unit 2 observations
DESCRIPTION
Unit 2TRANSCRIPT
Unit 1 - Understand child and young person development
Date09.11.13
9am –
10.30am
Session 1
Aims and Objectives
• Outline different forms of assessment • Explain how, why and when assessment is used• Describe reasons why children may not develop
and follow the expected norms• Identify types of transitions that children could
experience• Explain important reasons for children to have
positive relationships
Forms of assessment
Formative Summative
GDD - Global development delay
• Moderate LD – children are only able to work at a level significantly below age expectations
• Severe LD – children experience more serious difficulties in all aspects of the curriculum an will require adult support in school and with life skills.
• Profound and multiple LD- these needs are even more severe and complex. They also experience physical and sensory impairments and slight communication needs as well.
Will require individual support and personal care.
Transition
The process or a period of changing from one state or
condition to another.
www.google.co.uk
Impact of transitions• Physical impact• Growth spurts• Losing or gaining weight• Behavioural impact• Anxiety• Withdrawal • Loss of self esteem• Self harming• Increased interest• Development of self identity• Lack of friends
• Mood swings• Use of illegal substances • Rudeness• Loss of interest• Motivation • Reluctance to participate in
activities• Difficulty to build relationships• Delayed emotional and social
development• Lack of trust• Lack of motivation• School refusal
Importance of positive relationships
http://www.youtube.com/watch?v=PxNN2y3TA1A
Importance of positive relationships
• Effects on environment• Cognitive development • Psychological development • Provision of siblings• Consistency and security • Someone to talk to• Someone who understands
how they may be effected• Able to express feelings
• Support and encourage discussion making
• Development of independence
• Opportunities to express feelings
• Role of mentors • Role of friends and family • Understand and develop
empathy
Aims and Objectives
• Outline different forms of assessment • Explain how, why and when assessment is used• Describe reasons why children may not develop
and follow the expected norms• Identify types of transitions that children could
experience• Explain important reasons for children to have
positive relationships
Unit 2 - Promote child and young personal development
Date09.11.13
10.45am –
12pm
Session 2
• Outline factors to consider when completing assessments/observations
• Identify scenarios to match listed factors to consider when observing or assessing
• List findings from seen development through an observation
• Describe activities that could promote a child’s individual needs
• Explain what rights children have when being observed
Aims and Objectives
Observations
• Assessing children an young people needs to be done sensitively and accurately.
Factors to consider• Confidentiality • Reliability of information • Children's wishes and feelings • Avoiding bias• Ethnic, linguistic and cultural
backgrounds • Open and closed recording
methods• Disability of special
requirements• Mixing methods
Now its time to complete an observation
http://www.youtube.com/watch?v=7nQxWCn_dBg
What rights does a child have when they are being observed?
When information is being passed on it is important to ensure that the interests of the child are being protected.
The adult needs to consider the rights of children and we as practitioners need to ask questions of ourselves. For example, do children have the right to feedback from our observations?
The rights of the child are covered by the United Nations Conference, 1989, which identifies four broad themes of:
• Survival• Development• Protection• Participation
These themes emphasis the importance of the child’s welfare and the child’s right to:
• Express views and be permitted freedom of expression, thought and association.
• Be free from discrimination, inhumane treatment and unlawful restrictions of liberty
• Be free from all from of sexual, physical and mental violence.
• Information, education and health care
Aims and Objectives
• Outline factors to consider when completing assessments/observations
• Identify scenarios to match listed factors to consider when observing or assessing
• List findings from seen development through an observation
• Describe activities that could promote a child’s individual needs
• Explain what rights children have when being observed
Unit 2 - Promote child and young personal development
Date09.11.13
1pm –
2.30pm
Session 3
Aims and Objectives
• Analyse own perception of disabilities • Develop skills for allowing children to feel valued
and respected • Identify ways children actively
participate in decisions affecting their lives.• Reflect upon obstacle course and ensure it offers
an environment that promotes development• Reflect upon placement experience to share good
practice and develop own practice when in an early years setting.
Talking to Kids About Disability and He-Who-Must-Not-Be-Named
How can children activelyparticipate in decisions affecting their lives?
