Explain the term ‘confidentiality’ 1. Confidentiality means being told something in confidence, not sharing information about people/children without their knowledge and agreement, and ensuring that written and electronic information cannot be accessed or read by people who have no reason to see it. Confidentiality is important because: • Children may not trust a teacher/support worker who does not keep information confidential, this could cause the child to feel upset if they knew the teacher/support worker told others about the child problem, it could also make the child not trust in the teacher/support worker and the child could keep other things to their self that need to be sorted out. • Children may not feel valued or able
For example, in the past it was believed that children should be seen and not heard. However this expectation did not take into account that children: • • • • are naturally curious about the world learn through actions and word use their senses to learn about their world are social beings who have a need to communicate with others. Activity 1 Expected behaviours Having unrealistic expectations of a child’s behaviour can cause stress for you and the child. It is important that you are continually revising the expectations you have of children’s behaviour as your knowledge of child development increases. Activity 2a Activity 2b 1 © NSW DET 2007 Activity 2c Activity 2d Activity 2e Activity 2f Activity 2g Activity 2h Developmentally appropriate expectations You have already looked at what children can usually do at a particular age—the expectations you have of your child should be realistic.
They also must provide the child or young person with help if needed which could be on home life or education. Children and young people could have a different relationship with other family members rather than their parents in this case they could be more confident to speak to the members about different subjects. Children and young people all tend to have relationships with their friends to which children would be confident to play with and young people would be confident to speak to about any problems that they may have. Around strangers children and young people wouldn’t have a relationship with these as they do not know the person and therefore they wouldn’t have gained their trust in order to be in their presence or care. 1.2 It is very important for all educational workers to have a positive relationship with the children or young people in order to gain their trust so that they are confident to speak to the workers around but also so that they feel comfortable in your presence which will then make them able to learn more.
It’s important to try to empathise with children, respond to their displays of emotion and to show them that their feelings are valued. Due to the lack of non-verbal communication at this stage in a child’s development, it’s necessary to identify and read a child’s behaviour and try to identify the cause of any distress. Observing and diagnosing a child’s behaviour will offer clues to the source of any distress. Crying, throwing a tantrum, becoming withdrawn, seeking comfort from an adult, self-soothing or a reluctance to join an activity can show that a child is displaying a form of distress. These should act as cues to formulate an appropriate response, with the aim of
1.1. Explain the factors that need to be taken into account when assessing development. There are a number of factors to be considered when assessing children and young people and that is: • Confidentiality- before carrying out observations on a child it is important to ask parents for permission first. Some parents are happy just for the practitioner to observe the child so it is crucial that, if you have taken any notes or left any records lying about that you put them in a safe place, where parents or visitors won’t be able to read them • Disability or specific requirements- A child who has a disability should not be compared to another child but should be assessed in line with their own development rate. You need to make sure that when you do observations or assessments on the child you have to make sure that they are appropriate and achievable • Ethnic, linguistic and cultural background- Children who have come from different background may have lots of different ideas as to what is acceptable and how to behave in various situations.
CORE 3.1 Understand Child and Young Person Development CYP Core 3.1.1 - Understand the expected pattern of development for children and young people from birth - 19 years. 1. Explain the sequence and the rate of each aspect of development from birth to 19 years The sequence of child development means the expected development of a child from birth to 19 years. Child development refers to the biological and psychological and emotional changes that occur within this time. As the individual progresses from dependency to increasing autonomy.
These theories are the foundation of the early childhood. The theories have been are many and cover all aspects of the developing child; biological, cognitive, social and emotional. Two of these theories will be discussed thoroughly by comparing and contrasting. Jerome Bruner Bruner’s work in cognitive psychology with interest in memory and problem solving led him to examine children’s cognitive development. He was especially intrigued by how children represented thought or showed what they were thinking.
024.1.1 Explain the factors that need to be taken into account when assessing development | How are these considered when observing/assessing? | Confidentiality and when this needs to be breached | Before carrying out observations on children, it is usual to gain permission from parents/carers. Observations need to be stored carefully and when talking about a child, its to be only to staff members inside the setting, not outside to family or friends. It is also important to protect a childs identity by using an alternative name or using terms such as ‘child A’. | Children’s wishes and feelings | Children have rights and there will be times when it will not be appropriate to observe/assess children.
Understand child and young person development Understand the expected pattern of development for children and young people from birth – 19 years. 1.1 Explain the sequence and rate of each aspect of development from birth – 19 years. The term ‘development’ refers not to the physical growth of the children, but to the skills and knowledge that they are developing. Obviously, the two are interconnected as growth impacts enormously on children’s development, so neural growth affects the way that children are able to think. It is usual when looking at child development to divide it into the following areas.
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.