Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account when carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable. Factors are. • Confidentiality and when, for the safety of the child or young person confidentiality must be breached. • Children’s wishes and feelings • Ethnic, linguistic and cultural background Disability or specific requirements (Additional needs) • Reliability of information • Avoiding bias 1. 3-Explain the selection of the assessment methods used. Narrative observation Time sampling – good for seeing how a child spends a section of their time at the setting Standardised tests Check sheets or tick lists Software – there may also be electronic forms of assessment made on a computer that would be informed by other observations of children. Video, photography, audio 2. 3-Explain the importance of a person-centred and inclusive approach and give examples of how this is implemented in own work.
By working in a person centred, inclusive way you are looking at the whole person, their abilities, strengths, interests and learning style, as well as any learning needs or disabilities. It requires children and young people to be active and responsible participants in their learning, giving them a say in their learning through target setting, choice and decision making. This gives them a sense of ownership and enables them to become more proactive in their learning and to be more in control. This in turn gives them the motivation to learn – they can see where they are, where they want to be and the steps they need to take to get there. . 1-Explain the features of an environment or service that promotes the development of children and young people. Our outdoor/indoor play areas are stimulating and attractive to children to encourage them to use their senses to learn, there are plenty of play opportunities provided we keep the areas interesting and visually appealing. We are well planned and organised around the children we have areas which challenge, keep children’s interests, and meet children’s needs, as every child is unique they have their own needs, personality and interests these are planned and organised for.
Eyfs requires settings to personalise the activity and play opportunities for children in ways which are inclusive. Making us think about what is assessable for children as well as what is available for children. eyfs also requires that we encourage children to participate and shaping a child’s attitude we have to look at ways of helping children learn about valuing others, promoting equality, diversity and inclusion. 3. 2-Demonstrate how own work environment or service is organised to promote the development of children or young people.
The environment is stimulating and attractive as children learn though their senses they need the environment to be interesting and visually attractive. There are also different types of activities and play opportunities; the layout of the classroom is well planned and organised and there is a variety of equipment which meets individual needs. Outside the classroom, along the corridor there are pegs for the children to hang up their coats, hats and scarves, these are personalised with each child’s name helping to promote children’s intellectual development as they learn to recognise their name and location of their peg. tc 5. 2-Evaluate different approaches to supporting positive behaviour providing an alternative tactical ignoring of negative behaviour distraction and diversion positive reinforcement time out modelling rewards and incentives boundary setting reflection – the child giving responsibility warning systems – such as cards or traffic lights 6. 1-Explain how to support children and young people experiencing different types of transitions. When child go through transitions they need people they have built up positive relationships with to help support them through the changes in their lives.
We use circle time to explain to the children what is going to happen and they can talk about their feelings children will make a better transition if they know what is going on. We take are cues from the children on how much information is given and how much an explanation is required. We allow time for the information to be processed some children might have delayed reaction and might want to talk later at a quieter time. We are always to be truthful in all our answers so we keep their trust.
We listen and acknowledge how the children are feeling and we reassure the children that what they are feeling is normal and other children have been through this . the children can express their anxieties and we can help reassure them. This covers emotional transitions like bereavement, physical moving homes or locality, physiological puberty, intellectual when moving up from pre-school to school. 6. 2-Demonstrate provision of structured opportunities for children or young people to explore the effects of transitions on their lives.
Supporting children experiencing different types of transitions is just about what we do to make sure they know what to expect/that they can voice any concerns they have/that they understand what is happening, etc. How do we help children get ready to move up a class at the end of the school year, etc? Demonstrating structured opportunities means showing your assessor that you can provide things like relevant books and stories, use Circle Time, use role play, etc, to help the child talk about and understand the transition they are going through/about to go through. Cypop 1 2. -Plan play based activities and experiences based on assessments to support development and learning. Evidence based practise is practise which is influenced by objective evidence derived from research. Your everyday practice is likely to have been influenced by many factors – your qualifications and training, your experience of working with children, learning form colleagues, research you have carried out by reading and your personal experiences. Professional practice requires you to keep up to date with researched findings and to consider how these can be applied to your own setting.