• Under 3 years
• Pre School
• Primary school
• Secondary School
• Further education • Employment
Did you and the other groups consider
A holistic learning environment that allows development of the child or young person through
• Individual learning plans• The role of observations• Working with parents or carers• The use of effective planning• Equality of opportunity• Providing constructive• Feedback and encouragement
Reflect - Does your obstacle course offer an environment that promotes development?
Is the environment • Safe?• Stimulating?• Attractive?• A well-organised environment?• Personalised to be an inclusive environment?• Does the course encourage participation?• Allows appropriate risk and challenge?• Does the environment welcome the involvement from
parents, families and carers?
How an obstacle course can incorporate and integrate a holistic approach to children’s development
http://www.youtube.com/watch?v=HuP3CaVRMg8
Your placement experience
• Organisation of the environment• How did they plan • How did they assess the children • Parent/carer involvement • How does the setting protect children's rights • How staff reflected on their practice • Inclusion of all children• Behaviour management
Aims and Objectives
• Analyse own perception of disabilities • Develop skills for allowing children to feel valued
and respected • Identify ways children actively
participate in decisions affecting their lives.• Reflect upon obstacle course and ensure it offers
an environment that promotes development• Reflect upon placement experience to share good
practice and develop own practice when in an early years setting.
Unit 1 - Understand child and young person development
Date09.11.13
2.40pm- 4pm
Session 4
Aims and Objectives
• Identify principles of growth and the definition of development
• Students to analyse how neuroscience works• Identify fine and gross motor skills• Reflect on the meaning of SPICE• Compare early years theorists and their theory • Students to reflect on theories they have seen in
placement • Describe support available to children and young
people to assist children development norms
Revision for exam on 11.12.13
• Principles of growth: The rate of growth is variable, different parts of the body grow at different rate , children growth is monitored by measuring height, weight and head circumference of babies.
• Definition of development: the skills and knowledge that children gain
Revision for exam on 11.12.13
Learn about children's fine and gross motor skills
http://www.youtube.com/watch?v=XAas9CsMKIU
How many can you spot?
Revision for exam on 11.12.13
SPICE
What is a theorist?
• They are ideas and concepts that have been shared over the years giving reasons/evidence as to why people do the things they do
• Many theories have different views on the same aspect
• Have you seen any in practice when you were on placement?
Jean Piaget Cognitive development Intellectual
Sigmund Freud Psychoanalytic theory of personality Emotional and Social
Erik Erikson Psychosocial stages of personality Emotional
Carl Rogers Person centred approach Emotional and Social
Albert Bandura Social learning Social
B.F. Skinner Operant conditioning Intellectual and Emotional
Lev Vvgotsky Development of children’s reasoning Intellectual
John Bowlby Maternal attachment Emotional
Lawrence Kohlberg Moral development Emotional
John B. Watson Behaviourist Social
Ivan Pavlov Classical conditioning Social
Chris Athey Identification of schemas Intellectual
Jerome Bruner Theoretical framework Intellectual
Noam Chomsky Language Communication and Language
Susan Harter Self esteem Emotional
Urie Bronfenbrenner Human development IntellectualMary Ainsworth Attachment Emotional
Types of Intervention
• Social workers• Speech and language therapist • Youth justice• Specific nurses • LSA• Health visitor • SENCO• Educational psychologist• Parents /carers
Aims and Objectives
• Identify principles of growth and the definition of development
• Students to analyse how neuroscience works• Identify fine and gross motor skills• Reflect on the meaning of SPICE• Compare early years theorists and their theory • Students to reflect on theories they have seen in
placement • Describe support available to children and young
people to assist children development norms
Unit 1 Revision for exam
Neuroscience
• Studies into the development of the brain in babies and young children has discovered that they are very active in the first three years of life, and because of this, it is a crucial period for the acquisition of new skills.
• It has been show that children can learn new languages to a far higher level at this age than at any other time in their lives.
Brain studies
• The human brain requires constant stimulation in order to function in an effective manner.
• It is of particular importance that young children have as wide a range of experiences and stimulating activities as possible.
• Children that are deprived of stimulation in these early years will not develop as well as their peers if at all. If children are
not stimulated the pathway
will close
• Unit 2 LO2.3 explain the importance of a person-centred and inclusive approach and give examples of how this is implemented in own work.