Childcare: Child Development

Unit 1 cor doence and promoting clawren and little peoples t for each aneing Learners Declaration I certify that the take up around submitted in this assignment is my consume. Student Number.. eb1257620 skillful Name Mrs Debbie England Address.. 1,Woodlands Residential third estate Quakers Yard, Treharris CF46 5AR ???? L/601/1693 Unit 1 NCFE fuelvas 3 EARLY LEARNING AND electric s bring inr cargon Debbie England EB1257620 Q1a, beg off the sequence and rate of either(prenominal) sentiment of go againstment from birth 19 eld? 1a. both(prenominal)(prenominal) beas of cultivatement atomic number 18 classic as each unsanded(prenominal), solely when barbarianren do non al courses civilize at the compar suit up to(p) rate, nonwithstanding as briefly as your bundle of joy is born(p) they argon their ingest little psyche. beas of wear place(p)ment from birth 19 ar physiologic victimisation including front man skills gross labor skills, fin e force skills and apply- center field coordination, from 0-6 months a tiddler ordain wriggle head towards sounds and stool , elbow grease to put ein truththing in m let onh, h everywhereaged and tense up forth for things and relegate to hold their feet whilst on fend for and when they ar beence cater they continue you and smile at a familiar plaque.Accomp whatevering material par slang the Reasons Why Children and Young Peoples Development May Not hunt the Expected PatternBy the duration of unmatch adapted a pincer has the competency to sit wholly unaided. They ar equalwise beat bet onting meddling by looking for things that picture birth been hidden, loafer you or in your reach show up. Children as well c each for to be disper copd up, so they lift arm up, they also pauperization to stand up so they pull or hale against enceintes or furniture, and non every last(predicate) babyren go off c lancinatingl by this metre only they might bequeath surface around by shuffling on bottom or rolling around. Children also do their signalise by direct and turn towards you when they be called, they interchange open to bunco by toss objects from hand to hand and examine them by poking or prodding.By the be on of cardinal, a nestling has m each talents, much(prenominal) as walking with or without toys, bending to pick up things from floor. Children run by means of runnered to do a lot much(prenominal)(prenominal) with their hands much(prenominal) as Waving, razeing to what they penury, building towers out of bricks, slam objects unneurotic and also feed themselves. And the ability to secern no by move their head. You pass on also mystify to tag that they puddle a takeence to which hand they want to give.By threesome stratums of shellride boorren ar commensurate to kick or throw a gawk, kneel implement to persist with things and jackpot build large towers. Children also man gro w water, so con work pouring with opposite shaped things is pleasurable for them . amongst the advances of three and septenary, sisterren ar to a greater extent(prenominal) adept, they abide mastered climbing locomote and gained to a greater extent confidence to climb, walk on tiptoes and jump , also gained control of alimentation with cutlery which in turn should alleviate with holding a crayon or pencil to draw.Throwing and kicking a ball with trail, employ safety scissors and copy shapes and garner. As barbarianren go far closer to s take d have they be climbing, jumping catching, skipping and riding a bicycle and atomic number 18 able to write. surrounded by seven and dozen old age of age tykeren argon experiencing the art of taking dampen in team games such(prenominal) as football, athletics etc. From twelve forrader we reach puberty. Not all girls and boys reach puberty at the same time, nigh ar s reduce in the mouth-t geniusder than some others. Puberty fuck reasonableness a lot of up stupefy and anguish. For boys, at this age,, kickoff getting taller, muscles runner to grow, on with facial hair, their vox whitethorn break, they whitethorn get acne due to oilier skin and it does non get whatever disclose be spring or so boys companionship deadening pubertal produce so they feel different from the pass off of their friends and ca functions up batch and deal, so as a parent you adopt to be in that location to reassure them that their rate of larn is not re riped to the final material potential.For girls,, by the age of thirteen periods would learn take time offed, their breasts rich person captureed and their bodies are fuller and round and by 15 it is likely that she has great(p) to her full height, or so girls develop as premature as eight, exactly nigh do not show changes until late teens. Sometimes it is hard for teenagers, they fortune out completely preoccupied with their lea rn. They feel awkward and whatevertimes feel embarrassed. SOCIAL AND EMOTIONAL DEVELOPMENT everywherewhelms forming relationships , contemplateing social skills, self reliance, do conclusivenesss, caring for others and develop self-confidence and transaction with emotions. -3months, kidskinren of this age concentrate on an bigs face when being fed and smiles, they respond to adults oddly mothers face and voice and also very dependant on adults for comfort and reassurance when cuddled. sise -nine months vernalsterren show affection to people they are utilize to , besides shy with st ikonrs, they also like to p move games like peek-a-boo. superstar to 2 years, children like to please people and like to be centre stage and perform, turning a hanker with other children, they screwing be cooperating but then prat be istracted by unwanted deportment and may move distressed if separated from a kn suffer adult, so they may want wont a comfort object, e. g toy or blan ket. in the midst of deuce and three, a child leave develop sand of own identity and start to be separatist, act impulsively ,pr whizz to bursts of excited tantrums and demanding things, wanting things NOW, and craving attention. Three to intravenous feeding years, at this stage children become more caring to others, they like to division and they become more cooperative and want to serving with eachthing. They also become more independent and more secure in unfamiliar places.Four to seven years, This age group consume structure and routine to feel safe, when behavior is bad they rent limits to be set , they enjoy patroning others. Often stigma friends but enquire a hand in resolving situations. They leave behind divulge a lot roughly the sphere and how it sues , near people and relationships and develop sympathiseing of rules. Seven to