Eyp Core 3.1 Explain The Importance Of Self-Directed Research
CYP Core 3.1: Understand child and young person
Development
Unit reference L/601/1693 Level 3 Credit value 4 GLH 30
Unit aim This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young people’s development.
Self Directed Research Tasks
Although these tasks are self directed please do contact your assessor if you need further support or help.
1.1 Using information from the EYFS, tables in books and the internet design a table which details children and young people development from birth to 19 years. This table should cover the following aspects:
Physical
Communication
Cognitive/Intellectual
Emotional
Moral …show more content…
2.3. Understanding children’s development is important and there are lots of theories, sometimes conflicting ones, of how children develop. You need to research these theories and explain how theories of development and frameworks to support development influence current practice. You may want to look at the following but you could also choose your own, if you wish. It is important that the theory links clearly to practice. For example, if you discuss Skinner’s theory of positive reinforcement you need to describe how this is reflected in practice though verbal praise of children and giving stickers for positive behaviour.
The theorists listed below are suggestions only, you may have other preferred theorists.
Explain 1 Behaviourist Theorist (e.g. Skinner, Watson)
Explain 1 Cognitive Theorist (e.g. Piaget, Vygotsky)
Explain 1 Social Learning Theorist (e.g. Bruner, Bandura)
Explain 1 Humanist Theorist (e.g. Maslow)
Your assignment should be presented in an essay format. Please include any references and a bibliography. If you want information on how to do this please contact your assessor.
Questions for CYP 3.1
Each child and young person is an individual whose development is influenced by a variety of factors. These are often referred to as nature and nurture. That is that some of the development that we have is biological – nature. This includes our genes which determine our potential and medical conditions or disabilities which may effect our development. The nurture side includes things like parenting styles, stimulation we receive, the impact others have on our development and the availability of resources.
In our settings it is important to monitor children and young people’s development so that we can support and facilitate their development. We do this by observing them. Once we have observed them we should be using the EYFS to assess what stage of development they have reached. We can then plan further activities to support them to move to the next stages. In settings this is often documented through ‘Learning Diaries’ or ‘Learning Journeys’. In these booklets practitioners collate a variety of observations to document development. Examples of this may include long observations, short observations, event sampling, time sampling, photopgraphs, examples of children’s work, tick lists and audio/video samples. It depends on the reason for your observation as to which method you might use. It is essential that we do monitor development as the earlier we can pick up on delays and difficulties the earlier we can either change practice in the setting, get help from an internal colleague or seek the support of an external colleague.
Our assessments may be formative or summative. A formative assessment is the ongoing picture and information we are building up regarding a child’s development. We may gather this information over a term and then at the end of that term we may do a summative assessment which brings together and summarises the development that has taken place and may identify milestones the child has reached. This is often done at the end of the Early Years Foundation Stage as the child moves from the Foundation Stage and in to Key Stage 1. We may also see this at the end of a school year in the form of a report.
A summative assessment may also be compiled if a child is changing settings mid way in a year, for example, they move to another county. The child’s Learning Diary and a summative assessment should go with the child to their new setting so that the staff there can start to plan for the child. Equally, a young person who is moving from one school to another may have a mid year report from their existing school.
Appendix A at the end of this unit gives further descriptions of the assessment methods and how they should link in with planning.
In preparation for this unit it is important that you have a good understanding of the systems in place in your setting. If you don’t already know what observations take place then take to a colleague and ensure that you have time to look at children’s records.
When working with children and young people we should also be mindful of their holistic development. That is that areas of development don’t develop on their own. For example, if we are looking at supporting a child’s physical development of climbing then they need to also have confidence as well as co ordination and strength. So, areas of development can be described as interconnected. As a practitioner we may identify areas of development that may need specific support. We may be able to provide this in the setting, for example we may have a member of staff who is trained in speech and language development or we may need to consider getting external support from a Speech and Language Therapist. When we are working in a multi agency way it is vital that there is communication between the agencies. Good communication will ensure that agencies are working together and providing a consistent approach and support. This should also include working with the families.
