Each service user is different and they all like/ dislike different foods. Some service users are able to tell staff as to what they do and don’t like. As for some individuals have difficulties explaining things, but some information like this will more than likely be found on their own care plan. Also some service users may have other things to be aware of such as diabetes eating less sugary things or bad oral hygiene not allowing them to eat solid foods. In this case I would seek guidance for their care plan and GP as to what is acceptable for them to be having.
Throughout the set up, the infants were judged on an intensity scale of 1-7 (1 being the lowest and 7 the highest) which described their behaviour. This was Ainsworth’s quantitative data, though some of the method was qualitative. When the mother left the room and returned, with the effect of the stranger, the infants’ behaviour showed that the infants could fall into 3 types of behaviour. Type B is ‘secure attachment’; this is when the infants found it stressful and unsettling when their mother left the room. They did not care about the stranger attempting to give the comfort.
Monitoring of children and young people’s development is mainly carried out by observations which are methods of gathering information about the behaviour and stage of development of a particular child. There are various methods which can be used to carry out observations of development. Some are very basic or cover a single situation or activity whereas others take into account a range of factors or involve observing a child regularly over a period of time to build up a picture of their stage of development. Some simple methods which can be used to monitor all the children in a setting include: • Checklist – this is a list of “milestones” that a child should reach at a particular stage of development. They can be compared against the list or checked off as they achieve each milestone or are observed to have attained it.
Children watch their parents’ habits and what they eat. Gradually children could possibly become competent eaters. It is extremely important to show children a variety of foods. Children can at times be very picky when it comes to food. Well manners at the table can in the end result with learning to like new foods.
1.1. Children go through a continuous process of growth, development and learning all the way into adulthood. This process of development is measured using milestones of emotional, social, physical, speech (language) and intellectual reached. Children will reach these milestones at varying points in their development but as a whole all children will follow a similar development pattern. Children will develop at different rates and may progress unevenly through across some areas, but will generally reach the milestones in roughly the same order.
1.1 Explain the value of a child centred model of assessment and planning Child centred assessment and planning is a good way to make sure that the setting is giving the children attending the best possible chance to develop at their own rate. This is done by observation as it enables you to get to know the individuality of the child, ensuring that they are well placed and able to plan and all of their individual needs are met. I feel that in my role, observations take place each day through activities and interaction with the child. Assessing children is an on-going process, routines and activities can also build on information needs and interests. Assessments can also be made by other professionals, including doctors, social workers, occupational
However, there are some ways that you can resolve these difficulties and dilemmas. One of these ways is reporting them to your manager or senior member of staff who is on shift. You should also try and explain to the individual why they have to have that food. You could try and offer the individual some other food that is suitable for their diet. 222.1.4- You should seek additional guidance about an individual’s choice of food and drink when you are not sure about what they can and can’t have.
Each child goes through the stages in the same order, and no stage can be missed out - although some individuals may never attain the later stages. There are individual differences in the rate at which children progress through stages. Piaget did not claim that a particular stage was reached at a certain age - although descriptions of the stages often include an indication of the age at which the average child would reach each stage. Piaget’s theories allow us to take the idea of ‘schema’ (a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning') or ’building blocks’ into practice and use it to effectively plan for the development of a child. Understanding that different children at different ages think, act,
Know the main stages of child and young person development 1.1 Describe the expected pattern of children and young people’s development from birth to 19 years, to include: physical development, communication and intellectual development, social, emotional and behavioural development Whatever years setting you work in, it is important to know that the development process is done in a holistic way. Each child will develop at different stages. Each child progresses at a slightly different rate when mastering the basic skills, however the attainment of certain developmental milestones follow a predictable pattern. Physical development includes movement skills, gross motor skills, fine motor skills and eye hand co-ordination Social and emotional development includes forming relationships, learning social skills, caring for others, self reliance, making decisions, developing self confidence and dealing with emotions. Intellectual development includes attention span, understanding information, reasoning, developing memory, logical thinking and questioning.
1.1 Describe the expected pattern of children and young people’s development from birth to 19 years, include: a) Physical development, b) Communication and intellectual development, c) Social, emotional and behavioural development. In the early stages, when the child is a baby, it communicates by crying so that its needs are meet. The needs are to eat, drink, sleep and general comfort. A baby needs love and attention to grow and develop. According to Ericsson’s psychosocial theory, an infant/toddler’s first conflict is trust vs mistrust of its environment.