SCMP 1 – Assessment and Planning with Children and Young People 1.1 Explain the value of a child centred model of assessment and planning A child centred model of assessment will address the needs of the young person, it will ensure a holistic view of the child’s development overall including social, emotional, physical and intellectual development, it will give the child the right to be heard and their opinions to count and to contribute to decisions effecting there daily life, within our setting the basis of this may be found in the care and placement plans, specifically the 5 outcomes section that will address the individual needs of the child, consultations will take place with the child in order for them to be heard and this will be recorded and reported and acted upon. 1.2 Explain how to identify the needs of children and young people Within our setting we may use various methods to identify the needs of the children who are in our care some of these methods may include: * Social services reports * Reviewing previous reports from other service providers to get as much background information as possible. * Through on going LAC reviews. * Analysing reports from educational psychologists. * Analysing reports from an external social psychologists.
For instance, Johnson suggests strategies such as providing additional instructional help including specialists, therapists, and aides, (b) establishing flexible classroom that are open and can provide direct instruction in small, self-contained areas, (c) assigning specific teachers with teaching styles that match the learning styles of children with special needs. More important, Sattler asserts that before a teacher evaluates a child with special needs he or she should the child for other potential health problems such as vision, hearing, and other physical conditions (261). In addition, the teacher should examine the student’s school record to determine behaviors of socialization and cooperation. Particularly for preschool children, Sattler recommends the use of materials that is important in communication strategies with younger children, and special needs children including gestures and positive reinforcement. More important, the best way to make a child welcome is to establish a good rapport with the child, so that the child feels comfortable and ready to interact with the teacher and the rest of the
This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school. Furthermore, children’s behaviour, development and current skills should be observed to identify and assess their progression in order to plan tasks that are suitable towards individual needs. Question 2: Make a list of how to perform pupil observations When making
This includes; * Identifying individual learning needs via one to ones or through observations. * Create a specific outline of intended learning outcomes for pupils, which is also inform by the curriculum requirements set for pupils at their age, level. 2 * Preparing the learning activity by discussing and during research to understand subject matter. * Observing and recording pupil responses to materials presented to them and logging it down in there IEP (Individual Educational Plan) * Evaluate the learning activities and identify future learning needs by having a short feedback on the pupils responses to the activity. Daily discussions with the teacher on the
Emotional development is the beginning of a child's experience, expression, understanding, and guideline of emotions from birth through late adolescence. It also includes how growth and changes in these processes concerning emotions occur. 4. Social development involves learning the principles, information and abilities that enable children to relate to others effectively and to contribute in positive ways to family, school and the community. Norms are the usual, typical or standard things to do in a society or community.
CACHE 3 Unit 5 The principles underpinning the role of the practitioner working with children. E1- Describe the responsibility of the practitioner in professional relationships. E2- Discuss TWO (2) issues which contribute to maintaining professional relationships with children and adults. E3 - Explain the value of a multi-professional approach when working with children and parents. E4- Describe the benefits of developing reflective practice within the setting.
Fatima Ouguir CHD 205 02A Hybrid Mary Hanrahan January 28,2013 Self-Regulation 1. What is meant by ‘external supports’ as a child develops in his ability to self-regulate? Is meant by external supports are the responses that can help set a strong foundation for how the children will manage and respond to their own feeling, impulses and needs, children learn that their feeling of discomfort and distress do eventually pass as warm and loving caregivers respond to their needs, by providing consistent structure in child’s external environment will help him over time to develop an internal sense of ability to self-regulate. 2. How does a child’s temperament impact his /her ability to self-regulate?
These will involve interactions with parents, teachers and other people significant in children’s lives. They will also involve children in learning through elements of their own culture (e.g. art and language, explanations and comparisons, songs and play). Vygotsky stresses the importance of cultural experiences and the social interactions that happen in the child’s culture (a set of attitudes, behaviour patterns and beliefs belonging
It is the caregiver’s role to follow the child’s lead and help him develop interaction and communication skills. The Developmental, Individual Difference, Relationship-based (DIR)Model is a framework that helps in comprehensive assessments and intervention programs tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges. The “D” part means a focus on whether the child needs more work on engagement or two-way communication, the “I” is focusing in on their individual ways of their biologically based ways of dealing with sensations like being over or under reactive, and the “R” is learning relationships that are tailored to their individual difficulties, and meet them at their developmental level. The objectives of Floortime are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. This is achieved by challenging the child to do six things at once to the highest level the child can.
I will also be giving two examples of how developmental appropriate practice is used in a preschool classroom. Creating a caring community of learners: We learn how to relate to others at an early age. Copple & Bredekamp (2009) say “how children expect to be treated and how they treat others is significantly shaped in the early childhood setting” (p.16). We, as early childhood educators, need to foster a caring community of learners in our classroom to help children build the relationship skills they will need for their future. To do this we need to make sure each member is valued for their similarities and differences.