Contribute to the Support of Child and Young young person Development 2">person development Unit code: CCLDMU 2. 2 Unit reference : Y/601/3236 QCF level: 2 Credit Value: 3 Guided Learning hours: 25 1. 1 Observe and record aspects of the development of a child or young person 1. 2 identify different observation methods and know why they are used There are six different observations; * Narrative * Time sampling * Event sampling * Diagrammatic * Check-list * Longitudinal study Narrative: The narrative most important to observation. They need to write everything and record what happens and write plenty of information * Descriptive Detailed * Target child * Diary description * Anecdotal record * Tape and transcript Time sampling: I need to do observation when child eating and playing. Diagrammatic: Observe the child how they develop and record about how they growing. * Pie charts * Bar graphs * Flow diagrams * Growth carts * Social grams Event sampling: I need to observe child when something happen like; behaviour, special day (birthday party) incidents or accident and play with other children. Check list: A list on which the teacher checks the behaviours or traits observed before, during or after the behaviours occurs.
Child Study Observation To begin, I observed two children, one boy and one girl, at the Lakeview child study center. I observed substantial differences in how the two children interacted with other children, as well as adults. First, I observed the boy. He went through periods of verbal and non-verbal interaction.For example, he would speak to a teacher by asking her to watch him hoola-hoop. Then, ...
Longitudinal study: A list of behaviours made into a scale, using frequency of behaviour, which the observer checks before, during or after the behaviour. 1. 3: Support assessment of the development needs of a child or young person * Physical communication * Intellectual * Cognitive * Social development * Emotional * Behavioural Physical development: Fine Motor Skills and Gross Motor Skills Development of Gross Motor Skills * Walking * Running and climbing * Hopping, skipping and catching * Pushing and pulling toys or equipment * Carrying large objects
Development of Fine Motor Skills * Using hands and fingers * Drawing, colouring, painting, writing * Playing with musical instruments * Social skills; using a spoon, fork and knife * Dressing and undressing Intellectual or cognitive development means: How they using brain, what they knows, understanding, memory, concentration, attention and how to use imagination. Social development: That is mean how they active with others and child to live easily with other members of the community. Emotional development: How they feel them self and the development of self-esteem and self-concept.
Behavioural development: That is mean how they child show their self. 1. 4 Suggest ways the identified development needs of a child or young person can be met in the work setting * Meeting the individual child needs * Reflect children’s interests through play or similar matched activities 2. 1 Carry out activities with a child or young person to support their holistic development. Name : Play dough (physical and language skills) Age: 2 years old (boy) Date : 27-09-2012 Time: 10:15 Playtime : 10 – 15 minutes Observe time: 5 minutes 2. Contribute to the evaluation of the activities meeting the child or young person’s identified development needs After the activity I observed that the child was happy and motivated.
The child learned how to mould play dough in to different shapes. 3. 1 Describe the different transitions children and young people may experience. Social and emotional (0-3 mouth) * Begin to develop a social smile * The baby can enjoy playing with other people and may cry when playing stops * The baby can enjoys feeding and cuddling * Imitates some movements and facial expressions (3-6 mouths) The baby is learning to recognize familiar faces * Enjoy playing with other * The baby will smile in response to an adult * The baby turns to person’s voice (6-9 mouths) * The baby might offer or share toys to others * The baby can play with other * In this stage baby more connected with mother * The baby will show themselves when his/her slant * The baby will be cry when his/her mother leaves (9-12 mouths) * The baby enjoys song or repeats sound * The baby appears shy * The baby likes to be next to family * The baby can play long time * The baby can drink from a cop with help * The baby enjoy to do imitation 1-2 years) * Enjoys playing with other people and may cry when playing stop * Becomes more communicate with face and body * The child can imitates some movements or facial expressions * The child more communicate with other *
... years, and 5-8 years Child Development is the term given to the growth of babies’ through childhood. Although all children are different and it ... or can hear their main carer. Between three to six months they enjoy being part of what is going on and when ... catching or the precision of hands and fingers. Intellectual development is the growth of the mind as a child gets to recognize, reason, ...