If you are not aware of the Common Assessment Framework (CAF) process then please do some individual research. This framework is specifically designed to support families who have a child or children with 2 or more identified needs. The framework needs the consent of parents/carers.
Transitions
Transitions can be described as a time of change. Think about when you have gone through changes yourselves. This could be as a child, young person or as an adult.
How did that change make you feel?
How did others support that change?
How did you manage the change?
What difference did others make to you?
You may have recalled a change that most children and young people go through such as moving school, moving house or going through puberty. These are transitions that we usually know are going to take place and we can plan how we are going to support the child or young person. There are also transitions that we may or may not be able to prepare for such as the death of an animal, friend or family member or an illness or injury to the child or close relative/friend.
As a practitioner it is important that we ensure the child or young person is stable and supported within the setting. Consistency of care within the setting will make them feel more secure. If there is change and confusion in the setting this may add to their negative experiences.
1.2 Explain the difference between sequence of development and rate of development and why the difference is important.
2.1. Explain how children and young people’s development is influenced by a range of personal factors. These could include health, learning difficulties, sensory impairment or disability.
2.2. Explain how children and young people’s development is influenced by a range of external factors. These could include poverty, deprivation, family background, education, looked after care personal choices.
3.1. Explain how to monitor children and young people’s development using different methods. Choose a minimum of 6 different methods.
3.2. Explain the reasons why children and young people’s development may not follow the expected pattern.
3.3. Explain how disability may affect development.
3.4. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
4.1. Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
4.2. Explain how multi-agency teams work together to support speech, language and communication.
4.3. Explain how play and activities are used to support the development of speech, language and communication.
5.1. Explain how different types of transitions can affect children and young people’s development.
5.2. Evaluate the effect on children and young people of having positive relationships during periods of transition.
Appendix A
Different types of observations and methods
Other observations may be informal, for example you may record a spontaneous action by a child on a sticky note or a small blank piece of paper.
Long observations may be planned and formal
Short observations may catch snippets of information
Tick lists and charts may be ticked or coloured to show achievement
Event Sampling which focuses on a particular event
Time Sampling identifies when specific behaviours happen
You could use a photograph of a child participating in an activity
Putting examples of children’s ‘work’ in to the folder evidences particular skills, for example, mark making
Tracking sheets can show where a child goes and what they do during a session or for a set period of time
Long observations or narrative observations are used when we want to gather specific information about a child. It could be that we want to record a narrative of their interaction during circle time or how they play. We may pick up on the words they use, their facial expression, their actions or where they are looking. A long observation will usually last for about 10 minutes and during this time we record everything that the child says or does. Sometimes we may observe a child doing a task, such as putting a puzzle together. This may take less time or more time and therefore our observation will be adjusted accordingly. There are advantages and disadvantages to long observations. The observations are often detailed and rich with information about the child. It gives the key worker the time and space to just sit and concentrate on one child, taking in everything they do. The narrative can be referred back to at a later date and can give a reader a true sense of what is going on. However, these observations can be time consuming, particularly if they are written in rough and then re written. Sometimes it can be difficult to release staff to carry out long observations as settings can be busy. Also, children may gather around and distract the observer as they become interested in what they are doing.
A residential care setting usually requires staff to write a daily report for each child or young person which includes information about specific activities, behaviour, likes and dislikes. You might not be able to write this down continuously but may hold this information ‘in your head’ until you are able to record it.
Tracking – tracking observations show where a child has been and how long they spent there. It involves a floor plan of the setting, drawn on to paper. The observer ‘tracks’ the child on the paper and records how long the child spends at each activity. It is good for identifying where children spend most of their time, particularly for children with lower concentration levels. Tracking observations do not tell us about what the child actually did there though. So, a child could have stood at the sand tray for 3 minutes but may not have actually engaged in any activity or they could have been absorbed in a play dough activity but only for 30 seconds.
