Outcome 1 – Be able to contribute to assessments of the development needs of children and young people Outcome 1 – Be able to contribute to assessments of the development needs of children and young people (1.1) Share your EYFS assessment records and observations with your assessor For confidentiality reasons these records are kept in the office in a locked cabinet. Assessor to confirm that observations are carried out in all areas of development
(1.2) List different observation methods and give and explanation of how they are used Diary: a daily record keeping track of everything a child has done , often shared with parents. Useful for very young children who can’t talk yet. Anecdotal: Ones you may not have seen but parents have told you. Can be added to the child’s records. Event sample: sheet is prepared with set columns e.g. time, situation, social group, etc. who write down names and situations and developmental stages. Narrative methods including running records: observer notices something interesting and writes down what they see happening and then link it to a skill or an area of development. Used to keep track of child’s progression.
(1.3) Explain how you support your observation/assessments of the children in your care (e.g. what do you need to consider when observing children?) Children can change according to who they are with and whether they know they are being watched so the children should be observed in a range of situations e.g. with other children, by themselves or when they are with an adult.
(1.4) Once you have observed a child in your setting, how do you identify that you can meet the child’s needs in your session? We can meet the child’s needs after observation with reflecting on children’s interests and views, with through play for children in early years, providing challenge and planning to be flexible.
Outcome 2 – Be able to support the development of children and young people (2.2) Share your EYFS assessment records and observations with your assessor
For confidentiality reasons these records are kept in the office in a locked cabinet.
Assessor to confirm that observations are carried out in all areas of development
(2.3) How do you contribute to the evaluation of activities that have met the child’s individual needs? You can evaluate an activity by deciding whether it was useful or the children enjoyed it and whether they were suitable. You can also evaluate an activity by judging if the activity could be repeated or adapted for other children as it was interesting for them and worked well.
Outcome 3 – Know how to support children and young people experiencing transitions (3.2) How do you support children going through the following transitions?
Settling into a nursery for the first time
Work closely with parents. Encourage children to talk about where they used to go, allow the child to have time to settle in, spend time with the child taking part in one on one activities, be honest so you gain trust.
Work closely with parents, be honest, be positive, find out more about where the child is going.
Work closely with parents, be honest, be positive, allow child to express their feelings, reassure the child, give children time to talk about what is happening
Leaving your setting to go to a new one
Practitioners will need to work closely together and share information about strengths and weaknesses, children need to meet the person who will be with them, the child needs to see where they are going, keep children involved.
Outcome 4 – Be able to support children and young people’s positive behaviour (4.1) How does your setting encourage children and young people’s positive behaviour? My setting encourages children and young people’s positive behaviour by developing positive relationships, listening to children and valuing their opinions, providing a stimulating...
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