Although, care needs to be taken when interpreting what research tells us. Some studies are superficial. Some forms of research contradict others and the media often poorly report on research. A example of how research has influenced work with children is The Effective Provision of Pre-School Education (EPPE) which is a comprehensive report investigated the effects of pre-school provision, its findings found that children who had attended early years provision were more likely to have better ognitive, social and behaviour skills when they started formal education than those who had no early years provision. EPPE also confirmed the value of early learning through ‘play’ especially from low-income families. Key Elements of effective practice (KEEP) is another example. This document emphasises that effective learning in children is dependent on secure relationships. Learning through play and forming secure relationships are both key elements to the EYFS. 4. 3-Explain how babies express their emotions, preferences and needs and demonstrate responsive care in own practice. abies cry when they are hungry, in pain , frightened need comfort changing etc they gurgle and smile when they are happy and are enjoying a game like peep a boo they point when they can’t talk etc. your responsive is picking them up to offer comfort , changing them feeding them, playing with them, i did this as an observation but if it is too demonstrate then you need a witness statement to cover it . so talk to the people you work with write a statement and get them to sign it . 4. 4-Explain why it is important to manage transitions for babies and young children.
Examine what type of emotions babies and young children express eg. fear, like, dislike, terror, shock or surprise, contentment, pain, hunger, thirst, being wet, hot, cold, tired, over stimulated, under stimulated, has a soiled nappy, shows interest, determination, expresses their satisfaction when they are successful and how they express each emotion – gasp, limb and body reflex, cry, whimper, restless, smile, gurgle, babble, cling to someone or something and how you directly respond to those expressions .. ody language, smile, look, maintain eye contact, frown, turn towards them, play, arrange to feed, provide drinks, clean, hug, cuddle 4. 5-Explain when and why babies and young children require periods of quiet to rest and sleep. the importance of sleep and rest cross references to eymp3. When and why tries to show the difference between sleep and rest, how each is important, not a substitute for the other, it helps to recognise that children do not need constant stimulation, physical activity throughout the day and that quieter times enable rest – buggy rides, book sharing, ug/blanket fairies with ceiling/sky gazing – good for dentist chair awareness! , large floor cushions, softer lay, roll and relax areas it also provides a way to see how settings support their parents/carers with following the routines that the children/child has at home. 5. 1-Explain the primary importance of careers in the lives of babies and young children. include secure attachment to enable their child to feel secure build self-esteem, confidence and wellbeing and providing love and personal care. 5. -Demonstrate in own practice how to exchange information with careers. 5. 3-Evaluate ways of working in partnership with careers. * have the opportunity to explain settling in procedures to parents, carers and the children * are you able to explain how children are helped if they become upset, tired, angry, need a change of clothing. * share with parents the type of learning and play opportunities the setting offers – long term or continuous and daily * how are parents updated on their child’s development, progress and invited to share any concerns that might arise. how do the the ways that you work in partnership with parents, carers and children impact on the management of meals, snacks, allergies and other dietary requirements. * how is the setting able to ask parents and carers about outings, gain parental permissions and ask for feedback. * share policies about photography, video use that records children’s progress and its use in display & publicity. Cypcore 3. 5 1. -Explain why positive relationships with children and young people are important and how these are built and maintained. Communication in the workplace is so important as it is essential that you have good communication with everyone to ensure you can have strong relationships and work well together and be able to share and gain information with each other, so you can all work together to meet the needs of the children in the setting.
If you do not have good relationships then it may cause bad feeling and a divide between colleagues and it may be the case that you will all not work well together and be able to share information thenthe parents and children may suffer. It is important to have good communication with the children in the setting as this ensures you have a good relationship with them which will help them feel more comfortable with us which will help them settle in or provide reassurance during transitions in their lives as well as supporting them in their play and learning.
Also if the parents see that you have a good relationship with the children it will help them feel more relaxed and helps them to trust us to care for their children. 1. 3-Evaluate own effectiveness in building relationships with children or young people. When evaluating your own effectiveness, it is good to remember and use the reflective cycle; description, feeling, evaluation, analysis, conclusion and action plan. For example, a child came up to me on the playground saying he had been scratched on the face by another child.
I thought that the child who had done the scratching, plays a bit too rough some times so perhaps it was an accident but either way I needed to hear both sides of the story. I got down to the children’s level to speak to them about what had happened. I put both children in time out to think about what they had done. If it happens again I will read through the playground rules with the children involved. 2. 1-Explain why positive relationships with people involved in the care of children and young people are important.
You must create good working relationships as it benefits the children and everyone else involved. Good relationships create a positive environment where children settle and relax easily. If you are able to build good relationships with parents, this is also a really positive thing, as parents will share information easier and take an interest in what their child is learning. It helps to have good relationships with your colleagues as you can support each other, and enjoy your job.