Cu1520: Promote Child and Young Person Development.

CU1520 fire CHILD AND YOUNG PERSON DEVELOPMENT. 1. 1 Explain the factors that deal to be taken into chronicle when assessing development. When assessing a fry you mustiness be worryful to take into account confidentiality before carrying out(a) an observation you must take away parents and the settings permission and not to start confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially preserve only be broken when a child is at real risk.When carrying out observations you must take account of the childs wishes and livelinesss if a child is upset or wants you to stop then you must stop. Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account when carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable.Also read Pros and Cons of Having Children While YoungReliability of culture no one can get an accurate picture of development if the information is not accurate this can harm the childs development and the underestimating of their potential. With observation we must understand the limitations of from each one emblem of observation method. Avoiding twist when observing children we must remain whole objective also having 2 people observing the child at the same sentence can produce a to a greater extent accurate account. 1. 3 Explain the selection of the assessment methods used. in that respect are various methods used to assess a childs development. Free description- this is to memorialize the conduct of a child over a very short point in cartridge holder of time. The observer notes d birth what he or she is seeing. This is a good method f or looking at several areas of development. Advantage observer can be unobtrusive and record children without them being aware. Its a flexible method allowing the observer to carry out frequent observation. Dis advantage observer can show bias and find it hard to record every thing a child says or do * Checklists and tick charts-hither specific activities are looked for either during a structured assessment or by observing children over a period of time.Advantage observer is center on developmental skills to be observed and so less biased. Disadvantage observer may not record childs attitude or how they socialise. The observer might alter the childs performance once they know they are being observed. * Time sample- this method is used to look at childrens activity over a predetermined length of time. Advantage the observer can see what a child is doing over a period of time and pick up on many different areas of development, attitudes, friendship and confidence.Disadvantage intere sting behaviours might fall of the sample time and open method of arranging may allow for observer bias. * Event sample- this looks at the frequency at which an aspect of development or behaviour is performed. It is recorded in a vigilant sheet. For example how often the child talks with adults or other children. Advantages the observer focuses on one thing. Disadvantage it does not explain why the child shows the type of behaviour. * Target child- this is used to record one childs activity over a long period without any gap in the arrangement process.It gives information about several areas of development. Advantage observer gains overall picture of what the child is doing. Disadvantage The observer may not choose the period of time the child is showing their usual behaviour. * Standardised tests-used on older children to pack their skills in literacy, maths and over all cognitive development. Advantage The observer bias is less. Disadvantage children know they are being tested hence they do not show usual behaviour. They would have rehearsed and may show better performance. Filming- this provides you information about several areas of development. And you are able to watch it over again to see if you missed anything unlike the paperwork. More information is gained. Disadvantage observer chooses what to record and the child is aware he is being recorded and this may change their usual behaviour. * Information from parents and colleagues- parents and colleagues see children in different situations and so may have a different view of the childs development. However they may show observer bias. CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 2. 3Explain the impressiveness of a person centred and inclusive approach and give example of how this is implemented in own work. Any plan that involves reenforcement an individual should be focus on their call for and interest and wherever possible the children should be involved in the planning process. A child centred planning takes into consideration what is best for the child as well as how it might engage and involve the child. It is also important in planning that a child is not segregated from others merely consider ways in which other children can puzzle involved in the activity too.CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 3. 1 Explain the features of an surroundings or service that promotes the development of children and young people. The physical and emotional environment that we create for children has a huge impact on their development. Features to consider while planning the environment includes the following. * Stimulating and attractive the environment for the children must be interesting and visually attractive. * Well planned and organised Working with children requires salient organisational abilities because every child will have their needs, interest and personality.To accommodate this early years setting have to plan effectively and everyone within the set ting needs to be organised. * Personalised and inclusive it is required that early years settings to personalise the activities and play opportunities for children in ways that are inclusive. * Regulatory requirement met all settings must meet the requirement of legislation. This will include compliance with the statutory framework of EYFS, health and safety legislation and also other legislation involving the safeguarding of children and their right. Varied environment the setting should be varied in the provision to as to maintain the childrens interest. * High quality policies in place and followed the need for policies and procedures follows on from the need of settings to follow legislative requirements. Policies must be reviewed, updated and evaluated to check for effectiveness. 4. 1 Explain how own working practice can affect children and young peoples development. * The adults in my own setting are aware of the development needs of the child. Activities are specifically plan ned to support every childs development. * There is always a balance of activity to engage childrens interest. * There is a balance between child initiated and adult initiated activities. * The balance of activity covers each of the aspects of learning in the curriculum and also builds on each of the developmental areas. * It is ensured that the adults have sufficient time to work with individual or small groups of children * all the children were engaged or participated during part or all of the sessions. 4. 2Explain how institutions, agencies and services can affect children and young peoples development. Children in their early years may have a range of needs and the way that practitioners work together can have a optimistic impact on their health, development and learning. erstwhile parents/carers involved with the child have identified that a child needs additional support, a multi agency approach may be used. The parents visit the GP who installs the appropriate referral. Once they have ruled out the hearing or visual impairments, the GP may refer directly to the speech and language service.Once it is formal what type of support a child requires, a collaborative approach is required in order that all professional, the parent and the setting work together. CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 5. 2 Evaluate different approaches to supporting positive behaviour There are many different strategies and approaches when it comes to supporting childrens behaviour. Below is some of positive behaviour support. * Least restrictive principle * Reinforcing positive behaviour. This is about sending signals and rewards to children and young people so that they become inclined to repeat behaviours that are appropriate. Modelling. Children learn some of their behaviours from others especially those around them. * Positive culture. Expectations adults have about children and their attitude towards them will influence their behaviour. * Looking for reason s for strange behaviour and adapting responses. Understanding the needs of children and thinking about what might be influencing their behaviour is the heart of helping to promote positive behaviour. * Speech, language and communication difficulties. Childrens behaviour is linked to their language acquisition.Children who have difficulties expressing their needs or who are not using a language fluently often find it harder to fake their behaviour. * Individual behaviour planning, when a child is showing inappropriate behaviour a plan to manage it is drawn up. * Phased stages * Planning interventions to reduce inappropriate behaviour * Deescalate and diversion * Containment. This is about preventing children from getting themselves further in trouble. * Following management plans. Here every staff would follow the settings behaviour policy. Boundary setting and negotiation. Here the young children must know the boundary in the setting and what is expected of them. * Supporting chil dren and young peoples reflection on and management of own behaviour 6. 1 Explain how to support children and young people experiencing different types of transitions. Different types of transitions e. g. * emotional, affected by personal experience e. g. bereavement, entering/ leaving care * physical e. g. moving to a new educational establishment, a new home/locality, from one activity to another * physiologic e. . puberty, long term medical examination conditions * intellectual e. g. moving from pre school to primary to post primary When child go though transitions they need people they have built up positive relationships with to help support them through the changes in their lives. We use circle time to explain to the children what is going to happen and they can talk about their feelings children will make a better transition if they know what is going on. We take are cues from the children on how much information is given and how much an explanation is required.We allow tim e for the information to be processed some children might have delayed reaction and might want to talk later at a more quieter time. We are always to be truthful in all our answers so we keep their trust. We listen and acknowledge how the children are feeling and we reassure the children that what they are feeling is normal and other children have been through this. The children can express their anxieties and we can help reassure them. This covers emotional transitions like bereavement, physical moving homes or locality, physiological puberty, intellectual when moving up from pre school to school.