When assessing development some factors need to be taken into account one of these is confidentiality, this means that you will need permission from a child’s parents/carers before doing observations, also when information is wrote down about a child is important that it is kept in a safe place were only the relevant people can access it. Also making sure that information about a child is only shared with parents/carers or colleagues and professionals that have the right to know.
Another factor to take into account is a child’s wishes and feelings, this means to take into account the child’s wishes when doing an observation or assessment. The child may not want to be assessed at that moment in time it is important that the child feels happy with been observed. Also think about how you write about a child make sure it is respectful towards the child. Also when assessing development Ethnic, linguistic and cultural background needs to be taken into account as a child’s behaviour, development and skills can sometimes depend on their culture, ethnic and linguistic background.
A child’s linguistic background is very important as the child may not understand what the task is as the words used are unfamiliar to that child. When assessing a child it is also important to take into account their ability and if they have any specific requirements, Some children may have a disability like dyslexia or may have a physical disability like need a wheel chair, this should be taken into account as a child may need extra time to achieve their goals or may need a one to one with a practitioner in order for their development to progress.
Another important thing to take into account when assessing a child is the information you have and making sure it is reliable. This is very important because if information is incorrect it can harm a child’s development. Also avoiding being bias is important if a child’s development is to be assessed properly, as two people may assess the same child but one practitioner may think something is more important were another may think different, it can also be if a practitioner has a strong relationship with a child this can also affect the way they assess the child.
By choosing to do a mixed use of methods this can also be a way to avoid been bias. It is a good idea to use a rage of methods and take into account the thoughts of the parents and other colleagues. 1. 3. There are a selection of assessment methods used and it is important that we can justify the method we used and understand the limitation of the method used. It is important we know how we came to the conclusion about a child and can explain the method and why we used it. Narrative description and written record (Free description) – For: We can record and assess children without them been aware.
Also this method is flexible and allows the observer to carry out frequent observations. Against: may be difficult to observe everything the child dies or says, also it can men that it is easy for observer to be bias. Checklist and tick charts- For: Observe can focus on development skills and can be less bias. Against: may not record child’s attitude towards the activity and how they socialise. Child may know they are been observed so may change performance. Time sample- For: We can see what a child is doing over a period of time and can pick as many areas of developments, attitudes, and friendship’s.
Against: Can allow the observer to be bias and also significant behaviours may fall out of the sample time. Event sample- For: We are focusing on one type of development. Against: these type of observations my not explain why the child is showing this type of behaviour. Target child- For: This helps us to gain an overall picture of what the child is doing. Against: When observing the child at this time they may not be showing their usual behaviour. Standardised tests- For: The observer is likely to be less bias.
Against: Children may know they are been observed and may not show usual behaviour. And also children may be rehearsed and show better behaviour. Filming- For: More information can be gained as visual nature and sound is used. Against: Children may know they are been filmed and not act themselves or change behaviour or way of play. Also the observer chooses when to record and this time may not be the typical of that child. Sound recording- For: The child’s intonation and speech pattern can be accurately recorded.
Against: Child may be aware that they are been recorded and also the observer chooses when and where which can also affect the way the child acts. Information from parents and colleagues- For: Other colleagues or parents may see the children involved in different situations or activities. Against: Parent or other colleagues may be bias. 2. 3- Inclusive and person centred approach means that anything involving supporting or planning for that person means they should be involved were possible. When planning for a child it should be taken into consideration what is best for the child and also how it might involve or ngage the child. This means when planning for a child it is important that we do not segregate them from others and think of ways in which we can involve others or ways to adapt a activity so that the area of development that needs support can be incorporated. I implement this in my own work by looking at an individual interests, and then when choosing or planning an activity I involve these interest so that the child will enjoy the activity and also get show there development skills as they are enjoying and are interested in the activity. . 1 When planning an environment or service for children it is important that it promotes the development of children and young people this can be done by taking into consideration all these things. Stimulating and attractive- The environment needs to be interesting and visually attractive as children learn through their senses. We do this in my setting by having bright and colourful displays, we also provide many different feels, smells, and things to look at within the setting.
Well planned and organised- The environment will have to be well planned and organised as every child will have their own interests and needs so everyone within the setting will need to organised so that all children have what they need to develop. Within my setting we do this by looking at children’s interests and planning around this, we make sure we ask other members of staff if the activity will link to any of their key children so that we can plan the activity for others. Personalised and inclusive- This means the environment needs to be personalised and have assessable activities and opportunities for all children.
We do this in my setting by making sure all children can access all areas, we also have books with the children’s close families so that children feel at home and if they become upset this may help. Encouraging and practicing participation- The setting needs to be welcoming to everyone, including children who have been there a while to children who are starting their first day, as this will help children feel settled and want to participate in activities, also they need to feel part of the setting and like they are not been excluded.
In my setting we do this by encouraging the child to take part in activities and find out what they like to do, also make sure your there if they need you for comfort Regulatory requirements met- All settings must meet the legislations, must meet the EYFS framework, Health and safety legislations of children and the protection of children rights. We do this by ensuring that all staff know and have read all regulations and make sure all staff are using this knowledge correctly.
