When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.…
CS IV b- I talk to the parents daily. They share family activities and experiences that involve the child. Example last month, I have a child his parents are going through a divorce. When the Mom picked the son up she talked to me about it to let me know what was going on. I am glad she did. The following week I started seeing behaviors in him, which I knew why they was happening. Every time, his Dad picks him up he changes into a totally different kid. It just amazes me.…
The tasks have been re-written with boxes after each section for you to fill in if that would suit your learning style. Some learners find this helpful.…
Throughout all three observations I have shown an improvement in my ability to prepare for the observations and therefore helped improve the effectiveness of this direct work. An example of my preparation would be putting a lot of thought and planning into the meeting with the young person which will. Preparation has included some of the finer details such as what questions I am going to ask, factors that will affect that young person individually and adopting strategies tailored to any given situation that will allow me to react in a professional and effective way under challenging or unforeseen circumstances. Quote. I have also prepared for direct observations by using theory to underpin the intervention I am about to do. In some early observations I have found this difficult as I was trying to apply certain theories to young people without any real evidence that their behaviours were attributed to a certain theory such as attachment. I have acknowledged through feedback that it is dangerous to generalise and assume that every young person behaves or feels a certain way due to a certain theory. Furthermore when trying to understand young people you need to justify why you have come to certain conclusions about them and the best way to work…
Getting the children to make their own behavioural chart - if the child did something you was proud of, or if they were proud of themselves, like doing something really kind/considerate/sharing with another child etc. or if you was generally happy about how well they’ve behaved throughout the day then they receive a tick/sticker to place on their chart. They could also make the stickers to stick on their chart on the day of the week that they had done something that you/they are proud of. Also little treats at the end of so many weeks so they know if they are good for the same amount of weeks they can then get something else for their good behaviour promoting their self-esteem, self-confidence, behaviour and generally wanting to please again. This could also be adapted to support a child with SLCN’s by the use of repetitive language. The child will learn to associate the sticker, tick or happy face on the chart with the phrases and meaning of the words ‘happy’ – ‘well dome’ etc. which will give the child naming vocabulary and models the next stage of development, gradually developing into the correct use of words and sentences.…
A child and young people’s development is holistic with each area being interconnected. Remembering to look at the whole picture not only what they can see in front of them. You have to take into consideration their;…
You should look at the sections on assessing and intervening in the early years and in schools. The background reading above will also help with this. If you school has specific assessments that it uses with children you are supporting, you could describe these. You could also give an example of the sort of intervention given to SEN children either by you or other people in your class.…
| 2. Understand the factors that influence children and young people’s development and how these affect practice…
As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the child is supported and feels valued and is helping them towards achieving the Five Outcomes of The Every Child Matters Framework.…
Taking a whole child approach: recognising that what is going on in one part of a child or young person's life can affect many other areas of his or her life…
As practitioners it is important that we know our own working practise affects the development of children that we work with. Most professionals can have a positive affect within the work place but it can sometimes be negative. Professionals must always meet the child’s needs and take into consideration that the relationship between the colleague’s attitudes and the values of all staff members can affect the child. All need to be aware of the child’s individual developmental needs, practitioners can help advance the development of each child. If this is not the case then a child’s development may suffer due to lack of knowledge and understanding. During the child’s stay at the setting it is important that each child is provided with activities that are planned specifically for that child’s particular development. This is so that the child can take part in any activities that they feel comfortable with. This is down to the professional to make sure that that the child receives these opportunities to enhance themselves. If the practitioner does not provide such activities then it could slow down the development of the child. Within the setting all practitioners need to be aware of any information that is essential to each child, e.g. disabilities or any cultural preferences. As a practitioner your own working can affect the children in any number of ways such as: simple lack of knowledge that can lead to a professional expecting a child to complete a set activity, but the child may physically not be able to do it. This could have a negative effect on the child’s development. As part of an effective environment for enhancing children’s development it is important that children get the opportunity to engage in both child-led activities and…
I also have to write observations on adult play, child play, guided groups and lessons. I am able to write any concerns or achievements. The observation sheets are age banded and you are able to write the next steps to follow, so you can have the child develop in all areas. These are added to their learning journeys, here you can see if there are any causes for concern and if the child is at the expected level of development for their age.…
One of the children in my class has behavioural problems. I have spent a lot of time with this child getting to know him and his interests to help build a positive relationship between us. From working with this child I have got to know his triggers and signs to look for and also ways to help diffuse him from a situation.…
During my one-to-one interaction I played the role of a nurse working in the A&E department of a hospital, my role was to find out the cause for my patients abdominal pains, to find out the cause of my patients pains I did a series of tests that would give me possible answers to her problem, in the end as a nurse it was my duty to inform the teenager that she is pregnant, but to do so in a calm and supportive manor.…
Berne E. (1964) The Games People Play: the Psychology of Human Relations, New York: Grove Press…