• Parents and carers How well parents and carers are able to support their child or young person’s development and respond appropriately to their needs. • Family and environment The impact of wider family and environmental elements on the child or young person’s development and on the capacity of their parents/carers. How we used the common assessment at the school The common assessment process represents best practice– although it is acknowledged that, in some instances, flexibility may be required to meet the specific needs of a child or young person and their circumstances. Is a process that may move forwards and backwards between delivery and review until needs are met. We should not put the child or young person, or ourselves, at risk of harm.
Tassoni. P (2007) says that “we need to work as part of a team to provide a quality service for children and their parents”. We also need to work with the parents and show respect towards them and encourage parent’s involvement within the setting. Tassoni says that “early years setting will have a management structure which should clarify practitioner’s responsibilities”. A responsibility practitioners have is to make sure the health of the child is paramount this could be by preventing hazards and carrying out risk assessments and safety checks.
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.
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
It may also highlight underlying difficulties such as dyslexia or learning difficulties. The Teacher may feel it is necessary to report the concerns to the Special Educational Needs Co-ordinator (SENCo) as further intervention could be required. The SENCo and teacher may then meet with the parents to discuss the concerns and agree the action they want to take. The school and parents may agree an Individual Educational Plan (IEP) which will set out targets to help the child progress. If, following assessment of this intervention, further help is needed; it may be decided to refer the child for an assessment by the Education Psychologist who can provide advice to the school on strategies to help the child.
2. Give a simple example for each of the following: a. How a background factor may impact on behavioural development. (LO 2.1a) One of the most important background factors in a child behavioural development is the family example because the parents are the models for their children. Parents who don’t have active social life can affect the child behaviour in relation with others, in ability to make new friends, to cooperate and share.
The amendments adopt a confusing process of non-confidential parenting coordination that allows testimony on the basis of recommendations about long-term parenting arrangements made during a process designed to help parties resolve parenting issue, with no compliance with custody evaluation standards or with the statutory duties of a guardian ad litem. Mandating the admissibility of such unreliable evidence may violate the due process rights of the parents if courts rely on such testimony in making decisions. Likely, clients will not understand the process choices or have adequate informed consent of the perils of making admissions against interest to such individuals or being seen as noncompliant and non-cooperative from the PC’s perspective. 2. The amendments require disclosure by the parenting coordinator, whether confidential or otherwise, of the substance of any communication by a participant, such as a lawyer for one of the parties, to all the other parties and lawyers, so that effectively there can be no caucus style communication, proven to be a very effective tool in mediation of parenting issues.
Synthesis Essay 2 “The most powerful question a parent can ask” by Neil Millar and “Be-ers and Doers” by Budge Wilson are about making children demonstrate great accountability. Neil Millar talks about “what kind of children do (we) want to raise” whereas Budge talks about the difference between being and doing. Both of the passages represent that being parents is a very challenging job but “the most powerful question a parent can ask “ shows the more respectful approach of parents to their children. In some families values play an important role. “(These) values pass on mother-to-mother combine with the natural instincts to love, support and nurture.” If a person was raised spending most of the time on the things that were being bad influence for them such as wrestling or teen’s reality show or their parents were too busy working and did not have enough time to check if they were keeping up with the homework and reading.
“Barkley’s parenting model includes several elements common to modern evidence-based approaches for childhood behavior problems. It is a parent-mediated treatment, focused on teaching parents a set of specific parenting skills. The skills are based on basic behavioral principles, such as building a positive relationship, building sensitivity to the child, selectively attending to the child’s positive behavior, giving effective commands, consistently using contingent reinforcement, and applying a structured time-out protocol for discipline” (Chaffin, 2008, p.
As these generations age, society changes as well as the family values. Adjustments are made to meet both individual and society needs. The three key processes in which children learn values and develop character should start with the forming of emotional attachments, teaching of pro-social behavior, and respect for authority; and abiding by the rules both within the family structure and society. The forming of emotional attachment should start at birth. First the infant bonds with its mother.