High quality policies in place and followed- This links to the one above as all policies and procedures must be in place and followed, all policies must be up to date, reviewed and evaluated to check effectiveness. Again we do this by ensuring staff read and understand the policies and are putting them in place within the setting. Varied- A setting should vary what they do so that children’s needs and interests are been met. This is important so that a setting keeps up to date and has new things for children to do.
We do this by changing activities that are available for children to do, also going for walks or doing different activates outside. Meeting individuals and group needs- A EYFS setting needs to be able to meet group and individual’s needs. This also means having a variety of activities to help develop a child’s learning. Within my setting we do this by looking at all children’s needs and interests and seeing if two or more children have a similar need or interest we then plan or for that child/children to ensure everyone is getting the best from the setting.
Providing appropriate risks and challenges- This means the environment needs to provide some risks for children but to make sure they are supervised and the risk is not going to cause serious harm to the child. This will help the child learn and develop by knowing when something is a risk. An example of this maybe letting a child jump from a small bench onto a matt. We do this in my setting by ensuring there are appropriate challenges for the age range of the children and encouraging them to take part but we also make sure we are there to support the child if needed.
Involving parents and carers appropriately- A parent is very important in a child’s life and development so it is important that we involve parents in things that the child does while within the setting for example within my setting we have a parents evening when parents can come into the setting and talk to the child key worker and look through the child’s profile to see what the child likes to do while at the setting and how they are developing.
It is also important a parent feels happy with the setting they are leaving their child in. 4. 1- through my work I believe I have a positive effect on a child’s development I do this by been aware of the needs of the children within my care and doing my best to meet theses, this can be from needing their nappy changing to been settled Into the setting. We also make sure information is shared between relevant members of staff so that the child gets the care they need.
For example if a child comes into nursery with medicine then I would tell all members of staff working in the room that day the time the medicine needs to be given and how much, I would also make sure I write this information down on the board as a reminder to all staff. Within the setting we also try to set up activities that link to children’s interests, this is so that the children will want to do the activity and will enjoy while developing. An example of this maybe if a few children enjoy messy play but also like cars I could have a spot tray with paint in, were children could use the cars to make marks in the paint.
We also need to make sure that all children feel involved in the setting some children may prefer to play alone or just with an adult this can be done by have one to one with the child during some parts of the day. 4. 2- When institutions, agencies and services work together it can have a positive effect on a child’s development. This needs to be done by all people involved in the child’s life including parents come to an agreement on how to plan, assess and implement is agreed by all people involved.
It is important that confidentiality is remembered and understood by all people involved. When working with children it may be that people from outside the setting become involved so that the child’s development can progress. These maybe behavioural support services, health care professionals, Educational psychologists, Advisers, social workers, play specialist, speech therapists or people to help with a child’s hearing. It is important that all people involved work closely and share all information properly and that the information given is detailed and specific.
Also it is important that it is kept confidential. The effect on a child’s development is important as it can affect their health, development and learning. 5. 2- There are many different approaches and strategies when supporting positive behaviour. Some of these are; Least restrictive principles- this means to consider the ethos in the setting, it is important that this is though about as children tend not to develop a sense of responsibility for their actions if they are in an authoritarian setting.
We do this by ensuring that there are rules but only rules that are very important for example no throwing. Ensure that you praise a child more than give them negative feedback Reinforcing positive behaviour- Children are more influenced by positive rewards rather than punishments. So when a child does something good it is important that a child is rewarded this can be stickers, small rewards, praise or extra attention. The reward can be for anything from saying please.
If a child is rewarded for these things they are more likely to show this behaviour again. It is important that we reward the child straight away after showing positive behaviour as they are again this will increase the chances of the positive behaviour been show again. By giving a reward only a few times when this positive behaviour is shown it will also make the child more likely to show this behaviour again, this is because a child knows they may or may not get a reward for this behaviour so they think it is worth trying.
We do this in my setting by having charts for children who are toilet training, we also have stamps for children if a member of staff things the child did something good. Modelling- Anyone who works with children will have to be a good role model as children look and learn from the people around them so by showing politeness, consideration, and been patient in front of a child they will pick up and learn from this. We do this in my setting by ensuring all staff makes sure they are careful about what they say around children and show good manners and help children to see what people should act like.
Positive culture- the attitude an adult has towards a child can inflict on their behaviour because they can sense the level of behaviour expectations from an adult, so if an adult beliefs a child is difficult they are more likely to show this behaviour, so it is important that an adult thinks positive about a child’s behaviour. We do this by ensuring we treat all children with the same attitude and ensuring there are no children that are treat different because of how a staff member feels about them.
Looking for reasons for inappropriate behaviour and adapting responses- By understanding the needs of children and thinking about what might be influencing their behaviour; this can help promote positive behaviour. Some factors maybe been unwell or hungry, also experiencing a move or even change in behaviour because of abuse. It is important to identify these so that we can think about our response. In my setting we make sure we know of any important information or changes to the child’s life this may be small like hasn’t slept well the night before, or can be moving home.
