Unit 1 Contribute to the Support of Child and Young Person Development

Topics: Childhood, Developmental psychology, Special education Pages: 9 (3144 words) Published: March 5, 2013
Be able to contribute to assessments of the development needs of children and young people. 1.2 Identify different observation methods and know why they are used.

Methods| Diary| TimeSampling| NarrativeRecords|
Why I use this| To record what a child has done| To see if there is a regular pattern| To show a child’s progress| When I use this| All the time during your observations| When a child displays a change in their behaviour| Mon- Fri. during lunchtime| Advantage1| Evidence of what a child has experienced| To identify a reoccurring pattern| Highlight area’s for progression| Advantage2| To show parents their child’s achievements| This gives you written evidence| It can give you an all round view of a child| Disadvantages1| Lack of time to record information| Significant information may be missed| To write and observe at the same time| Disadvantages2| Inconsistency of observational recordings| Recorded information not used| It can be hard to write down in words a descriptive information|

1.3 Support assessments of the development needs of a child or young person. An assessment of the needs of young children provides us with an understanding of children's developmental status and condition in order to define the areas which are most in need of attention. Integrated ECD (Early Child Development) is a complex concept which encompasses several aspects. A child's development during the early years consists of physical (both health and nutritional status) and motor development (gross and fine motor skills), social and emotional development (in terms of social relationships, culturally appropriate behaviour, values, and self-esteem), and cognitive and language development. Measuring the status of children requires indicators that capture the different aspects of integrated ECD. A single indicator will not be enough. Rather, it is increasingly common to work with a child profile in which various indicators are incorporated. ECD is not only an integrated but also a continuous process which start in the prenatal phase and extends until the transition to primary school. Development needs and milestones of young children shift over the years and experiences can have a lasting impact. Experiences such as malnutrition or neglect in the very early years will influence a child's developmental status as a toddler and in later years. Types of assessments include:

* assessments for an overview of current child status
* assessments to support learning (e.g. by parent or teacher to see what type of activities the child is ready for; mostly informal) * assessments for the identification of special needs (e.g. growth monitoring to identify malnourished children) * assessments for program evaluation (to determine whether the program is effective in reaching its goals, or to compare alternative program models and approaches) * assessments to monitor trends (e.g. assess the status of children within or across regions and over time) * assessments for high-stake accountability (to hold individual students, teachers or project managers accountable)

1.4 Suggest ways that identified development needs of a child or young person can be met in the work setting. The needs assessment will identify specific groups of children that are already behind in their development. However, the preventive nature of an ECD program asks for identification of the children that are at risk of being behind and most at risk of not developing to full potential. There are a wide range of factors that make a child especially vulnerable. Especially vulnerable are children affected by:

* Abuse or neglect
* Physical or mental disabilities
* Malnutrition
* Poverty
Children learn in different ways and can have different levels or kinds of SEN (Special Educational Needs) so if a child has SEN, the school will increasingly, step by step, bring in specialist...
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