CYPW 024 Promote child and young person

Topics: Childhood, Autism, Childhood Autism Rating Scale Pages: 6 (1686 words) Published: December 4, 2014
CYPW 024 Promote child and young person development

1.1 Explain the factors that need to be taken into account when assessing development. Firstly all development of each child will be child centred so their wishes, feelings and abilities are taken into account before planning anything to help their development (risk assessments / activity planners) When assessing a Childs development disability/special requirements should be made aware of this is because disability might slow their development down. For example people with autism have a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. Age and stage of development should be made aware of, this is usually marked down from birth and is on the Childs records, things such as height, weight and immunisations they have had. By looking back on records we can assess the development to see if they are doing the right things for their age or if they are not developing in areas. The correct help and support can be given early if there are any problems Ethnicity and cultural backgrounds should be known about when assessing the Childs development this is because some ethnic backgrounds do things at different ages for example some religions are strict in what their children can do. Any additional needs should be recorded about a Childs development if things are cause for concern and need to be followed up in the future.

1.3 Explain the selection of the assessment methods used.
The Common Assessment Framework (CAF) is a shared assessment tool for use across all Children's Services and all Local Areas in England. It aims to help early identification of need and promote co-ordinated service provision. Common Assessment is for children with additional needs. These are children and young people who, according to the judgement of practitioners, require extra support to help them achieve the 5 Every Child Matters Outcomes: Be Healthy

Staying Safe
Enjoying and Achieving
Making a Positive Contribution
Achieving Economic Well-Being
Using the referral pathways documents for guidance, practitioners should complete common assessment for a child if they recognise that the child / young person have an unmet need at the vulnerable through to complex level. It is for everyone who works with children, young people and families, whether they are employed or volunteers, and working in the public, private or voluntary sector. It is for staff working in Health, Education, Early Years and Childcare, Social Care, Youth Offending, Police, Youth Support / Connexions Service, Advisory and Support Services and Leisure. It is also for practitioners who work in services for adults, as many accessing those services are also parents or carers.

Childhood Autism Rating Scale (CARS) is a behaviour rating scale intended to help diagnose autism. CARS was developed by Eric Schopler, Robert J. Reichier, and Barbara Rochen Renner. CARS was designed to help differentiate children with autism from those with other developmental delays, such as mental retardation. Although there is no gold standard among rating scales in detecting autism, CARS is frequently used as part of the diagnostic process Development of the CARS began in 1966 with the production of a scale that incorporated the criteria of Leo Kanner (1943) and Creak (1964), and characteristic symptoms of childhood autism CARS is a diagnostic assessment method that rates children on a scale from one to four for various criteria, ranging from normal to severe, and yields a composite score ranging from non-autistic to mildly autistic, moderately autistic, or severely autistic. The scale is used to observe and subjectively rate fifteen items. relationship to people

emotional response
object use
adaptation to change
visual response
listening response
taste-smell-touch response and use
fear and nervousness
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