Child Care

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Unit 1: Contribute to the Support of Child and Young Person
Development
Unit code: CCLDMU 2.2
Unit reference : Y/601/3236
QCF level: 2
Credit Value: 3
Guided Learning hours: 25

1.1 Observe and record aspects of the development of a child or young person

1.2 identify different observation methods and know why they are used There are six different observations;
* Narrative
* Time sampling
* Event sampling
* Diagrammatic
* Check-list
* Longitudinal study
Narrative: The narrative most important to observation. They need to write everything and record what happens and write plenty of information * Descriptive
* Detailed
* Target child
* Diary description
* Anecdotal record
* Tape and transcript

Time sampling: I need to do observation when child eating and playing. Diagrammatic: Observe the child how they develop and record about how they growing. * Pie charts
* Bar graphs
* Flow diagrams
* Growth carts
* Social grams
Event sampling: I need to observe child when something happen like; behaviour, special day (birthday party) incidents or accident and play with other children. Check list: A list on which the teacher checks the behaviours or traits observed before, during or after the behaviours occurs. Longitudinal study: A list of behaviours made into a scale, using frequency of behaviour, which the observer checks before, during or after the behaviour.

1.3: Support assessment of the development needs of a child or young person * Physical communication
* Intellectual
* Cognitive
* Social development
* Emotional
* Behavioural
Physical development: Fine Motor Skills and Gross Motor Skills

Development of Gross Motor Skills
* Walking
* Running and climbing
* Hopping, skipping and catching
* Pushing and pulling toys or equipment
* Carrying large objects
Development of Fine Motor Skills
* Using hands and fingers
* Drawing, colouring, painting, writing
* Playing with musical instruments
* Social skills; using a spoon, fork and knife
* Dressing and undressing
Intellectual or cognitive development means: How they using brain, what they knows, understanding, memory, concentration, attention and how to use imagination. Social development: That is mean how they active with others and child to live easily with other members of the community. Emotional development: How they feel them self and the development of self-esteem and self-concept. Behavioural development: That is mean how they child show their self.

1.4 Suggest ways the identified development needs of a child or young person can be met in the work setting

* Meeting the individual child needs
* Reflect children’s interests through play or similar matched activities

2.1 Carry out activities with a child or young person to support their holistic development.

Name : Play dough (physical and language skills)
Age: 2 years old (boy)
Date : 27-09-2012
Time: 10:15
Playtime : 10 – 15 minutes
Observe time: 5 minutes

2.3 Contribute to the evaluation of the activities meeting the child or young person’s identified development needs After the activity I observed that the child was happy and motivated. The child learned how to mould play dough in to different shapes.

3.1 Describe the different transitions children and young people may experience. Social and emotional
(0-3 mouth)
* Begin to develop a social smile
* The baby can enjoy playing with other people and may cry when playing stops * The baby can enjoys feeding and cuddling
* Imitates some movements and facial expressions
(3-6 mouths)
* The baby is learning to recognize familiar faces
* Enjoy playing with other
* The baby will smile in response to an adult
* The baby turns to person’s voice
(6-9 mouths)
* The baby might offer or share toys to others
* The...
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