• Parents and carers How well parents and carers are able to support their child or young person’s development and respond appropriately to their needs. • Family and environment The impact of wider family and environmental elements on the child or young person’s development and on the capacity of their parents/carers. How we used the common assessment at the school The common assessment process represents best practice– although it is acknowledged that, in some instances, flexibility may be required to meet the specific needs of a child or young person and their circumstances. Is a process that may move forwards and backwards between delivery and review until needs are met. We should not put the child or young person, or ourselves, at risk of harm.
Introduction: In this assignment i will be explaining my own views and attitude againt diversity, and how it could impact on work with young children and young people. Assessment Criteria 2.3 In my own opinion everyone has different kinds of opinions and values than to others. When you work with children from a young age. You start to realize that it's not always needed for you to be aware of them. So say if you act out on these attitudes, it could have a bad effect on the children your working with and other children they might know, and you would not want them to copy your own actions in a result.
Unit 136 Support Children’s learning and development in the early years 1.1 Understand the impact of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
This approach is also a very important part of the government framework of Every Child Matters which states that we should be working together to achieve the best possible outcomes for children in our care. The Early years foundation stage, states that different professionals working together will help to improve outcomes for children both in their learning and development. So by sharing records or observations of a child by a professional such as a speech or language therapist may contribute to further assessment. Inclusion is an important
Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development Birth to three matters ‘Birth to three matters’ framework explains that since 1997, childcare and early years education have been central to our vision of a better start for all children and their families. Children’s experiences in the earliest years of their lives are critical to their later development. High quality childcare is a very important step towards ensuring that all children arrive at school ready to learn, so that they do not underachieve. ‘Birth to three matters’ reinforces four different aspects; A strong child Me, myself and I Being acknowledged and affirmed Developing self-assurance A sense of belonging Me myself and I is about helping young children to get to know themselves and their own capabilities. The respect, care, love and emotional support experienced by babies and children helps them to develop emotional safety, trust and a positive self-image.
These settings include the child’s own home, child care centers and family child care. The quality of the care they receive, whatever the setting, is a primary concern here. The kind of relationships and experiences infants and toddlers have can either nurture of interfere with their development. An infant's capacity to learn and thrive depends on the interplay between nature and nurture. Infants come into this world with an inherited genetic
Tracking- every term the keyperson will tarck the child progress on a sheet. 1.4 Develop/implement and evaluate a plan to meet the development needs of a child or young person in your setting. 2.3 How do you implement an inclusive approach within your role and explain why it is important. In my setting we implement an inclusive approach within my personal role by continously observing children to ensure we are meeting the needs of each indiviual child. An example of this would be, there was a child that attended nursery and the child didnt like to take part in story time and looses focus, so we tried offering the child a book so the child could look
By working together with different sectors, professionals and agencies we can help improve the outcomes for children in their development and learning, which is a requirement of the Early Years Foundation Stage (EYFS) One of the four principles of the EYFS is ‘A unique child’’ which states that ‘Every child is a competent learner from birth who can be resilient, capable, confident and self-assured’. We had a child attend our setting who had Special Educational Needs (SEN), the child was delayed in certain areas of their development such as speech and cognitive development by 12 - 18 months. This sometimes meant that the child, although physically capable, sometimes struggled to participate fully in the activities and quieter times such as story time. As we are an independent setting and not part of a children’s centre, which may have multi agency teams in the same building, we contacted an educational psychologist who was able to come in to the setting and observe the child and give us strategies and information to ensure that we were able to uphold ‘Inclusive practice’ which is a vital part of the EYFS. The child also had mild food/drink intolerances which we were able to understand and accommodate by communication via the parent with the child's medical specialist.
This development in children includes both emotional and social development. From infants to adults, children are constantly adapting and learning about the environment and the world surrounding them (Maggi & Irwin, 2008). As a result, they begin to understand how to co-exist with others and the world. It is very early on when the child develops a certain personality depending on the type of upbringing and environment provided. Children do develop differently depending on their genetic makeup and environment, parents and guardians can play a huge role to ensure that the child grows up to be an emotionally mature individual.
When we take care of children, we are also helping the human species find the truth and understand the world. (Gopnik et al. 1999: 211) This chapter begins by looking at what elements need to be in place to ensure that children develop to their full potential and have opportunities to explore and extend all their capacities and capabilities. It will further explore the generalized impact on children’s development of social breakdown because of war and conflict – looking in detail at the developmental processes of early childhood, and noting what happens when that progress is interrupted. The major theories of play will be outlined, with the emphasis here on play not only as a necessary feature of childhood and essential component of development, but also as a means to regain ‘lost childhoods’.