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CYPW level 3 Unit 24

By chrissyt1na Nov 06, 2014 1903 Words
Unit 024

Outcome 1

Explain the factors that need to be taken into account when assessing development

Assessing children and young people's needs has to be done sensitively and accurately. There are a number of factors to be considered.

It is important that the details of any assessment carried out remains confidential unless there are serious concerns regarding the childs well being or safety. Then confidentiality will be breachd on a need to know basis and relevant agencies would be contacted in line with policies and procedures. It is also important to receive permission from the parents and the setting you work for.

Assessing a child or young person with a disability should not be compared to other children on their stages of development instead assessed on their own rate of development and progress. Low self- esteem also needs to be taken into consideration when assessing as compared to friends and other children and young people, a child with a disability may feel inadequate or feel resentment at not being able to do the tasks their friends or peers can.

Childs feelings or wishes
If a child or young person has on going family problems at home they may regress in their development or their behaviour may change. It is important to remember not to force a child or young person to complete tasks/activities you ask of them and when observing, you make them feel uncomfortable or are asked to stop you must do so. You would not get an accurate observation by forcing a child or young person to do something against their wishes and it will only cause them to be upset.

Outcome 3

1. Explain the features of an environment or service that promotes the development of children and young people

Our outdoor/indoor play areas are stimulating and attractive to children to encourage them to use their senses to learn, there are plenty of play opportunities provided we keep the areas interesting and visually appealing. We are well planned and organised around the children we have areas which challenge, keep childrens interests, and meet childrens needs , as every child is unique they have their own needs, personality and interests these are planned and organised for. The EYFS requires settings to personalise the activity and play opportunities for children in ways which are inclusive. Making us think about what is assessable for children as well as what is available for children. The EYFS also requires that we encourage children to participate and shaping a child’s attitude we have to look at ways of helping children learn about valuing others, promoting equality, diversity and inclusion. The setting must also meet the EYFS' statutory framework, health and safety legislation child protection, safeguarding of children, all the children’s act. The setting has policies and procedures that need to be reviewed updated and evaluated to check effectiveness. The setting needs to give children varied and new opportunities to play to keep children’s interest and to get staff thinking of fun new ideas. We plan around the individual and group needs of our children with the activities we do daily . we risk assess to keep the children safe and give adult supervision at all times but this means we have to encourage children to evaluate risk for themselves and give them some challenging activities.

Outcome 4

1. Explain how own working practice can affect children and young people’s development

If you're not practicing properly then the children will not be learning properly, by doing observations and assessments you will be able to plan for the individual child and their needs by adapting activities for them, also children need to be challenged if the work they are given is to easy they will become bored. If you go in to your setting upset or in a bad mood it will effect the children as they pick up on things and if you are shouting because you're in a bad mood they may not want to join in an activity you are doing.

2. Explain how institutions, agencies and services can affect children and young people’s development

Speech and language can help children overcome most of their problems. By helping children gain the ability to use language they can help children gain confidence and self esteem I have seen this in my setting with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration. This is because they can now express themselves.

The Senco in an educational setting give support to children and families with special needs this person/s is also responsible for identification of special needs.

Additional learning support staff works within and outside schools providing a range of services to help children who have certain specific educational needs. This might include people like teaching assistants or advisors to provide support and train staff.

Youth justice this is based on children with behavioural problems these people will work with them and social workers to help them.

Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children.

Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners with aimed support programmes for that child once they have identified the child’s needs.

A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care also health visitors come under this title for measuring and assessing a child’s development .

A psychiatrists is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems. Physiotherapist this professional help children with their movement especially those who have little or no movement they are trained to get the maximum movement and skill level.

Referrals can take the shape of common assessment form which are filled in then in my setting passed upstairs to the health visitor, speech therapist or other health professionals that are required after being checked by the senco in the room.

Speech and language also have their own referral forms which will be filled in and checked by the senco before being passed to the speech and language therapists.

Early years action plans and plus plans are filled out and passed to the senco who will then speak to an education psychologist. With primary and secondary schools they also have school action plans which will be run through their senco and the school run individual learning plans.

Analyse the importance of early intervention of speech, language and communication delays and disorders and potential risks of late recognition.

Some children have language and communication delays. Before the programmes are put into place to support their speech and language development, they will have showed signs of frustration at not being able to express themselves sometime this came in the shape of aggressive behaviour. These children may have felt isolated and didn’t want to participate in group activities or play with any other children, they had little confidence and self esteem. Some children don't speak at all, others have medical problems, in my setting a little girl's first language is not English so she is learning, this is effecting her social, emotional and cognitive development.

Having language and communication skills allows children to be able to think, to control their behaviour, and express themselves, to process new information. Language also is the key to literacy, without a good skill level children will find it hard also to read and write as they find it difficult to understand the letter sounds and shapes. The early people can positively intervene the better it is for the child’s chances to change and be able to lead a normal happy life. If they are not met that child might also suffer bullying from other children, difficulties accessing the curriculum and therefore not achieving their full potential at their setting or school, they can become bored/disaffected .

Outcome 5

2. Evaluate different approaches to supporting positive behaviour.

Providing an alternative ( not to be confused with a reward, e.g. if you complete this task now, later on you can ...)


Ensures set work is completed.
Avoids confrontation.
Sets out clear expectations.

Other children may be jealous or misinterpret it as a reward and misbehave to gain similar treatment. May cause more work in terms of providing alternative.

Tactical ignoring of negative behaviour

Child learns that they will only receive attention for positive behaviour and adjust accordingly.


Only works if negative behaviour is a result of attention seeking. Very disruptive to environment.
Other children may try to copy behaviour.



Takes child’s mind off trigger for negative behaviour.
Provides a means of exhibiting positive behaviour and thus praise and rewards.


Child may be resistant and therefore situation could escalate. May require thought and planning.

Positive reinforcement


Encourages children to repeat positive behaviours.
Gives children an incentive to behave in a positive way.
Is tangible and achievable to all.


If used too frequently or not frequently enough can lose their incentive. May not appeal/work for older children.
Dependent on timing – if you miss the positive behaviour the child may feel ignored.

Outcome 6

1. Explain how to support children and young people experiencing different types of transitions

When children go though transitions they need people they have built up positive relationships with to help support them through the changes in their lives. We use circle time to explain to the children what is going to happen and they can talk about their feelings children will make a better transtition if they know what is going on. We take are cues from the children on how much information is given and how much an explanation is required. We allow time for the information to be processed some children might have delayed reaction and might want to talk later at a more quieter time.we are always to be trueful in all our answers so we keep their trust. We listen and acknowledge how the children are feeling and we reassure the children that what they are feeling is normal and other children have been through this. In my setting one of my key children has recently gained a baby brother in to her family and at first she was upset about the change, I tried to support her in this by reading stories with her about new babies in the family, reminding her how much she likes to play with the dolls at nursery and telling her when her brother is a little bit bigger she will be able to play with him too. I have recentley gained a new key child who has just moved to Leeds from London, he is living in a new house and attending a new nursery, I tried to spend as much time as I could with him to make him feel welcome and to develop a bond with him, when he got upset I gave him a cuddle and tried to engage him in an activity, for example he likes to play in the sand so I would ask him if he would like to make a sandcastle.

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