CorinaBotoroga

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)

Task 2: Children and young people may be observed in a variety of

circumstances like: group, solo, oneto oneinteraction, with adults, without
adults. In addition to observation taking place in different types of groupings, a
varietyofdifferentmethodscanbeusedtomakedevelopmentalobservationsas:
checklist, graphs and charts, naturalistic, structured, focus child, time sample,
eventsample,diary/longitudinalstudyandsnapshot.
Observingachildisaninstrumentthatparentsandeducatorscanusenotonlyto
gauge a childs developmental progress, but to discover new things about the
childthatcanbeincorporatedintofutureactivities.(pag.67)

CorinaBotoroga
SH45961/DLC
CedarLodge,HengraveRoad,Culford,IP286LA

Task 3: Making a valid assessement means the child careworkershouldhave

some information as: details of observation carried out inthechildcaresetting,
parents observations of their childs development duringthetime,observations
of other practitioners who have worked with the child. Once the date has been
collected is required some actions as a result of theassesement: setindividual
goals forindividualchildren, provideappropriateplayactivities,provideindividual
help, identiffy any developmental delay and in conjunction with the parents
considertheneedtoseekofspecialists.
Therearevarious factors thatmustbetakeninaccountwhenassessingachilds
learninganddevelopmentneeds:
The settings assessment framework as EYFS Statutory Framework that
set out how the child care provider can promote the learning and
development of the children they carefor by providing information on the
following areas of practice: the areas of learning and development, the
earlylearninggoalsandassessementarrangements.
Commonassessment framework theCAFis anassessment toolforuse
across all childrens services and all local areas in England. There are
three key areas to consider:development ofchild, babyoryoung person
which include health and emotional and social deveopment parentsand
carers,familyandenvironmentalfactors.
Contributions from others all adults who interact with the child should
contributetotheprocess.
Reliable information incorrect information could result in under or over
estimationofthechildspotential.
Confidentiality each childs record should be kept in a separate file so
that parents can access their own childs record without glancing at
anothers child. The records should be kept in a locked cabinet or
password protected computer file. The confidentiality is very important

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)

Task 5: A holistic approach to child development considers all skills to be

importantand requires everyreaofthechildsdevelopmenttobesupported.The
childcare setting should provideawidevarietyof easily accessiblelearningand
play materials and activities of sufficient quantity to implement the child care
settings programme and meet the holistic developmental needs of the children

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)

Task 6:In order tomakethemostofanyobservation,youmustrecordwhatyou

havewitnessed, idealy onthe spot atthetimeoftheobservationinaformthatis
clearly understood. Different methods of recording observations include: notes,
records,checklists,worksamples,timingtheobservations.
Notes: quick notes that can be elaborated on at a later stage and will be the
basisofmoreindepthnotesorrecordsaboutthechild.
Records: writing as you are witnessing the child or writing after you have
observed.
Checklist: you can quicklyscanthechecklist and useitto markthepresenceof
numerous abilities during the observation. The information gathered canthenbe
usedtoformulatefutureindividuallearninganddevelopmentalplans.
Work samples: along withyournotesandrecordsyoucanalsoincludeexamples
of drawings and other projects that the child created as part of the overall
portofolioof the childsprogress.Ifitistoolargeyoucanincludeaphotographof
theworkinthechildsfile.
Timing andobservation:the time ofobservation shouldbe noted and the record
shoulalwaysbedated.(pag.2021)

Task 7:To be abletomakearealisticassessementofthesuccessoftheactivity

youmust understandthepurposeoftheplannedactivityandhowitrelatestothe
curriculum, toknow andunderstandwhatcriteriathatwillbeusedtoevaluatethe
success of the activity, to take ccount of the context whithin which the activity
tookplacewhenofferingcommentsuponit.
The information you pass on relatingto the success of theactivity shouldbe as
follows:

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)

Task 11: Adults working togheterwho are ableto demonstrateconsistency and

predictability have a significant and positive impact behaviour. Each setting will
have abehaviourpolicy, which should describeclearly the waysin which adults
promote positive behaviour and respond to inappropriate behaviour. being
familiar with the policies and procedures in the setting will help adults to
contribute fully to the settings approach to promoting positive behaviour.
Understanding the principles behind the policy and knowing the rules, rewards
and consezuences that operate in the setting is vital for the effectiveness of
adultswork.(pag.29)

Tast 12: Childrenmaybehave theway they do becausetheyhave learnedthat

behaviour, or because they have not learned alternative, morepositive ways to
act. Children rarely learn from one cycle of doing and receiving consequences.
Repetition over time is a necessary part of learning. The more consistent and
immediatetheparentisingivingconsequences,thefasterthechildlearns.
There are three primary ways of learning: explaining, rewarding, and providing
negative consequences. Acknowledging positive behaviour is as important as
correctingnegativebehaviour.
Assumptions:
1.Behaviourislearnedandservesaspecificpurpose.
2.Behaviourisrelatedtothecontextwithinwhichitoccurs.

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)

Task 13:Wecan relfect oneveryaspectofthework:skills,knowledge,attitudes

andbehaviour. Oneway of relecting istoplantosetasideaperiodoftimeevery
so often, to think backover how you haveworked. This means asking yourself
questionslike:
WhatdidIdowell?
DidIdoanypreparationsorplanningthatmademyworkeasier?
WhatdidInotforesee?

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.

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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.

Of course in addition to coursesor trainings you couldask otherpeople to help

you to reflect but you have to take the responsibility for making any changes
yourself.(pag.3637)

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