CYP Core 3.1: Understand child and young person's development
L3 Children & Young People's Workforce
All children's sequence of development is the same, however the pace at which they develop is different as it is influenced by personal, social, family and environmental experiences. To promote development and help children to reach their milestone, it is important that practitioners make observations and monitor their progress regularly. To promote children's well-being, it is also important to understand the behavioural changes that children manifest.
The table below outlines the different methods that can used to monitor children's development and behaviour
- Milestones for standard measurement
- Progress report
- Information from carers
- The assessment frameworks
- Observation methods
The table below illustrates the various methods of observation:
Observation Methods
| Method | Description | Example |
|---|---|---|
| Narrative or descriptive |
Writing everything you see in detail. The data is factual. Recording information continuously for half an hour or one hour. |
Observing child playing with toys or playing with other children. Recording what they say and how they respond to others. |
| Check list | Pre-prepared list of skills or competencies that a child can do. Suitable for checking physical development. |
Threading beads Drawing with crayons or pencil Completing a 10 piece jigsaw puzzle Cutting out shapes with scissors Catching a ball Climbing a frame Riding a bike |
| Time sample | Chart format is used to record specific and selected information at chosen time intervals. | Frequency of playing with certain toys.
Observing children's mood in the mornings or in the afternoons. Observing social behaviour every 15 minutes for 1 hour. Observing behaviour at different play locations in the nursery: every 10 minutes for one hour. Observing behaviour at lunch time: every 5 minutes for half an hour. Observing indoor or outdoor activities every 15 minutes over a period of 1 hour. |
| Event sample | A chart format is used to record specific actions, incident or behaviour observed whenever it occurs. | Observe aggressive behaviour such as spitting, biting or hitting other children. Observe emotional behaviour such as crying or sulking. |
| Identify another method that is used in your setting | Describe another method used in your setting | Give an example |
Factors affecting children's pattern of development
| Factors | Example | Intervention |
|---|---|---|
| Disability | Physical e.g.one limb Sensory e.g. hard of hearing or partially sighted |
Positive attitudes – Paralympics Recognition of achievements – medals and stickers Provide a safe learning environment in mainstream schools and nurseries. User friendly surrounding for wheel chairs users eg ramp, lifts and practical support. Sensory activities , use pictures , braille Sensory room - music for partially sighted |
| Cultural | Faith and religion for girls - barriers to engaging in physical activities
such as sports and swimming which can stunt physical development. Lack confidence and may not have any friends. |
|
| Learning needs | Dyslexia Autism Asperger syndrome |
Teaching assistant to support children with reading and writing Provide colour lens or filter paper for reading. Use diagrams and lots of pictures to convey knowledge. Special schools and psychologist |
| Communication | New in the country, not able to speak English
Child may be hard of hearing. Some children are shy or lack confidence. |
Esol classes available to young people between the ages of 16-19 in colleges. In the childcare setting, have translators. have sign language available Use puppets, sing songs or nursery rhymes to promote language and communication. allocate a buddy friend to new comers. Use pictures and gestures to tell stories. Speech therapist to teach children to speak. |
| Environmental | Poverty – no heating or living in damp houses which can put child at potential
risk of respiratory problems and hence child may not attend school regularly
which will affect their education and lack of having friends or social life.
Low income families can not afford computers or books for their children. |
Schools can contact social housing Schools can make referral to GPs School can contact education dept to explore possibilities of temporary distant / home learning. Join the library to loan books and have facilities to use computers. Grant are available from local education authorities or colleges to help with paying for the books or stationary |
Speech, language, communication delays and disorder
Importance of early identification of speech , language
and communication delays:
- To make early referrals to speech and language therapist so that therapy can begin soon as possible. Late recognitions of children's inability to communication will have a negative effect in the other areas of child's development, for example, child may have difficulty socialising or have low self-esteem.
- Introduction of early interventions may prevent long-term issues with communication in the wider context such as not being able to reading or write, therefore unable to get employment or feel isolated from the community.
- Practitioners can concentrate on the development of language by planning and designing activities that specifically promote communication skills.
- Carry out special observation to identify the barriers to communication, so that practitioners can remove the obstacles.
REFERENCES
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
DFE (2014). Statutory framework for the early years foundation stage
DEF(2014). Early years (under 5s) foundation stage framework (EYFS)
DFE (2014) Keeping children safe in Out of hours provisions
DFE(2014) Early Years Outcomes
Parents - guide to EYFS (2014)
What to expect and when (2014)
The British Association for Early Childhood Education
(Supported by DFE)
Every Child Matters 2003)
Effective Pre-school and Primary Education 3-11 Project (2003-2008)
DFE (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)
Parliament (2003) Every Child Matters
Tassoni et al (2010) Level 3 Diploma Children and Young People's
Workforce (Early Learning and Childcare). Pearson: Harlow Essex
Caroline Meggit et al (2011) CACHE Level 3 Children and Young People's
Workforce Diploma: Early Learning and Child Care.
Hodder Education: London
www.gov.uk/government/
publications/
2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk