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.
These observations should cover all areas which are Physical development, Communication and language, Literacy, Personal, social and education, Maths, Art and design and Understanding the world. Once observations have been made, key persons should then plan for each individual child with the view of building on skills and knowledge the child already has. There are lots of ways to assess a child, these include watching a child and taking notes, taking photos of what a child is playing or something they have made, keeping pieces of work and listening to the children. Following assessments made on the children, staff should then follow the settings planning guidelines, this can be done in a variety of ways depending on what suit’s the setting and the children. For example after doing our observations we then have a planning sheet for each day of the week.
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.
Piaget's Theory According to Piaget, children in the earliest stages of life, from birth to 2 years, exist in a sensory-motor stage, where they learn to move and operate their bodies as well as begin to understand simple symbols. In this early stage, children are curious about their environment and begin to learn how to interpret it in sensible ways. The next stage is called preoperational thought and lasts from the ages of 2 until 7. In this stage, children develop stable concepts, mental reasoning and imagination. What is distinct and important about Piaget's views is that he considered imagination and play to be crucial to enable every child to develop his own sense of self and to foster healthy learning habits.
As children develop socially, they both respond to the influences around them and play an active part in shaping their relationships. This section will give you some information about what children are typically doing at various ages and stages in their social development. AGE SOCIAL DEVELOPMENT 3-9 MONTH Shows fear of strangers and excitement to familiar people Laughs when head covered with towel Laughs out loud Holds out arms when wants to be picked up Recognizes mother and self in mirror Sees mother as a serperate person; father as a seperate person 9-18 MONTH Distinguishes from self and others Fears strange people and places Waves bye-bye, plays patty cake and peek-a-boo Shows egocentric behaviour Enjoys being the center of attention Prefers certain people to others Begins to
From birth to 19 years, children grow continually. The sequence in which all children and young people follow will be similar as they will have to develop one skill to move onto the next, however the rate of development will vary. The development can be measured through social and emotional, physical, intellectual, and language milestones to ensure that each individual child is developing on target. Social and emotional development covers aspects of relationships to self-confidence. To ensure a child’s social development is on target, praise, guidance, support and encouragement are key when helping them interact with others around them.
Katie Ormerod Childrens and young persons development Task 2 CCLD MU2.2-1.2 Describe different observation methods and explain why the are used. There are many different types of observation methods which are used in the setting, often, to record changes in a child’s development. Some of the different methods include: running records, diary, anecdotal, time sampling, event recording, checklist, narrative, group, solo and 1-2-1 interactions and observation with or without an adult. A range of observations need to take place as children often change depending on whether they know somebody is watching them and who they are with. One kind of record may be a diary, this is used to keep a record of what a child has done.
The sequence and rate of each aspect of development go from the ranges of 0-3, 3-7, 7-12, 12-16 and 16-19. The sequence is usually the same but the rate will often change. It gives me the chance to monitor the development and plan appropriately to a specific child’s needs; it will show if there are any areas that they may need extra support in. * A child who is in the range of 0-3 years at birth to 11months their physical development should be ‘rolls over from front to back, from back to front’ and ‘explores objects with mouth, often picking up an object and holding it to the mouth. At 16-26 months their development should be ‘walks upstairs holding hand of adult’ and ‘Makes connections between their movement and the marks they make’.
Children at the lower end of the age range are likely to be at the associative play stage which means that they are more likely to play in a group but still be engaging in there on entertainment for example a group of children may be playing in the sand tray but still building their own sand castles. Pre-school setting: 4-6 years Children at this age range are most likely to be at the parallel play stage which means that they will spend more time playing with their peers or friends and by doing this they are learning a lot more about socializing with other children. Outdoor play: 3-6 years Children at this age range are most likely to be at the co-operation play stage this means that the child may play together and can adopt a role within the group. D3: Describe ONE (1) type of play that may take place in each setting. At the local park children may be involved in physical play.
Displays can sometimes involve a vocabulary list or mathematical equations which you would like the children to work out. All children’s work should be put on display. They should be able to see their work and