By ways of tracking and mapping out a child’s development and using milestones to give an idea of a typical child’s development for a particular age, it is easier to identify if a child is struggling in a certain area of development. This is beneficial to the child if they need additional support. i.e. if a child of 4 has not reached a milestone or shows signs of struggling to reach the milestone in speech, language and communication, therefore they will need additional support from care providers and may need speech/language therapy.
What is happening in the child’s environment. It also includes whether the child has any additional needs or which children/people are around the child as the child may act differently around different groups of friends and different members of staff. To assess young children in a setting you follow the EYFS (Early Years Foundation Stage) the EYFS give guidelines as to what a child should achieve at what age or stage. To find out what stage a child is achieving members of staff, especially the key person, perform observations and record these. These observations should cover all areas which are Physical development, Communication and language, Literacy, Personal, social and education, Maths, Art and design and Understanding the world.
Understand the expected pattern of development for children and young people birth – 19 years. 2. Understand the factors that influence children and young people’s development and how these affect practice. 3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following expected pattern 4.
Monitoring of children and young people’s development is mainly carried out by observations which are methods of gathering information about the behaviour and stage of development of a particular child. There are various methods which can be used to carry out observations of development. Some are very basic or cover a single situation or activity whereas others take into account a range of factors or involve observing a child regularly over a period of time to build up a picture of their stage of development. Some simple methods which can be used to monitor all the children in a setting include: • Checklist – this is a list of “milestones” that a child should reach at a particular stage of development. They can be compared against the list or checked off as they achieve each milestone or are observed to have attained it.
Task 2 Communication and Professional relationships with children, young people and adults in an educational environment is an important part of a professional relationship. * Describe how communication with children and young people differs across different age ranges and stages of development Children’s cognitive, emotional, physical and social skills develop as they go through life. As they grow and mature, their needs, abilities, interests and challenges change. Younger children may be able to comprehend through very simple language and concrete images, older children are able to process more complicated linguistic and visual expressions. Various psychological theories on human development are based on the concept of “stage”.
How to monitor children and young people's development and interventions that should take place if this is not following the expected pattern. There are a number of ways to monitor children, observation methods are: check lists, are popular because they are easy to use they can focus on a particular aspect of child development. the observer either watches the child as they play or asks the child to do something like hop on one foot if the child can do it then the observer ticks the box. Events record, this is to look at when unwanted behaviour is used be a child, a prepared sheet of paper is drawn up before hand with the type of information that needs to be collected a column for each piece of information, when the behaviour is seen. time sampling, time sampling is done over a morning or afternoon it allows the observer to gain a better picture of the child.
This helps us as care providers to learn about that particular child and their rate of development and their ability to do things. No one child is the same as another. Not every child develops at the same rate as others. Therefore, promoting one on one time with each child is important. Have fun with children.
Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
1.2 DESCRIBE WITH EXAMPLES HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT? First impressions are important for everyone not only child but for parents and people we work with. Children of different age will need varying levels of attention; some may be more advanced than others. Children with “special needs” will need more help. When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand.
Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.