We then ensure we help the child deal with their feelings. Speech, language and communication difficulties- Children who have difficulties communicating and expressing their feelings may show behaviour linked to frustration like tantrums, anger outbursts and aggressive acts. To support this practitioner could introduce pictures, or makaton to support communication and help the child express their feelings and needs. Speech therapists or language teams can help practitioners with this if needed.
Attention deficit- Some children find it difficult to concentrate this can lead to a child showing erratic and restless behaviour, it is important to find ways of keeping and retaining their interests as this can affect their learning . some ways of doing this can be proving sensory activates, keep to strict routines and structures, avoid situations where the child is kept waiting, ensure activates are open-ended so the child can leave if there concentrate goes.
Also provide feedback to the child including rewards and make sure this is done often, use props and cues to the child rather than telling them something. Individual behaviour planning-When a child shows inappropriate behaviour, an individual plan can be set up for that child. This should involve the parent and also were possible the child. In my setting we may look at child that is biting for example and think of ways to deal with this we then would try the different ways until one worked, we make sure we inform the parents of anything we do that involves their child.
Phased stages- To start a practitioner need to think about what exactly needs to be achieved, if there is more than a couple of things it is important that we prioritise them so that we are not trying to push the child to much. It is important that we think about a child’s ability and ways of reducing the effect of the underlying issues are also examined. Behaviour management programs work well when targets are set that are likely to be achieved and they are clear. It is also important to have a timescale and date in which the situation is reviewed. Also parents must be involved and agree with everything taking place within the child’s life.
Following management plans- It is important that there is a plan within the setting and that all staff follow and agree to this, this is important because children need consistency and find it hard to cope with different approaches are being taken with them. We do this by ensuring all staff have the same knowledge on a situation or rule and make sure all staff take the same approach this could be for washing hands for example, as this may confuse the child if different staff use different methods. Containment- This is about preventing children from getting themselves into further trouble.
If a child knows that they are out of control they may look to an adult to help them stop what they are doing. This can be by staying close by and helping the child stay out of the situation. We may do this by helping a child to calm down, we may do this by laying the child in an area which is soft, and making sure the child cannot harm themselves. Boundary setting and negotiation- For a child it is important that they learn boundaries, and that these stay the same. It is also important that they know the consequences for their behaviour and also rewards for positive behaviour.
We do this by telling a child what they have done is wrong and why it is wrong, we would then encourage them not to show this behaviour again by not talking about it too much and focusing more on their positive behaviour. Helping children to reflect on their own behaviour- depending on a child’s development level, it can be helpful if a child knows they are responsible for their own behaviour. This can help as we can ask them questions about reflecting on their own behaviour, this can help children focus on the skills they have, and will focus on the positive behaviour.
Reflection on and management of own behaviour- Looking at our own behaviour is also important as we should make sure we are calm, fair and age appropriate, and focus on positive behaviour. It also important we look at ways we deal with certain behaviour, this is very important some ways we deal with things can actually encourage unwanted behaviour. Anti-bullying strategies- As children are developing their social skills all the time it is important that we teach children how to play alongside each other, we can do this by praising children who show thoughtful and kind behaviour.
When a child shows unwanted behaviour by trying to exclude others it is important that we intervene quickly. With older children this can be done by having circle time and discussions about playing nicely and involving everyone. Time out- When giving time out it is important that it Is not seen as a punishment but giving the child a chance to calm down, and should only be used with older children as this can make young children feel unwanted and left out. When giving time out it is important that you tell the child they have been given this time to calm down and that you are there to help them do so.
Say a determined NO- It is important that children know the word no means no and it does not allow them to continue with the unwanted behaviour, this will work better with eye contact and facial expressions. 6. 1- when a child is experiencing a transition that we know how to support them these are some ways of supporting transitions; Explaining to children what is likely to happen- If a child understands what is going to happen they are more likely to have a successful transition. The timing and depth of the explanation is very important.
It is important to give the little at a time information this can be done by looking a books or on the internet about the transition for example if a child is moving from nursery to school you could provide the child with a book about the school and teachers. Taking our cue from children- Some children may not want to talk about the transition or not be interested so it is important that we leave a child if they do not seem interested or not want to listen as we may make the situation more scary or uncomfortable for them.
Allowing time for information to be processed- Some children may not have a reaction or questions straight away it may take some time for the information to make the child react so it is important we give the child time but also make sure we are there if the child is ready to talk or ask questions. Being truthful and answering questions- When a child or young person has trust for you they may be able to ask you questions, it is important that we are truthful with the child and answer questions and then let the child think about it.
Listening to and acknowledging children’s feelings- It is so important to listen to a child even if they are saying negative things, by having a child talk to you this means they trust you, it is also important that the child feels you are listening to what they are saying and taking it in. Reassuring a child- When a child goes through a transition they may need reassuring and may need to know what they are feeling is normal. By listening and understand a child’s feelings we can then explain things to them.