
It is essential that you provide evidence for supporting statements 1.2, 2.4, 3.2, 4.1 and 5.3.
4A: The nature of the activity or sequence of activities
Read a book to stimulate Child ‘M’s speech and communication skills because his speech has not developed as expected.
4B: The age, in months, of the child or children involved
40 months old.
4C: What you planned to do with the child and why Std
When I joined the setting ,I observed that Child’M’ finds it difficult to join in with activities and does not interact with his peers ,the staff also …show more content…
communicate less with him unlike his peers so I spoke to his key person who told me that Child ‘M’ has been getting extra help from the Nursery ‘s special educational needs coordinator(SENCO),she also said he enjoys playing alone and does not enjoy any activities.I have observed staff do nothing to help him but would rather sit back,I observed that Child ‘M’s interest is to read books,he is always holding books in the nursery but he has withdrawn because they have not planned any activities with him,I told his keyworker that children develop their communication skills through interaction and conversation with those around them particularly adults so he should not be left alone because that would not help to develop his speech and she agreed to what I said. The next day,I spoke to my manager if she can give me the chance to be Child ‘M’s co-key person in order to have a close observation and a one to one attention with him,I wrote a letter to his parents introducing myself as a EYP candidate asking for their consent to observe and work with their child.The consent was approved by his parents,this procedure is for all the students in my setting before working closely with any child. Through my observation I realised that Child ‘M’ does not have the confidence to speak to others about his wants and interests,he also finds it difficult to put three words together and using the development matters in the Early years(EYFS), a child at 40 months should be able to play in a group,initiate conversations and form good relationships with his peers and familiar adults but Child ‘M’s development is between the age of 16-20months.
At lunch time,I had a meeting with child ‘M’s key worker and the nursery’s SENCO explaining to them about my observation,I asked his key worker to carry out an extensive observation using the “Tracking method of observation” because I want to know his area of interest but his key worker said she was not sure on how to use the observation.After lunch, I explained and role modelled theTracking method of observation to her that it is a good method for identifying favourite activities and social contacts a child makes because this will help me to engage him as well as gathering …show more content…
information. Based on my knowledge, Child’M’ needs a referral to the Speech Therapist(ST) because child ‘M’ does not communicate with his peers and I observed that his level of confidence has been affected. Child ‘M’s key worker seems not to understand how the Speech Therapist will be of help since he is already receiving extra help from SENCO but I took time to explain to her that since there has been no improvement ,the next step is to involve the Speech Therapist(ST) who are external professionals outside the setting, they help children to articulate well and enhance their cognitive and social development.
Moreso,one of the five outcomes of ECM is that children should be able to enjoy learning,that is attend and enjoy school but child ‘M’s case is different. SENCO contributed to what I have been saying that “the SEN code states that ongoing communication or interaction difficulties impedes the development of social relationships and can cause substantial barriers to learning so we agreed to contact his mother as part of working in partnership with parents and to implement and work on the above stated laws. I contacted Child ‘M’s mother to arrange a meeting and also briefed her that the meeting was about the latest development of Child ‘M’s learning and made sure his mother was aware that child ‘M’s key worker,SENCO and myself will be attending the meeting. On the day of the meeting,I welcomed Child ’M’s mother and showed her my appreciation for attending the meeting,I told her about my observations on her child and how we have tried to support him and my concern about his speech delay/slow development because he does not demonstrate a friendly behaviour or initiate conversation with his peer and the staff so I would like to refer him to a Speech Therapist(ST) because early intervention is critically important for children to develop communication skills for future success.
She responded back saying “she knows her child will likely grow out of it”.I explained to her that “a wait and see approach”can be very detrimental during this critical learning phase,moreso,children with delayed speech cannot participate fully during activities and conversations,he may fall even further behind if the help he needs is not provided so she consented for her child to be assessed,I told her she would be contacted again nearer the time the professionals are about to come in and give their advice and guidance and she was pleased. I also contacted the Speech Therapist(ST) on phone that extra help is needed for Child ‘M’ according to my observations and the law stated above so a date and time was agreed upon,Child ‘M’s mother was informed about the date and time for the session and said she will be present for the session.
5.1
8.1
2.7
3.1
3.2
8.4
8.7
5.5
8.7
8.7
5.3
8.7
4.3
8.3
5.5
5.1
4D: What happened when you carried out the activity or activities Std
Three weeks later at the session, Child ‘M’s mother was present at the meeting including SENCO,Child ‘M’s worker and myself, I took minutes of the meeting and gave ‘M’s mother a copy to remind her of how to help her child,also when I am not there for other staff to have a clear understanding.The Speech Therapist accessed child ‘M’ and gathered that he does not have enough confidence to talk because his peers talk over him and he is not happy so we should maintain eye contact during activities,give him enough time to talk and give him praises when he does and keep our words short and simple. ‘M’s mother was told this observation will be ongoing so target date will be set and feedback will be given because the Speech Therapist will be coming to access him monthly. l included his activity in our weekly plan based on his interest as earlier observed and stated {I observed he likes reading books}, during circle time,I told the children the important of listening to one another and taking turns by raising hands and not interrupt when other people are talking. I have been working with him for a while and the advices from the professionals have been useful because I speak to him slowly and give him time to respond while I act as a role model helping him to slow his speech down and maintaining eye contact,I also keep my words short and simple.
.
