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.