The child more emotional (2-3 years) * The child is able to play by him or herself * The child may imitates behaviours * The child can dress or undress themselves physical development (0-3 month) * The baby can open or shuts their hands * The baby lies on his/her back * The baby can bring hold their head * You can see baby arms or hands more active * The baby can turn up the body 3-6 months) * Open and close hands * The baby can seat with support * The baby can use more their hands, finger, leg * The baby can hold toys very easily * Raises head and chest when lying on stomach (6-9 months) * The baby can sit without support * The baby can crow * The baby can stand or when they hold some where they will walk (9-12 months) * Baby can sit without parent or support * The baby may walk two or three steps without support * The baby can pull himself up to stand * The baby can use their hands, arm, finger or leg very easily * The baby can crawl back or infant (1-2 years) The child can climb up onto furniture * The child enjoys pictures backs and turns block * The baby can walk on them on * The baby can paint and scribbles * They can walk backwards (2-3 years) * Help dress and undress them self * Feed himself * Bands over * The child can jumps, kicks, pull or push the objects * The child can copy shapes, such as a circle Cognitive Development (0-3 month) * The baby can responds to sounds or family voices *
... the language. Between eight months and twelve months is a good time to begin identifying objects' names for the baby. For example: If he ... read more to the child regularly, who share toys and games with the child, and who respond to the child's words, seem to have ... have been a few tragic non-scientific bits of evidence that supports the innateness + critical period hypothesis and there are cases of ...
Start using hands and eye contact * Smiles in response to other * The baby weathers face intently * The baby can turns head to direction of sound The baby can feel pain (3-6 months) * The baby can respond to her/him own name * The baby can start to use hand and eye in coordination * The baby can give respond to music or other voice * The baby can move the objects * Watches faces closely (6-9 months) * The baby understands signs * The baby repeats sounds * Many babies at this stage are able to “babble” meaning they try to verbalize the sounds they hear (9-12 months) * The baby can respond to “no” or “yes” * The baby may say “mum” or “dad” * The baby can finds hidden objects easily * The baby can remember the past (memory develop) Explores objects in different ways; banging, shaking and throwing (1-2 years) *
The children understand the names of objects and can follow simple instructions * The child can finds objects when hidden * The child can recognize themselves in the mirror * May begin to match similar objects or people like; toys, mum and dad (2-3 years) * Respond to simple directions * The child can talks * The child can identify common colours, such as red, yellow, blue and green * Groups objects by category 3. 2 Explain how to give adult support for each of these transitions.
Children will usually have constant support and care throughout all of these stages. In order to assist in these changes you should; * Give the child the opportunity to digest as much information at it own place be prepared to answer lots of questions and patient. * Be careful not to give information to children at to young age timing is everything * Always be honest and truthful with children 4. 1 Explain how a work setting can encourage children and young people’s positive behaviour When a child I support did good thing such as sharing toys with other I give positive respond like; well done, good boy.
When a child is playing with their toys I give responsibility for them to tidy up the toys after themselves. 4. 3 Reflect on own role in promoting positive behaviour in children or young people a) When a child I support did good thing such as sharing toys with other I give positive respond like; well done, good boy. b) When a child playing with toys I give responsibility to tidy up toys after playing 5. 1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person The reason why I carried out the observation is to assess the child developmental needs. I check he is physical development and languages development and how to communicate with others. *
Adrienne Asch makes a valid point about prenatal diagnosis in Potok's book, "A Matter of Dignity: Changing the World of the Disabled." She states, "I dislike prenatal diagnosis because disability is only one characteristic of a person's life, infant or not (169)." Although I agree with her, I still believe that this one characteristic is so time consuming, costly and emotionally draining that many ...
I observe the child becomes more aware of other * I observe the child being to use vowels 5. 2 Review effectiveness of own role in supporting the child or young person’s development The answer to this question is the same as 5. 1 5. 3 Identify changes that can be made to own practice in supporting child and young person development That activity is was easily for the child in the future I am going to add more task activity for him.