They can also give them support in making referrals for other services. Sure start gives families parenting information; they have support groups and can give support within the home. Sure start provides good quality support in play, learning and child care know-hows for children, both group and those which are home based. They provide healthcare, advice and support for children with special needs through signposting to more specialised services where necessary. “Examples of specific services offered through projects include: Home based ante natal care, Breastfeeding Support Groups Advice, support and information on health related topics Early Language Development Programmes Play development for all ages and stages Age appropriate physical development opportunities High quality crèche sessions Promotion of the creative arts Support for smooth transitions between pre school and school.” (EarlyYearsSureStart) Nursery schools - Provide early learning and childcare for children between three and five years old.
Demonstrate in own practice how to support babies or young children’s exercise and physical activity 4. Be able to provide safe and protective environments for babies and young children 4.1. Explain policies and procedures in own setting that cover health, safety and protection of babies and young children 4.2. Demonstrate and evaluate the safety features within the environment for babies and young children 4.3. Supervise babies or young children and demonstrate a balanced approach to risk management 4.4.Explain current advice on minimising sudden infant death syndrome in everyday routines for babies 5.
(3.1) Explain the benefits of key worker/person system in early years settings The attachment bonds of babies and children All babies and children require having warm, interacting and can responding to the needs when crying and needing to be safe. This links to the main area of each child’s future relationships. Mostly, all babies and children experience bond with their senses and this includes love that impacts a child and help change their learning as this happens, children develop to be more curious and create friendships with other children and can be good at school. At hospitals, after the babies are born then the midwife brings the baby to the mother which involves skin to skin bonding and the nurses encourage feeding from the mother to the baby. At settings, the key person will have warm and affectionate bond with babies and children but they do not replace the parents and if the key person has a long term illness so two people will care for a child in the setting.
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
They work with individuals or a group. They advise teachers, parents, social workers and other professionals. They also support the SENCO with assessments and observations of pupils who have additional needs. Educational psychologists work in all sectors of the education system, including child development clinics for pre - school children where children with potential learning difficulties can be identified early. The roles of an educational psychologist include:- * Giving advice to teachers about individual children.
P1: Explain the requirements for two different careers in the health sector. Job description Child and adolescent psychotherapists offer psychoanalytic treatment to children and young people with emotional or behavioural difficulties, including: * * depression * anxiety * development delay * phobias * aggression * gender dysphoria * consequences of child abuse * self-harming * learning difficulties and disabilities * eating disorders * Psychosomatic disorders Child and adolescent psychotherapists are skilled in the assessment and treatment of children and young people, and are trained to carefully observe them and respond to what they might be communicating through their behaviour and play. They tailor their approach to the individual child and work in an age-appropriate way. Younger children, for example, may play with the toys provided or draw, whilst teenagers might talk about their feelings. Infants and parents are seen together so that their patterns of interaction can be considered.
Understand child and young person development CYP 3.1- 3.1 to 5.2 Observation Observations can be taken during the session indoors and outdoors. They record what the child is doing in subjective way. It’s the most appropriate to use this method when the child’s development is causing concern. Information from colleagues and carers Parents/carers who know the child and colleagues expertise are invaluable, especially when planning for social and academic success for children with special educational needs and disabilities. If we are concerned about a child’s development it’s good to ask and share information.
This allows the researcher of gain detailed information about the subject they are studying. In childcare a longitudinal study could be very helpful for the parents as it would allow them to identify important milestones and achievements. A snapshot observation involves trying to get a ‘snapshot’ of how a child is behaving at any time period. For example, a snapshot observation of how a child reacts whilst being potty trained off may be helpful in trying to deal with a child who is having trouble and finding it difficult to master. A Structured observation is when the observer has set goals on what they are observing in order to observe how a child carries out a specific task.
Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age. Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are very useful, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about child's development it's good to ask/share information. For example, if a child has not progressed for a while in their assessments or levels, we will call the parents in to talk about our concerns with the child and hopefully try and get them to work with us to help the
Observation, assessment and planning all support children’s development and learning. Planning starts with observing children in order to understand and note their current interests, development and learning. Observation: This describes the process of watching the children in our care, listening to them and taking note of what we see and hear. Assessment: We assess children’s progress by analysing our observations and deciding what they tell us. We can identify the children’s requirements, interests, current development and learning.