Event Sampling focuses on a particular event during the child or young person’s day and is often used to identify or support triggers to negative behaviour. For example, it could be used to observe how a 2 year old coming in to nursery settles period of a or how a 12 year old in a residential care home acts at dinner time over a period of a week. For event sampling you would usually focus on the ABC technique. Which is:
A – Antecedent
B – Behaviour
C – Consequence
Rationale for observation: To identify why Isaac cries at reception class in school when being left in the morning
Day and Time
Antecedent
Behaviour
Consequence
Monday
8.45am
Isaac arrives at school with his mum. Julie the teaching assistant greets them.
Mum holds Isaacs hand and says ‘Now, don’t cry today, will you?’ Isaacs frowns and starts to cry, holding firmly on to mum’s hand.
Julie takes Isaac’s other hand and guides him towards the train set. Isaac cries for 4 minutes and then becomes interested in the blue train.
Tuesday 8.40am
Isaacs arrives at school with his mum. It is raining and he has been splashing in puddles. Mum changes his wellies as Julie chats to them.
Isaac talks about the puddles and has a smile on his face. He is making ‘splash’ noises. Mum is relaxed and pats him on the head as she leaves.
Isaac watches out of the window as mum walks down the slope. Julie takes his hand and talks about the puddles again.
From this we can see how Isaac reacts with differing circumstances and in particular how his mum’s anxiety may be impacting on how he feels when being left at school. If we continued to do this we may also identify which activities are most helpful in distracting him, whether arriving early or late impacts on his behaviour and if different members of staff greeting him have alternative outcomes.
Time Sampling is a useful method to use if you are monitoring a particular behaviour. For example, if a child hits others frequently. You may have a chart where you tick off ‘times’ when the child hits another. This can be useful to collect data on the frequency of hits and may tell you about specific times when they are more likely to hit out, for example over a week it may show you that they are more prone to hitting before lunch time. Could this indicate that they have lower sugar levels? Their concentration is low? Or they are hungry? You would need to do other observations to complement this such as event sampling to identify specific antecedents.
Short observations or anecdotal records
Child’s Initials:
Date:
Keyworker:
Time:
Detail:
Links to EYFS
What next?
Diaries are an excellent way of sharing information between the setting and the home environment. They are often used with infants and younger children to exchange information about the basic needs of the child and with children and young people with disabilities who may use school transport and so their parents or carers may not have direct contact with teachers. A diary should ensure that good communication and exchange of information takes place. A diary will usually contain information from the parents or carers such as how well the infant slept the previous night, whether they have tried any new foods and stages of weaning and the setting will usually record how many bottles and the amount of milk consumed, foods that have been eaten, how much sleep the infant has had in the setting and the amount and state of nappies changed as well as what activities they have been engaged in that day. The diaries do not replace verbal communication between the setting and parents but should complement it. They can also be referred to later on by a parent who may have forgotten the amount of bottles or hours of sleep or they can be used to see how patterns of feeds and sleep are changing.
Planning for the whole setting
The observations that you and your colleagues complete should be collated in your setting and there should be a system in place for planning.
The planning may be done by a particular person, by a group of people or everyone in your setting may be able to contribute to a plan. It is becoming more common in settings for there to be a blank plan on the wall and as the week develops colleagues can add to it (either for that week or for the following week), develop it and allow it to evolve in order to meet the children and young people’s needs. Weekly team meetings provide an opportunity to discuss different ideas and strategies as well as assigning specific tasks and activities to specific workers in order to ensure consistency. In other settings there may be a stricter planning cycle where activities are planned in advance to meet specific learning outcomes, for example, in a school environment. Planning should ensure that all areas of a development framework or curriculum are covered. Observations may only link in to certain areas and so the setting will need to plan other activities to meet the whole
spectrum.
