Professional Documents
Culture Documents
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
Level2Children&YoungPeoplesWorkforce
Unit2:Contributetothesuportofchildandyoungpersondevelopment
Assignment2
Task 1: To be abble to carry out an obervation it is need to be aware of the
differentlevelsofchilddevelopmentandwhatmightbeexpectedfromchildrenat
different stages of their development. These expectationareset out in avariety
of guidlance: Development Matters in the Early Years Foundation Stage,
National Curriculum level description. When we observing childrens physical
development we have to consider how children move about, coordinate their
movementes, use space and large equipment and manipulate and use small
equipment. Observing childrenssocialand emotionaldevelopment it means we
should observe how children behave in everyday situations, how children
express feelings and emotions, how children relateto eachother andto adults,
how confident children are and how they feel about themselves (selfconcept)
and observing childrens communication and intellectualdevelopment means to
consider how they play, use their imagination, take on the roles of others,
concentrateon activities, memorise things,solveproblems,payattentiontowhat
isaroundthemandusetheirsensestogainnewinformation.(pag.36)
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
when assessing a child and can only broken when a child isatrealrisk.
(pag.811)
Task 4: In earlyyearssettingsanimportantwayofmeetingdevelopmentneeds
isthroughplay.Thoughplaychildrenareabletoexperiencefun andjoy,develop
their personalities, unlock creativity and imagination, process and manage
emotions and learn relationship and social skills. The lesson plan and all daily
schedule of eventsshouldinclude a range oflearning experiencestoalloweach
child the opportunity to gains selfesteem, selfcontrol, develop socially,
emotionally, intellectually and physically, learn about nutrition, health and
personalsafety,experiment,createandexplore.
The identified development needs of a child can be met by providing activities
thatthey are interested inandappeal tothem.Avarietyofplayandactivitiescan
be met through area of learning as: personal, social and emotinal,
communication language and literacy, mathematical development, knowledge
andunderstandingoftheword,physicaldevelopmentandcreativedevelopment.
There are seven distinct stages to follow when creating an individual learning
plan forachild: assessing thechilds currentstageinlearninganddevelopment,
identifying the childs needs for further learning and development, setting clear
targetsfortheirachievement,identifyingstrategiestoachievetargets,integrating
the plan into otherplans of thesetting, implementing theplanandreviewing the
plan.(pag.1216)
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
withinthe setting.Those activitiesshouldinclude:quiteplay,creativeplay,active
play, cooperative play, dramatic play, manipulative play, functional play,
constructiveplay,pretendplayandgameswithrulesplay.(pag.1819)
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
diagnostic (what happened, how you felt, how othersfelt,what was good/bad,
whatthepractitionercoulddoifasimilarsituatiuonaroseagain)
provide the practitioner with constructive feedback on the learningactivitylike
the child or young persons response tothelearningactivity, the materialsused,
thecarercontributiontosupportingtheactivity
identified any barriers and hindrances inprovidingthe requiredsupport forthe
planned activities as inadequate time, the need for additional expertise andthe
needforfurtherdevelopment.
offer realistic and contructivesuggestions forimprovements totheactivityand
yourroleinsupportingit.(pag.2224)
Task8:Differenttransitionchildrenandyoungpeoplemayexperiencecoulbe:
Movingaway
This could make the child or young person frustrated because they are
being torn away from either their favourite place or even their friends, when a
child or young person moves away they may feel lost or scaredlonely oreven
anxious this could possible end in depression and the child or young persons
behaviourinnurseryorschool.
Friendsmovingaway
This could make the child or young person feel upset, lost and nervous
because they will now have to make new friends which may not be easy for
some children and young people, if achilds friend does move away its good to
encourage them to go to out of school clubs this forces them to interact with
otherchildren.
Startinganewschool
When a child or young person moves school they may start to feel sad
upset andlostthat theyareleavingall theirfriendsbehindandmaynotseethem
everyday anymore. Moving school could make the child or young person feel
nervous because they have to make new friends andcould make the child feel
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
anxious because they dont know what will happen. This could also make the
childbecomeshyor dismissivethey may start toleaveschool earlytryandstay
homeinthemourning.
