Contribute to the development of children and young people

Outcome 1 – Be able to contribute to assessments of the development needs of children and young people Outcome 1 – Be able to contribute to assessments of the development needs of children and young people (1.1) Share your EYFS assessment records and observations with your assessor For confidentiality reasons these records are kept in the office in a locked cabinet. Assessor to confirm that observations are carried out in all areas of development

(1.2) List different observation methods and give and explanation of how they are used Diary: a daily record keeping track of everything a child has done , often shared with parents. Useful for very young children who can’t talk yet. Anecdotal: Ones you may not have seen but parents have told you. Can be added to the child’s records. Event sample: sheet is prepared with set columns e.g. time, situation, social group, etc. who write down names and situations and developmental stages. Narrative methods including running records: observer notices something interesting and writes down what they see happening and then link it to a skill or an area of development. Used to keep track of child’s progression.

(1.3) Explain how you support your observation/assessments of the children in your care (e.g. what do you need to consider when observing children?) Children can change according to who they are with and whether they know they are being watched so the children should be observed in a range of situations e.g. with other children, by themselves or when they are with an adult.

(1.4) Once you have observed a child in your setting, how do you identify that you can meet the child’s needs in your session? We can meet the child’s needs after observation with reflecting on children’s interests and views, with through play for children in early years, providing challenge and planning to be flexible.

Outcome 2 – Be able to support the development of children and young people (2.2) Share your EYFS assessment records and observations with your assessor

For confidentiality reasons these records are kept in the office in a locked cabinet.

Assessor to confirm that observations are carried out in all areas of development

(2.3) How do you contribute to the evaluation of activities that have met the child’s individual needs? You can evaluate an activity by deciding whether it was useful or the children enjoyed it and whether they were suitable. You can also evaluate an activity by judging if the activity could be repeated or adapted for other children as it was interesting for them and worked well.

Outcome 3 – Know how to support children and young people experiencing transitions (3.2) How do you support children going through the following transitions?

Settling into a nursery for the first time

Work closely with parents. Encourage children to talk about where they used to go, allow the child to have time to settle in, spend time with the child taking part in one on one activities, be honest so you gain trust.

Moving home

Work closely with parents, be honest, be positive, find out more about where the child is going.

New sibling

Work closely with parents, be honest, be positive, allow child to express their feelings, reassure the child, give children time to talk about what is happening

Leaving your setting to go to a new one

Practitioners will need to work closely together and share information about strengths and weaknesses, children need to meet the person who will be with them, the child needs to see where they are going, keep children involved.

Outcome 4 – Be able to support children and young people’s positive behaviour (4.1) How does your setting encourage children and young people’s positive behaviour? My setting encourages children and young people’s positive behaviour by developing positive relationships, listening to children and valuing their opinions, providing a stimulating and challenging environment, planning experiences well, giving children choices, meeting individual needs, being inclusive, acting as role models, setting clear boundaries, reinforcing positive behaviour, encouraging children to resolve conflict, looking for reasons for inappropriate behaviour, following behaviour policy and following plans for individual behaviour.

(4.3) How do you reflect on your role in developing positive behaviour?

I reflect on my role in developing positive behaviour by asking for feedback from colleagues and knowing where my strengths and weaknesses are. Also by learning by watching how experienced adults work with children and also observing children’s reactions. I consider how I handle situations by considering the outcome at the time and how things played out afterwards.

Outcome 5 – Be able to use reflective practice to improve own contribution to child and young person development (5.1, 5.2, 5.3) Write a reflective account on how you reflect on your role in supporting children’s development. Make sure you include the following points:

a) How have you contributed to the assessment of a child’s development?
b) How have you supported the child’s development?
c) How can you change your practice to be able to support children’s development?

YOUR REFLECTIVE ACCOUNT

I have contributed to the development of children in numerous ways. I have reflected on children’s interests and views, respecting their thoughts and ideas helps them develop intellectual and being forthright and talking to me while I am at their level helps them develop communication. Asking a child what they want to do includes the child in the situation and gives them choice. With through play for children in early years, children develop skills without realising it. Children have to be interested in play and this is why it is important to understand their interests. Providing challenge ensures that the children will not get bored, this means that activities should be exciting and interesting to a child.

They must also be challenging so that the child is doing something in which they can progress. I have contributed to the assessment of a child through feedback to colleagues and parents and also by keeping track of information through diary entries, anecdotal accounts, event samples and narrative methods including running record. I can change my practise to be able to support children’s behaviour by listening to feedback from tutors or supervisors, also with small changes that make big differences such as bending down to work with a child or giving a child enough time to answer a question.