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.
This approach is also a very important part of the government framework of Every Child Matters which states that we should be working together to achieve the best possible outcomes for children in our care. The Early years foundation stage, states that different professionals working together will help to improve outcomes for children both in their learning and development. So by sharing records or observations of a child by a professional such as a speech or language therapist may contribute to further assessment. Inclusion is an important
1.1 Different reasons why people communicate. When in early years setting, people communicate for a range of purposes, such as, to give/receive information or instructions, to discuss an issue, to express needs/opinions and to develop their own learning. When those, who provide care for children and young people, communicate, their practice becomes better adapted and communication is vital to work together as a team. According to K.Beith et al “as an early years practitioner, the way you communicate with adults will also affect the quality of care provided for the children” and it is important to communicate effectively to ensure that everyone has clear information and can understand your actions. (Beith.K et al,Pg.2, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) When I work with children I communicate with children and young people to build relationships, verbal or non-verbal communication may be used to help children and young people feel welcome and valued, and to co-ordinate activities.
1.3.1 Explain how to monitor children and young people’s development using different methods: When children and young people’s development is monitored and assessed, it enables practitioners and professionals to notice when they are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected. If we intervene in early years, they will be able to get appropriate support they need and their development is promoted. There are several methods of monitoring children’s development. Observations play a very important part in assessing the children’s development.
Unit 7 E1 Collate evidence which describes the role of the practitioner in meeting children’s learning needs. Gather and present information about the role of the practitioner when children’s learning needs. A practitioners role in meeting children’s learning needs are to understand and work with all children to meet each individuals learning needs. One way practitioners can do this is providing different opportunities for individual children who is unique and may learn differently to others around them. Part of The practitioner’s role would e to plan and use resources for the environment to help ring challenges to children to help them with different areas of their learning development.
You should always ensure that this is understanding is at the centre of the work and then you will be following the child. To understand how working with children improve their life's chances the five outcomes will help. - be healthy - stay safe - enjoy and achieve - make a positive contribution - achieve economic we'll being The information below shows social, economic and cultural factors that affect children's lives Personal choice - families may take the choice to live In a way that varies from norm e.g communal living nomadic families or same gender parents, this may affect the way other families and society relate to such children: a child's schooling might be affected if they are part of a travelling community Poverty- A family that is living on a low income might not be able to provide for their children as hoped. Such as accommodation may be pore which can have an effect on the mental and physical health of children and their parents. Housing and community- poor quality or cramped housing conditions can negatively
Infant and Toddler Learning Development Sheila Bagwell Infant and Toddler Learning & Development/ECE345 Merrian Gagnon Throughout their day-to-day experiences with infants and toddlers, caregivers will find that there are developmental strands that tie the elements together, much like a ribbon. The strands come together to create a picture of excellent care for infants and toddlers. The strands do not represent lessons or activities in the traditional sense. Rather, the strands provide a framework that supports optimal developmental in all areas. 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.
Working together for the benefit of children and young people (Linked to unit CU1535 - Promote children’s welfare and well being in the early years) Using the chart provided list agencies you may work with, describe their function and give an example, include how and why referral would be made and how working in partnership delivers better outcomes for children and young people Document attached at the end of this 1.4 Explain common barriers to integrated working and multi-agency working and how these can be overcome Although a person is trained for a particular role, it may be challenging for them to be managed by someone who docent possess the same skills as them. they may have a different area of expertise and could not be used to sharing the information that they have with other people. Each profession will have its own ‘specific’ language and whilst this will not pose a problem when they are communicating with someone from the same profession, but may well confuse someone from a different sector. To enable professionals to work together successfully then they need to discuss matters before the partnership fully takes effect. Guidelines should be drawn up to outline what is expected of each department, how reports should be written and discuss the best way to work as part of a multi agency team.
Resubmission : Unit 5: The principles underpinning the role of the practitioner working with children E1 The practitioner’s main responsibilities in working in a professional relationship with children in schools is making sure children are listened to and valuing their opinions. Children should feel secure and valued because it will make them feel that they have a sense of belonging and including them no matter what their race, religion, abilities, disabilities or culture is. Listening to children is an important part in a relationship with children. If a child has any worries or concerns they should be able to talk to the practitioner because if the practitioner isn’t approachable the child may be suffering and feel they have no one to
Ecological systems focus on interrelationships between humans and the environments. The environment in which a child is raised in can have a large impact on ones growth and developmental outcomes. Schools and teachers need to work together to provide a learning atmosphere. To develop intellectually, emotionally, socially, and morality includes interaction of family care, peer groups and neighborhoods, and schools all working together to build a strong communication between them. There are five systems in the The Bioecological Model of Human Development, they are the Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem.