1.2 Explain Expectations about own work role as expressed in relevant standards: The provision of young children’s Learning and Development. The provision of young children’s Welfare. To provide age approriate activites for the children. Support all areas of development. Record Childrens Developmental Progression.
I will also discuss what life story work is and how life story work can be beneficial in developing a child’s understanding a sense of self. The importance life experiences have on a child’s attachments and what is meant by attachments and how they form and vary. The importance of the care workers role in all of these points will also be discussed and how they can support children to develop a sense of self. It’s important to understand what is meant by identity. Identity can be seen superficially as a name or a date of birth of an individual, a sense of formally providing evidence of who you are.
A practice that participates in being involved within the community and not engaging in anti-social behaviour as well as instilling crucial moral values in children from early years to mould their emotional and social development and to determine the kind of adult they will become. Reference used: www.cache.org.uk/ Task 13.2 The Senco in an educational setting gives support to children and families with special needs they are also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have
With this in mind we can look at a child and young persons development in more of a sequence across ages, rather than different stages at fixed ages. We can use milestones of expected development for when children may be expected to reach a particular stage. We can identify these sequences of development in children and young persons from birth - nineteen by using five different aspects know as SPICE. SOCIAL Development This area of development is where children and young persons learn acceptable norms for behaviour. They learn right from wrong and build relationships with other people.
1.6 The purpose of CAF is to identify additional needs of children and young people and to ensure that additional needs of children/young people are met through multi agency working. The CAF consists of: a common process of assessment, a standard form, a pre-assessment checklist to decide whether common assessment would be useful. This is designed to offer a holistic, shared assessment of the child and their situation which reduces duplication and enables early intervention. It can be used for any child or young person with
Targets can be set to meet more holistic objectives, such as the development of independence skills. o Targets for children and young people/young people who have statements should relate to the objectives on the statement. o List individual targets in this section o Remember that targets should be SMART; Specific Measurable Achievable Relevant Time Bound o Parents should always be involved in the targets that have been set and be informed of the action school is going to take and any help they can give them at home. o Children and young people and young people should contribute to the targets that are set. • Teaching assistants (TA’s) and learning support assistant (LSA’s) can
Understanding Child Development For professionals and parents ensuring your child has the best start in life is of fundamental importance. Understanding how children develop, the rate and sequence of development especially, helps us to provide the resources that a child needs in order to maximise their potential. This booklet will look at factors affecting children’s development as well as some of the theories of development which affect current practice. Included in this booklet is a reference for parents and professionals which explains how to monitor children’s development and what to do if a child needs help with his or her development. Factors affecting development There are a range of factors which can affect a child’s development which begins from the moment of conception, and which will influence how the child develops and at what rate.
Introduction For professional carers, it is important to know and understand what is meant by child development and what is required to support it. There are five main areas of development: physical, intellectual, language, emotional and social (MCI Module 2, undated). These areas are closely linked and influence each other. In this essay I will focus on defining and identifying the physical and psychological needs of young children. I will also discuss how carers/educators acknowledge these needs and meet them in an early years settings.
Children’s Workforce Development Council Standard One: Understand the principles and Values essential for working with children and young people. Area of Knowledge 1: Principles and Values Learning outcomes: 1. Demonstrate that you can care about the principles and values essential for working with children, young people, their families and their carers. 2. Identify and know about any codes of practice relevant to your work.
In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how