MU 2.2

MU 2.2: Contribute to the support of child and young person development

1.2. Identify different observation methods and know why they are used

Different methods of observations are appropriate for different situations.

Narrative (AKA running records).
This methods are the ones where you write at the time what children are doing, notice something interesting, or are looking for a specific skill or area of development, simply writing down what you see as is happening.
This method is used as it can provide a rounded picture of a child, and no preparation is needed.
Diary
Is when a daily record is kept of what children have done. This is often shared with parents and is useful for children and young people who do not have speech, like a baby or a young person with learning difficulties.
This method is used as it can help other to know what a child has been doing, and it also provides a long time record.
Anecdotal
These observations are the ones you have not actually seen but are points that others such as parents might tell you about, after something important or interesting has happened they can be written down in a diary or the child’s records.
This method is used as it can help other to know what a child has been doing in a different situation.
Time Sampling
This observation allows you to look at what a child does over a period of time, such as morning or part of the afternoon.
This method is used as it can provide a snapshot view of what the child doing and is also possible to record the activity of more that one child.
Event Sample
A prepared sheet is drawn up in advance considering carefully the type of information that needs to be collected. A column is put down for each piece of information. When the behaviour is seen, the person who has seen it should fill in the sheet,
This method is used to look at how often and in what circumstances a child shows a particular behaviour.
Checklist
Check list are easy to use because they focus the observer on particular aspects of child development.
This method is used as it is quick and easy to use, and you can repeat the assessment and see the differences.

3.1. Describe the different transitions children and young people may experience.

Throughout childhood there are many different points when children have to cope with changes. Some changes are difficult for children such as when parents separate or when someone close to them dies. As a result of changes, some children’s development can be affected. They become afraid, tearful or on the other hand angry and frustrated. Knowing what type of transitions children might face can help us to support them.

This table shows some of the more common transitions:

Emotional
Change in family circumstances
Parents might separate, new people might join the family (step-brothers), siblings might no be born, some close to the child might become ill or die, families may become short of money or become wealthier, parents might start working away from home or longer hours, might lose their jobs or work from home.
Changes in friendships
A friend might move away, friendships might change.
Changes in carers/practitioner
Might change nanny, au pair or move childminder.
Physical
Change in location
Might move area or country might move home.
Physiological
Changes in health and body
Might become ill or develop a chronic medical condition that requires treatment. Going through puberty
Intellectual
Changes in setting (Each setting will have its own rules/style and expectations)
Might move from pre-school or nursery, move from class, move schools, start going to breakfast or afternoon club.
Other
Daily transitions
Moving from one setting to another as part of their routine, going to a club or lesson.
Between carers
Going between parents and practitioners.

3.2 Explain how to give adult support for each of these transitions.

Emotional
Change in family circumstances
Work closely with parents and share information about the child’s needs, give them time to talk about what is happening, allow them to express their feelings, reassure them, look out form more information from specialist organisations.
Changes in friendships
Encourage children to express their feelings, help them make new friends.
Changes in carers/practitioner
Work closely with other practitioners to learn more about the child, and visit them so they can get to know them.
Physical
Change in location
Work closely with parents, allow time to settle and talk about where they use to be or go, spend time getting to know each other to find out more about the child.
Physiological
Changes in health and body
Work closely with parents, look for more information, allow time for questions, reassure.
Intellectual
Changes in setting (Each setting will have its own rules/style and expectations)
Share information about children’s needs strengths and interests, meet the person who will be with them,, involve the children.
Other
Daily transitions
Allow time to settle and adjust, give plenty of warning and avoid rushing them.
Between carers
Aim to be consistent, consider using a diary so everyone know what the child has done.

4.1. Explain how a work setting can encourage children and young people’s positive behaviour.

In my work setting there is Positive Behaviour Policy that intents to manage children’s behaviours and has clear procedures that staff must follow to encourage positive behaviour and also to manage unwanted behaviour.

There are many ways in which we can help children/young people to learn about positive behaviour.

Positive relationships play a key part in behaviour because children and young people need support and attention. Therefore is important to take time to talk and have fun with children.

In the work setting we encourage positive behaviour by meeting their basics needs and listening to children and valuating their opinions, children need to express their feelings. It also important to provide a stimulating and challenging environment, so children can enjoy and have fun while learning, we encourage this by planning the experiences well and giving children choices to allow children to learn about having some responsibility. Being inclusive and thinking about children as individuals and about what they need, showing positive behaviours such as kindness and taking turns and gentleness, also setting clear and fair boundaries that are right for their age. We reinforce positive behaviour by giving them praise, encouragements and rewards. We also encourage children to resolve conflict by themselves.