Development
Unit reference L/601/1693 Level 3 Credit value 4 GLH 30
Unit aim This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young people’s development.
Self Directed Research Tasks
Although these tasks are self directed please do contact your assessor if you need further support or help.
1.1 Using information from the EYFS, tables in books and the internet design a table which details children and young people development from birth to 19 years. This table should cover the following aspects:
Physical
Communication
Cognitive/Intellectual
Emotional
Moral …show more content…
2.3. Understanding children’s development is important and there are lots of theories, sometimes conflicting ones, of how children develop. You need to research these theories and explain how theories of development and frameworks to support development influence current practice. You may want to look at the following but you could also choose your own, if you wish. It is important that the theory links clearly to practice. For example, if you discuss Skinner’s theory of positive reinforcement you need to describe how this is reflected in practice though verbal praise of children and giving stickers for positive behaviour.
The theorists listed below are suggestions only, you may have other preferred theorists.
Explain 1 Behaviourist Theorist (e.g. Skinner, Watson)
Explain 1 Cognitive Theorist (e.g. Piaget, Vygotsky)
Explain 1 Social Learning Theorist (e.g. Bruner, Bandura)
Explain 1 Humanist Theorist (e.g. Maslow)
Your assignment should be presented in an essay format. Please include any references and a bibliography. If you want information on how to do this please contact your assessor.
Questions for CYP 3.1
Each child and young person is an individual whose development is influenced by a variety of factors. These are often referred to as nature and nurture. That is that some of the development that we have is biological – nature. This includes our genes which determine our potential and medical conditions or disabilities which may effect our development. The nurture side includes things like parenting styles, stimulation we receive, the impact others have on our development and the availability of resources.
In our settings it is important to monitor children and young people’s development so that we can support and facilitate their development. We do this by observing them. Once we have observed them we should be using the EYFS to assess what stage of development they have reached. We can then plan further activities to support them to move to the next stages. In settings this is often documented through ‘Learning Diaries’ or ‘Learning Journeys’. In these booklets practitioners collate a variety of observations to document development. Examples of this may include long observations, short observations, event sampling, time sampling, photopgraphs, examples of children’s work, tick lists and audio/video samples. It depends on the reason for your observation as to which method you might use. It is essential that we do monitor development as the earlier we can pick up on delays and difficulties the earlier we can either change practice in the setting, get help from an internal colleague or seek the support of an external colleague.
Our assessments may be formative or summative. A formative assessment is the ongoing picture and information we are building up regarding a child’s development. We may gather this information over a term and then at the end of that term we may do a summative assessment which brings together and summarises the development that has taken place and may identify milestones the child has reached. This is often done at the end of the Early Years Foundation Stage as the child moves from the Foundation Stage and in to Key Stage 1. We may also see this at the end of a school year in the form of a report.
A summative assessment may also be compiled if a child is changing settings mid way in a year, for example, they move to another county. The child’s Learning Diary and a summative assessment should go with the child to their new setting so that the staff there can start to plan for the child. Equally, a young person who is moving from one school to another may have a mid year report from their existing school.
Appendix A at the end of this unit gives further descriptions of the assessment methods and how they should link in with planning.
In preparation for this unit it is important that you have a good understanding of the systems in place in your setting. If you don’t already know what observations take place then take to a colleague and ensure that you have time to look at children’s records.
When working with children and young people we should also be mindful of their holistic development. That is that areas of development don’t develop on their own. For example, if we are looking at supporting a child’s physical development of climbing then they need to also have confidence as well as co ordination and strength. So, areas of development can be described as interconnected. As a practitioner we may identify areas of development that may need specific support. We may be able to provide this in the setting, for example we may have a member of staff who is trained in speech and language development or we may need to consider getting external support from a Speech and Language Therapist. When we are working in a multi agency way it is vital that there is communication between the agencies. Good communication will ensure that agencies are working together and providing a consistent approach and support. This should also include working with the families.
