Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs. The information learnt could be used when the practitioner is planning, or when they are putting it into
For example they may use growth assessments to measure and assess the children’s height, weight and head circumference, auditory assessments to monitor and assess the children’s levels of response, reasoning assessments to monitor and assess children’s reasoning carried out by educational psychologists, cognitive aptitude assessments to monitor and assess children’s intelligence and they are widely carried out in schools. The assessment framework is the way in which a child is assessed to determine whether they are in need and what the nature of those needs is in order to meet their needs appropriately. In
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.
What is happening in the child’s environment. It also includes whether the child has any additional needs or which children/people are around the child as the child may act differently around different groups of friends and different members of staff. To assess young children in a setting you follow the EYFS (Early Years Foundation Stage) the EYFS give guidelines as to what a child should achieve at what age or stage. To find out what stage a child is achieving members of staff, especially the key person, perform observations and record these. 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.
FMSC 332: Children in Families Section 0301 s: h to adolescence. You will learn about the basic principles of child development and explore how the social world in which children and adolescents interact (e.g., parents, family, school, community, government, media, and cultural) influence learning, growth, and development. You will learn to apply these course concepts to practical and contemporary issues affecting children and families today. Course Learning Objectives: Upon completing this course, the student will be able to: 1. Identify context and theoretical frameworks to understand the developing child.
Depending on the action needed the child might be referred to a speech and language therapist, they will be able understand more of the child’s development stage. If the child is at school then the Senco special educational needs co-ordinator would be well aware of the problems and out interventions into place, with outside agencies will be informed and a ILP individual learning plan will be drawn up which will consist of activities that the child will benefit from with their speech and language. The GP may be involved to understand if the child had seen another agency before the Senco, this is will the Senco a understand of what may have happen before or if the parents were lack of information and never pick up on there child’s speech, or they thought it was at the correct stage of there age. The class teacher will be inform of what the Senco has pick up and will work together to help the child’s speech and language
Effective practice: Observation, Assessment and Planning Key messages Observation,assessmentandplanningallsupportchildren’sdevelopmentandlearning.Planning startswithobservingchildreninordertounderstandandconsidertheircurrentinterests,development andlearning. Observation Observationdescribestheprocessofwatchingthechildreninourcare,listeningtothemandtaking noteofwhatweseeandhear. Assessment Weassesschildren’sprogressbyanalysingourobservationsanddecidingwhattheytellus.Wealso needtofindoutaboutchildren’scareandlearningneedsfromtheirparentsandfromthesewecan identifythechildren’srequirements,interests,currentdevelopmentandlearning. Planning Weplanforthenextstepsinchildren’sdevelopmentandlearning.Muchofthisneedstobedone
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