In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children. Existing and new initiatives being discussed and reflected upon by the evaluation of article reports and how these topics may impact upon my own practice by using reflection. Module 4FD028. Learning Outcome 1 Key concepts and approaches in Early Years provision and the requirement for quality provision and practice for children. Considering the work of key pioneers and current experts with links to child development theory.
After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs. The information learnt could be used when the practitioner is planning, or when they are putting it into
It is important that the boundaries are appropriate for the age and stage of their development. To enable children and young people to understand why there are boundaries and rules in place staff will need to explain the consequences if
506 Child Development 1.2 What is the difference between ‘sequence’ of development and ‘rate’ of development and explain why the difference is important. Sequence of development is when there is a definitive pattern to development like a baby learning to sit and balance before he or she can crawl, or a toddler learning to walk before he or she can run. The sequencing of development assists you to prepare and plan effectively and at the right time in anticipation of the next development stage to be reached. Rate of development is however, when individuals reach certain targets or milestones and at the speed of which they do so, and is also about recognising and identifying any concerns in development and how you can adapt and assist learning and development. Building blocks need to be in place for each developmental stage to happen.
3.1 Explain how to monitor children and young people’s development using different methods. It is important to monitor a child’s development to make sure that any necessary assessments can be arranged to help and support them. It is crucial to identify any children who may be at risk, moreover to prevent those who are not yet at risk becoming at risk. Intervention is required as soon as possible to lower any chances of developmental delay. There are a few ways of monitoring and observing a child to gather necessary information.
However in a situation like this practitioners need to recognise that when the child needs to be referred to others. Sometimes children’s behaviour could show some signs that they need some extra support. This means that a practitioner needs to recognise when children need to be referred to another colleague or a professional. However a practitioner needs to encourage positive behaviour and manage children’s common behaviour. Specific types of unwanted behaviour that should be referred to others: • When pupils are a danger to themselves and/or others • When you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions and you are not in control of the situation • When you are not comfortable dealing with a pupil, for example they are behaving in a threatening manner or behaving unpredictably • When an incident is serious enough to warrant the involvement of a senior member of staff.
Criteria 1 For practitioners it is important for them to identify a child’s care and learning needs in a child care setting it is very important for them to know this because it is important to promote development, because some children develop and learn slower than others and for practitioners it is important that they ensure all children’s needs are cared for despite their stage, age and development. For practitioners meeting a child’s care needs can be challenging because every child is different and unique, there are areas that practitioners need to take into consideration that meeting a child’s need could affect them as they will need to plan accordingly to the children’s age, stage of development and needs. Every Child Matters is one
Most people feel the need to express or needs and feelings. We also need to be there to help young children do the same, we can do this by listening and taking interest in their thoughts and emotions. It is essential for children to do this because without making their needs and feelings known to others they can become very frustrated and isolated which can lead to social difficulties later in life. Communication is also for sharing ideas and thoughts. This is important in children to build their creativity and language skills by learning how to get their ideas across to others.
It is important to know the difference between the sequence and the rate of development to recognise and highlight each child's needs in all stages of development. Some children and young people may need extra support in developing. These patterns will help to plan effectively and ensures the child gains the correct aid they need to progress in areas they may find challenging. 2:1 Children and young peoples development can be influenced by a range of personal factors. These factors can be a range of different things, from health status, disabilities, sensory impairment, generic inheritance and learning difficulties.
CYP core 3.1 LO 2.3 Explain how theories of development and frameworks to support development influence current practice. We have different types of theories of development to monitor a child's development process. It can help recognise any problems that arise whether it is physical, social, language, emotional or intellectual development. It also shows reasons to children’s behaviour and how not only internal, but external factors can affect development. Theories of development.