If you are not aware of the Common Assessment Framework (CAF) process then please do some individual research. This framework is specifically designed to support families who have a child or children with 2 or more identified needs. The framework needs the consent of parents/carers.
Transitions
Transitions can be described as a time of change. Think about when you have gone through changes yourselves. This could be as a child, young person or as an adult.
How did that change make you feel?
How did others support that change?
How did you manage the change?
What difference did others make to you?
You may have recalled a change that most children and young people go through such as moving school, moving house or going through puberty. These are transitions that we usually know are going to take place and we can plan how we are going to support the child or young person. There are also transitions that we may or may not be able to prepare for such as the death of an animal, friend or family member or an illness or injury to the child or close relative/friend.
As a practitioner it is important that we ensure the child or young person is stable and supported within the setting. Consistency of care within the setting will make them feel more secure. If there is change and confusion in the setting this may add to their negative experiences.
1.2 Explain the difference between sequence of development and rate of development and why the difference is important.
2.1. Explain how children and young people’s development is influenced by a range of personal factors. These could include health, learning difficulties, sensory impairment or disability.
2.2. Explain how children and young people’s development is influenced by a range of external factors. These could include poverty, deprivation, family background, education, looked after care personal choices.
3.1. Explain how to monitor children and young people’s development using different methods. Choose a minimum of 6 different methods.
3.2. Explain the reasons why children and young people’s development may not follow the expected pattern.
3.3. Explain how disability may affect development.
3.4. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
4.1. Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
4.2. Explain how multi-agency teams work together to support speech, language and communication.
4.3. Explain how play and activities are used to support the development of speech, language and communication.
5.1. Explain how different types of transitions can affect children and young people’s development.
5.2. Evaluate the effect on children and young people of having positive relationships during periods of transition.
Appendix A
Different types of observations and methods
Other observations may be informal, for example you may record a spontaneous action by a child on a sticky note or a small blank piece of paper.
Long observations may be planned and formal
Short observations may catch snippets of information
Tick lists and charts may be ticked or coloured to show achievement
Event Sampling which focuses on a particular event
Time Sampling identifies when specific behaviours happen
You could use a photograph of a child participating in an activity
Putting examples of children’s ‘work’ in to the folder evidences particular skills, for example, mark making
Tracking sheets can show where a child goes and what they do during a session or for a set period of time
Long observations or narrative observations are used when we want to gather specific information about a child. It could be that we want to record a narrative of their interaction during circle time or how they play. We may pick up on the words they use, their facial expression, their actions or where they are looking. A long observation will usually last for about 10 minutes and during this time we record everything that the child says or does. Sometimes we may observe a child doing a task, such as putting a puzzle together. This may take less time or more time and therefore our observation will be adjusted accordingly. There are advantages and disadvantages to long observations. The observations are often detailed and rich with information about the child. It gives the key worker the time and space to just sit and concentrate on one child, taking in everything they do. The narrative can be referred back to at a later date and can give a reader a true sense of what is going on. However, these observations can be time consuming, particularly if they are written in rough and then re written. Sometimes it can be difficult to release staff to carry out long observations as settings can be busy. Also, children may gather around and distract the observer as they become interested in what they are doing.
A residential care setting usually requires staff to write a daily report for each child or young person which includes information about specific activities, behaviour, likes and dislikes. You might not be able to write this down continuously but may hold this information ‘in your head’ until you are able to record it.
Tracking – tracking observations show where a child has been and how long they spent there. It involves a floor plan of the setting, drawn on to paper. The observer ‘tracks’ the child on the paper and records how long the child spends at each activity. It is good for identifying where children spend most of their time, particularly for children with lower concentration levels. Tracking observations do not tell us about what the child actually did there though. So, a child could have stood at the sand tray for 3 minutes but may not have actually engaged in any activity or they could have been absorbed in a play dough activity but only for 30 seconds.