In order to support Child ’M’ and have a one to one attention with him, l decided to read him a book when most of the children were sleeping but Child ‘M was not sleeping,so a quiet environment was ideal.Based on my knowledge, “reading is a key part in developing speech and literacy skills”,I picked him a ‘Board book’ which is ideal because they are usually short in length and will keep his attention so I sat in front of him facing him so as to see my face easily and the movement of my mouth to help him say the words and engage in eye contact,I read an animal book with bright colours to him but he just stared at me while I was reading,I observed he did not seem to enjoy the book, so I made funny sounds of the animals as I opened each page towards the end of the reading,he started to make some sounds as l read along,I observed he has started to enjoy the story so I pointed to the animals on each page to made him call out the names,he called out their names effectively,to carry on to get more of his attention,I tried to promote phonemic awareness to him by encouraging him to make the sounds of the animals.
I pointed to the frog,I asked him what sound does a frog make?he said “RIBBIT,RIBBIT ,he got up and started hopping,we both laughed.Then the next page was the picture of the duck,what sound does the duck make l asked?
‘QUACK QUACK’.‘Very good I said’ Where does the duck live I asked? He paused for a while and replied ‘IN WATER‘….(wow)“Yes,ducks live in the water” trying to model him to talk by using phrases during the activity,I encouraged him to say the words with me, ‘I said…ducks live in the water and he repeated after me slowly …‘well done’,I praised him.
I decided to read the book again,this time trying to stretch him with using his words and encourage him with his colours.After reading the first page,“I read ‘brown bear,what do you see?I can see a….(l left a gap for him to name the animal on the next page)so he said ‘a RED BIRD, and I helped him finish the sentence by saying “ a red bird looking at me“…‘I gave him a thumbs up‘ and we both smiled.I asked him again “What other red animals can you think that is not in the book? He paused for a while and said”RED Fish”,Awesome… I said’. What did the red bird see I asked?….a YELLOW DUCK,‘Well done’,I turned the next page,“what did the yellow duck see? A PURPLE CAT he shouted with excitement,I asked him a question,using his imaginative that “has he ever seen a purple cat before“?He paused for a minute and nodded his head…“NO” Are you sure I asked?Trying to make him use his imaginative,he said “No”,You are a very clever boy’M’, and we continued with the colour of the other animals and I praised him the more. As the reading continued and because of the repetitive words and sentences,it started to sound more like a nursery rhyme ,we both sang along to the words instead of just reading them ,I sang him the “five little ducks” when we saw the picture of the duck,“Two birds sitting on the wall“,when we saw the picture of the bird which made the book even more entertaining.
At the end of the activity,he was able to associate the words and I had a positive response from him,we both enjoyed this book.
A week after the session, Child ‘M’s mother told me her child has been making sounds whenever he sees any animal on the television or on the street,I said that is a sign of improvement so I advised her to encourage him more by reading together with him and get him more picture books
Through the activity planned,I feel this book has aimed Child ‘M’ his key stage 1 because key stage 1 believes that making children’s first impression of reading exciting is a vital aspect of getting children want to read throughout their childhood.This book teaches colours and languages,helps literacy, easy to grasp nature,helped him focus and anticipate on what animal is going to appear next.
5.5
2.2
6.2
5.2
2.1
6.1
5.2
5.3
2.2
2.5
1.2
2.4
3.2
2.1
3.3
4E: Your assessment of the effectiveness of the activities Std
.
Few weeks later,the speech therapist(ST) came to reassess the progress of Child ‘M’,I told them how I observed some positive changes in him and how his social skills as improved.His mother was also present,l told her how his able to express himself in a better way especially during the activity because I observed that he used good pronounciation of words ,although he spoke slowly}and my next step is to engage him more on other activities such as painting to encourage him to talk more and also to join him in with his peers in an activity.
I encouraged his mother to support him more at home because working in partnership with parents supports a child’s learning and development so I told her to reinforce her child’s speech by interacting with him,play games with him at home,not expose him to too much television.Children learn to communicate not by being taught but by participating in everyday conversations and activities.
I had a meeting with staff that when activities are planned,they should engage children properly as seen in child ‘M’s case,they should adjust their routines and give room for provision of differentiation using a child’s needs and interests to plan activities in order for the child to feel safe and secure and enable them to achieve further in their learning.
I reviewed the nursery’s SEN policy and included how to liase with external professionals when the extra help in the nursery is not improving the childs progress.I also trained staff about different types of observation and encouraged them to monitor the children in their care properly in order to know when a child needs extra
support.
There was another child in the setting who was observed and needs extra help in gross motor skills,the checklist observation I adopted was used because it is good for observing the development of physical skills.
The staff are more efficient with their observations,they record and report any issues that is detrimental to any child’s learning and development including engaging the services of other professionals when needed.
6.3
6.2
4.1
2.7
6.2
8.6
8.2
8.4
8.5
4F: Your personal learning, including your accountability for the child/children’s progress, attainment and outcomes.
Std
Whatever a child’s age,recognizing and treating problems early is the best approach to help with speech delays,by getting a proper therapy the child will likely be able to communicate with the rest of the world especially in this scenario where child ‘M’s mother thought he will grow out of it,having to ignore it would have led to long term problems.Moreso, working in partnership with parents and wider professionals goes a long way .It is important to observe and report sudden changes to necessary agencies.
5.5
Bibliography:
Every child matters:change for children
The health and safety work act 2004
The SEN code of practice
Statutory framework for EYFS