Puberty
This could make the child or young person feel confused because they
cant control what ishappening tothem,thechangestheteenagerorchildwillbe
going through may make them feel insecure and can result in a loss of
confidence. Puberty could also make the child become dismissive or makethe
teenagerorchildbecomeargumentativewithparentsorcarers.(pag.2931)
Task 9: Some principles that can help to support children and young people
throughdifferenttransitioncouldbe:
identifyinadvanceforthcomingtransition
build open and honest relationship usoing language appropriate to the
developmentofthechild
make suretahat the work you dowith children and youngpeoplepromotesthe
developmentofthenecesarylifeskillsthatwillassistthemtodealwithchange
ensure that anydecisions about howtosupportandhelpchildren arebasedon
thechildsbestinterest
encourageotherchildrentoprovidesupporttotheirfriends
stresstheimportanceofaskingforhelpandsupportwhenneeded
explain that transition apart from causing anxiousness and concern, can also
presentnew,excitingandchalengingopportunities.(pag.3132)
Task10:
Therearemanyways inwhichtheworksettingcanencouragechildren'sandyou
people'spositivebehaviour,theyareasfollows:
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
Developingpositiverelationships
All children will crave attention from an early age, as babies we coo and smile
To getattention.This iswhy it's importantto buildpositive relationships from an
earlyage oras soon as possiblethe reasonforthisischildrenneedsupportand
attention from us,ifthe relationshipsarenotgoodthechildrenmayfeeltheycan
not getpositiveattentioneasilysoaremore likelytoshowunwantedbehaviourto
get negativeattention.Takingtimeto talk andhave funwithchildrenistherefore
important.
Listeningtochildrenandvaluingtheiropinion
It is important for children to feel they can express their feelings and opinions,
sometimes children may need help in doing this. If they feel theycan'texpress
themtheymay become frustratedandshowunwantedbehaviour.Thisiswhyit's
important to listen to what the children want to do, the reason why they are
showingunwanted behaviour and ideas isbecause these areallwaysofhelping
childrentodevelopconfidence.
Providingachallengingandstimulatingenvironment
Children and young people enjoy having fun and learning provided that the
environment is a stimulating one. With this in mind wehave tothink about what
type ofequipment,resources andlayoutisonoffer.Childrenmayhavethesame
toys athomesoitis worth having a wide varietytochoosefromandrotatethem
toprovidethechildrenwithachallenge.
Planningexperienceswell
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
Boredomis oftenakeyfactorinunwantedbehaviour.Childrenandyoungpeople
will often find things to do that may not always be desirable to entertain
themselves if nothing is in place to keep them busy or the activities thatarein
placearetooeasyorofnointeresttothechild.(pag.2627)
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
3. For every yearthat a behaviour hasbeeninplace,weshouldexpecttospend
one month of consistent appropriate intervention for us to see a behaviour
change.
4. We can improve behaviour by 80%, just by pointing out what someone is
doingcorrectly.
SummaryStatement:
The summary statement is the foundation for a positive support plan. The
summarystatementdescribes
when the behaviouroccurs, what the young persondoes(the target behaviour),
andwhattheyget/avoidwith
thetargetbehaviour.
E.g. When one of Davids housematesor support staffchange the channel/turn
the television off while he is watchinghis favourite show, he islikely toyelland
hitorkickthepersontogethisprogrambackon.
Gatheringdataaroundthetargetbehaviour:
When we start gathering data about a behaviour (whether good or challenging
behaviour),weneedtobeclearaboutwhatwearegathering.
WhatistheA(antecedents/triggers)forthetargetbehaviour?
WhatistheB(behavioursdescribethemclearlye.g.screamingandswearing)?
What is the C (consequential reaction what is the young person getting or
avoidingwiththebehaviour)?(pag.30andhttps://www.communities.qld.gov.au)
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
WhatnewsituationsorcircumstanceshaveImet?
Werethereanysituationthatchallengedmyskillsandknowledge?
WerethereanyareasofworkthatIfounddifficult?
Have there been any sources ofstress or tension inmywork?HowdidI
respondtoproblemsandstress?
The responses to these questions provide a breakdown of your situation into
parts and describe your strenghts and weaknesses and these results influence
your future strategies and how will you plan for and implement any necessary
changes.(pag.35)
Task 14: Reflect on some chosen interactions with the children and young
people you support. The result of your reflection should enable you to identify
your strengths and weaknesses in interpersonal relationships and seek further
advice/training on how to build and develop any skills you are lacking. The
resulting information will help you to make improvements in such areas as:
making positivechanges inyourinterpersonal style tofit your personalstrategy,
developing your skills when giving and receiving feedback, practising active
listeningskills and effectivequestioning techniquesanddevelopingastrategyso
you can personally apply the skillsand techniquesto your ownsituations.(pag.
36)
Task 15: This stage of relection is the one which will make the greatest
contribution to improving your performance. Reflecting on personal actions will
help you to identify ways of improving your future practice. The steps to follow
are:
identifywhatworkedwellandwhatdidntanywhy
identifycriticalincidentswhensomethingdifferentcouldhavehappened
summariselessonslearned
incorporatealltheaboveintoanewpractice.
10
CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA
Exemples of areaswhere additionaltraining may be neededare: assertiveness,
child protection, computing, equal oportunities, food hygiene, messy play, sign
language,workingwithdisabledchildren.
11