Event Sampling focuses on a particular event during the child or young person’s day and is often used to identify or support triggers to negative behaviour. For example, it could be used to observe how a 2 year old coming in to nursery settles period of a or how a 12 year old in a residential care home acts at dinner time over a period of a week. For event sampling you would usually focus on the ABC technique. Which is:
A – Antecedent
B – Behaviour
C – Consequence
Rationale for observation: To identify why Isaac cries at reception class in school when being left in the morning
Day and Time
Antecedent
Behaviour
Consequence
Monday
8.45am
Isaac arrives at school with his mum. Julie the teaching assistant greets them.
Mum holds Isaacs hand and says ‘Now, don’t cry today, will you?’ Isaacs frowns and starts to cry, holding firmly on to mum’s hand.
Julie takes Isaac’s other hand and guides him towards the train set. Isaac cries for 4 minutes and then becomes interested in the blue train.
Tuesday 8.40am
Isaacs arrives at school with his mum. It is raining and he has been splashing in puddles. Mum changes his wellies as Julie chats to them.
Isaac talks about the puddles and has a smile on his face. He is making ‘splash’ noises. Mum is relaxed and pats him on the head as she leaves.
Isaac watches out of the window as mum walks down the slope. Julie takes his hand and talks about the puddles again.
From this we can see how Isaac reacts with differing circumstances and in particular how his mum’s anxiety may be impacting on how he feels when being left at school. If we continued to do this we may also identify which activities are most helpful in distracting him, whether arriving early or late impacts on his behaviour and if different members of staff greeting him have alternative outcomes.
Time Sampling is a useful method to use if you are monitoring a particular behaviour. For example, if a child hits others frequently. You may have a chart where you tick off ‘times’ when the child hits another. This can be useful to collect data on the frequency of hits and may tell you about specific times when they are more likely to hit out, for example over a week it may show you that they are more prone to hitting before lunch time. Could this indicate that they have lower sugar levels? Their concentration is low? Or they are hungry? You would need to do other observations to complement this such as event sampling to identify specific antecedents.
Short observations or anecdotal records
Child’s Initials:
Date:
Keyworker:
Time:
Detail:
Links to EYFS
What next?
Diaries are an excellent way of sharing information between the setting and the home environment. They are often used with infants and younger children to exchange information about the basic needs of the child and with children and young people with disabilities who may use school transport and so their parents or carers may not have direct contact with teachers. A diary should ensure that good communication and exchange of information takes place. A diary will usually contain information from the parents or carers such as how well the infant slept the previous night, whether they have tried any new foods and stages of weaning and the setting will usually record how many bottles and the amount of milk consumed, foods that have been eaten, how much sleep the infant has had in the setting and the amount and state of nappies changed as well as what activities they have been engaged in that day. The diaries do not replace verbal communication between the setting and parents but should complement it. They can also be referred to later on by a parent who may have forgotten the amount of bottles or hours of sleep or they can be used to see how patterns of feeds and sleep are changing.
Planning for the whole setting
The observations that you and your colleagues complete should be collated in your setting and there should be a system in place for planning.
The planning may be done by a particular person, by a group of people or everyone in your setting may be able to contribute to a plan. It is becoming more common in settings for there to be a blank plan on the wall and as the week develops colleagues can add to it (either for that week or for the following week), develop it and allow it to evolve in order to meet the children and young people’s needs. Weekly team meetings provide an opportunity to discuss different ideas and strategies as well as assigning specific tasks and activities to specific workers in order to ensure consistency. In other settings there may be a stricter planning cycle where activities are planned in advance to meet specific learning outcomes, for example, in a school environment. Planning should ensure that all areas of a development framework or curriculum are covered. Observations may only link in to certain areas and so the setting will need to plan other activities to meet the whole
spectrum.