Promoting Young Persons Development Questions When assessing development the following things need to be taken into account: Confidentiality Most parents are happy for observations to be carried out on their child. Yet they will not want people who have no involvement with their child reading the reports. This means any paper work, documents, observations or anything else that relates to the child, must be stored securely and any discussions about a child must only be done so with other colleagues and professional who have the right to know.
Children’s wishes and feelings All children have rights. There will be times when It won’t be appropriate to assess or observe a child. This could be It the child Is upset, we would leave the assessment for another day. We must also always remember the way we write about the child while doing observations. A good tip is to ask ourselves if we would like a child in our family to be written in such language. Ethnic, linguistic and cultural background Sometimes the behaviors, skills and interests children are shown is dependent on their ethnic, cultural or linguistic background.
Disability or specific requirements Children with disabilities or specific needs may need extra consideration when observations/ assessments are carried out. E. G. A child with dyslexia will need additional time to sit an exam. Not understanding a child’s disability can lead a practitioner to underestimate the child’s abilities. Avoiding bias It can be difficult when a practitioner has a strong relationship with a child to be objective. It is still very important that the child’s development is properly assessed.
In many setting a child is observed by different people, as they may notice other elements about the child. Person centered approach Person centered approach means that all plans that Involve supporting an Individual would be focused on their needs and Interests. We should Involve them In the planning process as much as possible. Child centered approach Child centered approach takes Into consideration what Is best for the child. It Is also Important not to segregate the child, when planning try plan actively that will involve other children swell. Nouns people so that the child is always the main focus. We promote this in our setting by having regular planning meetings were we discuss individual children and what benefits they will gain from planned activities. We also offer one to one time here the child in focus does special exercises or planned activities. Features of an environment that promotes the development of chilled 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. Meeting individual and group needs As part of the requirement to personalize children’s learning and development opportunities, BYES settings need to show how to meet individual and group needs. Stimulating and attractive Young children learn through using their senses. The environment for them needs to be visually attractive and interesting to them. Activities and play opportunities need to be stimulating. Well planned and organized Working with young children and babies requires you to be very organized.
Every child has their own needs, interests and personality. They need the opportunity to explore. This is why we plan effectively and everyone in the setting must be organized. My own practice can effect children and young peoples development by: Ensure all adults are aware of children’s development needs. Plan activities to support every child’s development Have a good balance between child led and adult led activities. Have good staff relationships. Ensure enough time is given for one to one or small group work.
Five different approaches to supporting positive behavior are: Modeling: children learn a lot of their behavior from adults, and those around them. We in the setting can promote this by being a good role model, always being we cannot always vet what a child sees or hears. They may not always have good role models at home. Things like television and computer games that are likely to be viewed by the child should always be evaluated. Speech and language and communication difficulties: Children that have difficulty expressing themselves often find it harder to manage their behavior.
The positive to this is that once a delay or problem has been identified we can then work towards dealing with behavior problems linked to the language delay. We can look at ways of improving communication by using pictures or systems such as megaton. Negatives are the delay itself, and having time to work with the child. Although a qualified speech and language team will be requested. Time out: The idea of time out is not to punish a child, but to give them time to calm own and step back from the problem.
Older children benefit from time out, especially as an adult can talk to them and give them a reason as to why they need to calm down. The negative for this is that it does not work so well with younger children. It is also important that the child does not feel rejected. Reinforcing positive behavior: children are more influenced by positive reinforcements than by punishments. Rewards for positive behavior can be stickers, praise or extra attention. This works well as the child enjoys the praise they receive. The timing is crucial, a reward needs to happen quick after positive behavior.
It is also important we don’t reward too often. The negative is that children can become persistent if the reward is given too often. They will come to expect something for positive behavior rather than the behavior becoming the norm. Boundary setting and negotiation: For young children learning about behavior is also about understanding boundaries. This works well with older children as they can help set the boundaries, it also helps children recognize and take responsibility for their actions. The negative is that with younger children we have to simply tell them the boundaries and reward positive behavior.