Good communication skills are essential for childcare professionals, because they help them to develop relationships and demonstrate that they care. We communicate with parents, professionals and children. Ways in which we do this are:- • Daily Diaries – all children have a daily diary. Their key person will write in what the child has ate and drank, how long they have slept for, when their nappies have been changed or if they have had any accidents and what activities they have participated in throughout the day. The staff will also write in any messages for the parents, e.g.
time sampling, time sampling is done over a morning or afternoon it allows the observer to gain a better picture of the child. This type of observation need the observer to be free to watch the child. the sheet has different times on it and the observer watching the child at these times and writes down what the child is doing at these times, it provides a snapshot view of what the child is doing. Anecdotal is some thing that some one has see the child do like a parent has seen their baby take a few steps or a staff member has seen a child not joining in with the other children at brake time this will be written in the child's records. Diary is like a daily record of what the child has done so parent can be told at the end of the day things like what time the child has eaten or for babies how often they had their nappy changed today or for toddlers what they have done EG playing with play dough or painted.
Physical * Change in location (families might move area, country or move house). Physiological * Changes in health and body (children may become ill or develop a chronic medical condition) Intellectual * Changes in settings (children may move from one class into another, the may start going to a breakfast club or an afterschool club) Others * Daily transitions (moving from one setting to another or going to a club or lesson). * Between carers (going between parents to practitioner). * An explanation of how to give adult support for each of these transitions Children transition better when they are prepared: they know what is about to change, they know what they will need to do, and they have caring adults to help. Ideas on preparing for transitions: Be supportive, attentive, and nurturing.
1.1.2 Explain the Difference Between Sequence of Development and Rate of Development and Why the Difference Is Important Sequence of Development The Sequence of development refers to the development pattern that usually happens in the same order. The sequence of development is often referred to as milestones that children and young people meet and accomplish. Children usually finish one area of development before moving to another. If a child has difficulty meeting a milestone, it may mean some delay in progressing to the next development stage . These developments can vary in each child.
if there was a child with an allergy and other staff didn’t know then they might give the child the item. * Giving and receiving acknowledgement, reassurance, encouragement and support-giving and receiving these things can be very important to the emotional needs of someone you are giving this to. A lot of these are given to children throughout their lives for instance when doing exams or starting a new school. * Expressing needs and feelings- this also affects the emotional
Looked after/ care status:These children can sometimes be moved around regularly and this may affect their development. They may have separation and attachment issues and may sometimes not want to go to school. Socially they may be unable to make friends, they may experience academic regression from missing school on a regular basis and emotionally they may become very fragile and unstable. 2.3 Explain how theories of development and frameworks to support development influence current practiceCognitive/ConstructivistPiaget influenced many teaching techniques such as the focus on the process of the child’s thinking and the active role of the learner. Piaget’s focus on the process of the child thinking promoted the development of the stages of cognitive development.
Other information would revolve around the parent’s marital status and their relationship. The atmosphere that they provide for Clara would be very important to know about to see what she is experiencing in her home environment. I would also inquire about their interactions with Clara’s teachers and any information they can provide about her work at school. I want to
Promote Communication in children’s and young people’s settings I will be using my knowledge to identify and explain communication in children’s and young people’s settings, and how it can affect relationships in a work setting. I will be doing this using my notes from class and independent research. Identify different reasons why people communicate Some examples of communication are speaking, body language, eye contact and hand movements. These are examples of both verbal and non-verbal communication, 70% of messages are sent through non-verbal methods of communication. A reason why someone would need to communicate with another could be to give a message or instructions; this could be vital information which could have serious consequences if they are not given and received.
It is important when working with young children or adults, that you identify the communication and language needs, wishes and preferences of the children and adults in the setting. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. When a child first enters your setting there are ways of finding out if the child has communication and language needs, wishes and preferences: * Talk to their parents to find out if there are any needs their child/children has * Observe the child/children * Find out from your line manager or boss if there are any records of the child/children having communication needs * Talk to your special educational needs co-ordinator if you need any
An anecdote is a story. When used for observing, it is a story about a child’s behaviour. Similar to how we might recount a story to family and friends, it is told in the past tense. It has its beginning when a child starts to participate in an activity and its conclusion when the child leaves/completes/exits the experience. Anecdotes are the most commonly used tool in gathering information about children.