1.1 Explain the factors that need to be taken into account when assessing development • Confidentiality and when, for the safety of the child or young person confidentiality must be breached. • Children’s wishes and feelings
• Ethnic, linguistic and cultural background
• Disability or specific requirements (Additional needs)
• Reliability of information
• Avoiding bias
When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially can only be broken when a child is at real risk. When carrying out observations you must take account of the child’s wishes and feelings if a child is upset or wants you to stop then you must stop. Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account when carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable. Reliability of information no one can get an accurate picture of development if the information is not accurate this can harm the child’s development and the underestimating of their potential. With observation we must understand the limitations of each type of observation method. Avoiding bias when observing children we must remain completely objective also having 2 people observing the child at the same time can produce a more accurate account. The best way to avoid a bias objection is to use a mix of methods such as a sticky note to write down the observation and a tick list such as "can X catch the ball with both hands?". Also it is always best practice to take into consideration the observation and thoughts of others including other settings and parents.
1.3 Explain the selection of the assessment methods used
This will depend on the methods each setting uses most frequently to conduct assessments and then what else is available for them to of made those decisions against. Different ways of recording are:
Pictoral, diagrammatic, charts
Note making on anything to hand or pre-arranged materials
Types of observations could be:
Means of collecting information provided by parents, carers, colleagues Spontaneous notes, snapshot or post-its that record 'wow or surprise moments Event sampling - good for monitoring settling in/times of transition, potential patterns in behaviour, evaluate specific interests or resources Spider's web - good for assessing attachment to a key figure and what might support the child's developing confidence & independance eg. if particular type of activities engage their interest Tracking or tracker observation - similar to spider web obs, good for assessing resource use, social grouping and time spent at activities. Target child observations - provides a detailed profile of a child at each minute of a ten minute duration. These are pre-coded observations where codes that have been agreed ahead of time/proactively describe particular actions, activities or behaviours, whilst reducing time during an observation they rely on knowledge of the codes and their meanings or definitions. eg: code - ADM = adult directed manipulation, GWR = game with rules, DB = distressed behaviour, PRE = pretend play, SSC = small scale construction, LSC= large scale construction, WA = watching. Codes may differ setting to setting depending on need and maybe link to frameworks to evidence development. Narrative observation
Time sampling - good for seeing how a child spends a section of their time at...