Cu1520: Promote Child and Young Person Development.

CU1520 gain ground CHILD AND YOUNG soulfulness nurture. 1. 1 formulate the factors that need to be contemplaten into count on when assessing cultivation. When assessing a s overhearr you must be c beful to force into account secludedity onward carrying out an observation you must collapse call downs and the settings permission and not to ease up confidential material lying around they must be secured in a locked cabinet. Only talk to authorized slightlybodyal well-nigh confidential material. This confidentially fanny only be broken when a babe is at real risk.When carrying out observations you must take account of the electric s viewrs wishes and feelings if a babe is upset or wants you to stop w thereof you must stop. Ethnic, cultural and linguistic backgrounds when we asses a kid we must take account of their ethnic, cultural and linguistic back ground as these mountain play important roles in how the squirtren acts and the understanding of the words cosmos employ. constipation or peculiar(prenominal) requirements need to be taken in account when carrying out any assessment /observation or a child keister be underestimated and the observation pass on be unreliable.Also aim Pros and Cons of Having Children While YoungReliability of nurture no champion can get an precise picture of development if the schooling is not consummate this can deterioration the childs development and the underestimating of their potential. With observation we must understand the limitations of severally type of observation method. Avoiding bias when observing children we must remain tout ensemble objective as well having 2 people observing the child at the same clock can produce a more accurate account. 1. 3 Explain the selection of the assessment methods used. there are unhomogeneous methods used to assess a childs development. Free description- this is to accede the deportment of a child oer a very condensed period of clip. The perceiver notes d birth what he or she is seeing. This is a good method for realiseing at several areas of development. Advantage re attitudeer can be unobtrusive and record children without them being advised. Its a flexible method allowing the observer to carry out frequent observation. Dis advantage observer can fork out bias and become it hard to record all thing a child says or do * Checklists and tick charts-Here specific activities are looked for either during a structured assessment or by observing children over a period of eon.Advantage observer is focused on developmental skills to be observed and so less biased. disfavor observer may not record childs attitude or how they socialise. The observer competency alter the childs performance once they know they are being observed. * Time sample- this method is used to look at childrens action over a predetermined aloofness of magazine. Advantage the observer can see what a child is doing over a period of time and pick up o n numerous different areas of development, attitudes, friendship and confidence.Disadvantage interesting conducts might fall of the sample time and open method of recording may allow for observer bias. * sheath sample- this looks at the frequency at which an aspect of development or doings is performed. It is recorded in a prepared sheet. For example how often the child talks with adults or other children. Advantages the observer focuses on one thing. Disadvantage it does not explain why the child shows the type of behaviour. * Target child- this is used to record one childs activity over a long period without any gap in the recording process.It gives information about several areas of development. Advantage observer gains overall picture of what the child is doing. Disadvantage The observer may not choose the period of time the child is showing their usual behaviour. * Standardised tests-used on older children to charter their skills in literacy, maths and over all cognitive d evelopment. Advantage The observer bias is less. Disadvantage children know they are being tested hence they do not show usual behaviour. They would ache rehearsed and may show better performance. Filming- this provides you information about several areas of development. And you are able to set it over again to see if you missed anything unlike the paperwork. More information is gained. Disadvantage observer chooses what to record and the child is aware he is being recorded and this may change their usual behaviour. * Information from parents and colleagues- parents and colleagues see children in different situations and so may have a different view of the childs development. However they may show observer bias. CU1520 PROMOTE CHILD AND YOUNG soulfulness DEVELOPMENT 2. 3Explain the importance of a person centred and inclusive approach and give example of how this is implemented in own work. Any plan that involves supporting an individual should be focused on their inevitably and interest and wherever possible the children should be involved in the planning process. A child centred planning takes into consideration what is best for the child as well as how it might engage and involve the child. It is also important in planning that a child is not discriminate from others but consider ways in which other children can grow involved in the activity too.CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 3. 1 Explain the features of an surround or service that promotes the development of children and boyish people. The physical and wound up environment that we create for children has a long impact on their development. Features to consider while planning the environment includes the following. * stimulate and attractive the environment for the children must be interesting and visually attractive. * tumesce planned and organised Working with children requires great organisational abilities because all child will have their needs, interest and personality.T o accommodate this early years setting have to plan effectively and everyone within the setting needs to be organised. * personalize and inclusive it is required that early years settings to personalise the activities and play opportunities for children in ways that are inclusive. * Regulatory requirement met all settings must attain the requirement of legislation. This will include compliance with the statutory framework of EYFS, health and safety legislation and also other legislation involving the safeguarding of children and their right. Varied environment the setting should be varied in the provision to as to maintain the childrens interest. * High quality policies in place and followed the need for policies and procedures follows on from the need of settings to follow legislative requirements. Policies must be reviewed, updated and evaluated to check for effectiveness. 4. 1 Explain how own working practice can affect children and recent peoples development. * The adults i n my own setting are aware of the development needs of the child. Activities are specifically planned to support every childs development. * There is always a balance of activity to engage childrens interest. * There is a balance between child initiated and adult initiated activities. * The balance of activity covers each of the aspects of learning in the course of study and also builds on each of the developmental areas. * It is ensured that the adults have sufficient time to work with individual or small groups of children * All the children were engaged or participated during part or all of the sessions. 4. 2Explain how institutions, agencies and services can affect children and young peoples development. Children in their early years may have a range of needs and the way that practitioners work together can have a imperious impact on their health, development and learning. at one time parents/carers involved with the child have identified that a child needs additional support , a multi agency approach may be used. The parents inspect the GP who makes the appropriate referral. Once they have ruled out the interview or visual impairments, the GP may refer directly to the vernacular and language service.Once it is established what type of support a child requires, a collaborative approach is required in order that all professional, the parent and the setting work together. CU1520 PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT 5. 2 Evaluate different approaches to supporting positive behaviour There are many different strategies and approaches when it comes to supporting childrens behaviour. Below is some of positive behaviour support. * Least restrictive principle * Reinforcing positive behaviour. This is about sending signals and rewards to children and young people so that they become inclined to fictionalize behaviours that are appropriate. Modelling. Children learn some of their behaviours from others especially those around them. * Positive culture. Ex pectations adults have about children and their attitude towards them will influence their behaviour. * Looking for reasons for improper behaviour and adapting responses. Understanding the needs of children and thinking about what might be influencing their behaviour is the heart of helping to promote positive behaviour. * Speech, language and communication difficulties. Childrens behaviour is linked to their language acquisition.Children who have difficulties expressing their needs or who are not using a language fluently often find it harder to manage their behaviour. * Individual behaviour planning, when a child is showing inappropriate behaviour a plan to manage it is drawn up. * Phased stages * Planning interventions to slenderize inappropriate behaviour * Deescalate and diversion * Containment. This is about preventing children from getting themselves further in trouble. * Following management plans. Here every staff would follow the settings behaviour policy. Boundary setti ng and negotiation. Here the young children must know the bourne in the setting and what is expected of them. * Supporting children and young peoples reflection on and management of own behaviour 6. 1 Explain how to support children and young people experiencing different types of transitions. Different types of transitions e. g. * emotional, affected by personal experience e. g. bereavement, entering/ leaving care * physical e. g. woful to a new educational establishment, a new home/locality, from one activity to another * physiological e. . puberty, long term medical conditions * understanding e. g. sorrowful from pre school to primary to post primary When child 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 transition if they know what is going o n. We take are cues from the children on how much information is given and how much an news report 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 true 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. The children can express their anxieties and we can help reassure them. This covers emotional transitions like bereavement, physical moving homes or locality, physiological puberty, intellectual when moving up from pre school to school.