There are a few ways of monitoring and observing a child to gather necessary information. In every case, it is essential to include parents and any staff that have contact with the particular child. In observation it is important to focus on the positive as well as any negative aspects of care. Different methods of monitoring and observing are as follows: The E.Y.F.S. This is the assessment framework used for children up to 5 years of age and it links with their areas of development.
To provide help and support to the children and their families you need to recognise their needs and rights as a practitioner. By observing the children this is how you can find out the children’s needs along with other things such as their interests. As a practitioner you should communicate with the parents as this will give you more understanding of the children’s needs (if the child may have an unknown disability-dyslexia and needs extra support). Another way of identifying children’s needs is to listen to them to find out what they desire and need. Tassoni.
1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need. 2 Young people receive the information, advice and guidance on personal well-being and financial capability that they need. 3 Young people have the information
These panels determine the access that is available between settings for young children and enable referrals to be made. Such panel aim to: Support the early identification of children's needs. Ensure that a child's needs are identified and assessed quickly and referred to the appropriate setting. Monitor children's progress to ensure that provision can support the child's identified needs. Coordinate provision through the development of close partnerships between parents, settings and different agencies in the state, private and voluntary sector.
2.3 Explain how theories of development and frameworks to support development influence current practice. Theories of development and frameworks to support development are incredibly important to us when working with children. They help us to understand children, how they react to things, situations, their behaviour and the way they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early Years Foundation Stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe.
CYP 3.6 Working together for the benefit of children and young people By Zuzana Jendrekova 1.1 Explain the importance of multi agency working and integrated working If we work with children, your career is likely to involve close working with other agencies. Multi agency working is an effective way of supporting children and families with additional needs. Multi agency working brings together practitioners from different sectors and professions within the workforce to provide integrated support to children and their families, for example a ‘team around the child’. It is an effective way of supporting children with additional needs and helping to secure real improvements in their life outcomes. As an early years setting we have a responsibility to help the children in our care achieve the 5 outcomes of the UK Governments Every Child Matters (ECM) – Be Healthy, Stay Safe, Enjoy & Achieve, Make a positive contribution and Achieve economic well-being.
Assessment Task – CYP Core 3.6 WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE. Q 1.1 . Explain the importance of multi-agency and integrated working? A. Multi-agency working is about different services, agencies and teams of professionals and other practitioners working together to provide services that fully meet the needs of children, young people and their parents or carers. Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver frontline services.
They should be aware of their responsibilities for safeguarding children and their contribution to the child protection process. Although the assessment of risk to children is the responsibility of family and child care social workers, professionals in mental health services have specific skills and knowledge and may be asked to contribute to investigations, advise on the effects of a parent’s illness upon the child, or the vulnerability and risks created by a child’s illness. Attendance at and written reports to child protection case conferences will be crucial and in some circumstances it may be necessary to provide evidence for the court. This will require the sharing of information where necessary to safeguard a child fom significant
Discuss why a model of social pedagogy for work with children, young people and families may be beneficial. What barriers may there be for implementing this model in the UK? Social pedagogy is a system of theory, practice and training that teaches the use of hands, head and heart when dealing with children and young people. Social pedagogues are trained to engage with children using emotional awareness and genuine empathy. It is a holistic approach to caring for children which combines education with care and recognises that we all have a shared responsibility when it comes to caring for children, young people and adults.
The next part of the essay will look at how practitioners in schools and in the field of social work can improve their communicative relationships with the children they work with. When communicating with children there various ways in which to do so, such as, verbally, non-verbally - through body language, gestures, facial expressions and eye contact. It is important to remember that when adults are not directly addressing the child and are communicating with a different child or adult in the same setting, other children will be absorbing the information sent out and will be learning and developing there own understanding of how to communicate appropriately with others. (The Open University, 2008) To allow communication to take place with a child who has a disability the key worker needs to be fully aware of the child’s needs, in order to know how best to communicate with them. At my place of work we are often signed up to one to one work with children we have not worked closely with before.