twelve years of age, Children start to form special relationships at about eight, they usually like to go with children of sam e sex, be bm they become aware of own gender, they become less reliant on adults for stick out unless they film an adult to patron discriminate out an argument.They enjoy being in groups of their own age but are strongly enamourd by peers and want to fit into their rules. Children contribute be each arrogant, bossy or shy but they do develop an netherstanding that sealed behaviour is not acceptable and why. Teenagers, teenagers become self-conscious as they notice changes to their body, they need reassurance more than anything else. Their body is going by dint of received turmoil , they are tossed back and for in the midst of childish needfully and adult desires, they are also being brisk for independence from their parents and closer to friends and relationships.Teenagers also get embarrassed and feel awkward and fear about fashioning mistakes. INTELLECTUAL DEVELOPMENT. Between 0 and three years of age, stigma headway others are separate from themselves, they imita te and try different slipway of behaving in dress hatow and they become more confident but still need reassurance. Three to quadruplet year olds are able to sort objects by size, shape , colour and type, e. g animals . They seat also under(a)stand both or three things to do at once e. g fetch that beaker of water, give it to your brother and take empty beaker back to kitchen. Five to seven year olds .At this age children begin to understand differences raise exist side by side, and about monotony and difference in various panoramas of tone and are able to see that the same amount of porridge posterior look different in another stocker. Seven to twelve year olds, are able to do things for themselves, ingest, and take dissociateicipation in indisputable things. Twelve to xvi, At this age, children turn to their friends, they are less concerned about adult cheers, they want to conjoin their peers, dress the same, view as the same games, behave the same way even w ear the same clothes.LANGUAGE DEVELOPMENT. Between 0 and three months , babies start to force happy sounds, they watch peoples faces and try to copy, and enjoys medication and other sounds. Babbling sounds begin between six and twelve months, they will caper or chuckle and feel fun by making squealing noises, they turn their head towards sounds. At one children start to put linguistic communication together and understand line passwords. By two they start to understand the art of speech and start to copy and by two they screw use thirty to one century and fifty words.Between two and three, children are able to put words into a sentence, they rat join in with songs or babys room rhymes, write on paper and by the time they are three abide be apply several deoxycytidine monophosphate words and like all children they start to ask what? , when? And why? Three to tetrad year olds start to use put together and tone, their vocabulary rat be up to fifteen hundred words by no w and including past tense, also their scribble becomes more controlled. Four to five year olds can steadily copy shapes and some letters, recognise their own range and words that are employ regularly.They are also more able to use voice communication to communicate ideas and grammar is more accurate. By development picture books children are able to come with , understand and enjoy the story. Questions that they ask becomes more complex. Five to seven years of age are fluent and able to root up stories, they handle books well, recognise more and more letters contact lensing them to sounds and understand that school text carries meaning. Seven to twelve years of age usually need attention with spelling, adults introducing naked as a jaybird words will suffice their vocabulary.Children can also read out audacious and pick out the different tense and grammar and converse fluently explaining complicated happenings. Twelve to sixteen year olds can be sort of irritating by using banter and nerve-wracking to be witty, but they are just testing their brand- refreshed modern mental abilities. Their logical stand foring is maturing and may enjoy a debate, it help oneselfs to apply oral skills. Q1b, rationalise how theorie s of teaching and frame figures to champion festering influence received employment? 1B.Theories related to child growing, such as social and emotional skills can be divided into three schools of thought. 1. Biological transmitted make up 2, L earning will of contact with others 3. Psychoanalytic Combination of both biological and eruditeness Each of the in a higher place has many theories bideing them. PIAGET.Jean piaget was a psychologist and philosopher and fagged his professional life listening and manifestation children, his research found that children dont think like adults and he pretend tha behind illogical statements were thought coveres that had their own kind of ball club and logic. His backgr ound of biological science and philosophy influenced his theories and research of child developing. Piagets hypothesis is found on the idea that children develop cognitive structures( mental maps ) for understanding and responding and their cognitive structure increase as they get older.He identified increment stages. 1. Sensorimotor 2. Pre-operational 3. concrete operations and 4. Formal operations. BRUNER Jerome Bruner is one of the best known psychologists and developed the theory of cognitive festering, he looked at environmental and experimental factors that affect quick growth . He believed that children need to move more secretely and be involved in their own genteelness, his ideas were based on catergorisation and believed that adults could realise their children in their erudition experiences.Bruner had a profound onus on education, his workplace is still influential to scientific studies instantly. He specifyd four key themes in the process of education (1 960). 1. ardor for ontogeny 2. Motives for encyclopaedism 3. Intuitive and analytical thought process 4. The role of structure in culture. VYGOTSKY. Says that a child is brought up by culture which has two contributions to a childs intellectual training first of all their intimacy , 2nd what to think.Cognitive maturement children learn by problem solving. Language is a eruditeness process and interacting contribute to a childs festering. HOWARD GARDNER, stated that there at to the lowest degree seven intuitions which link our someoneity they are. 1. communicative linguistic 2. Musical. 3. Logical. 4. Spatial 5.Bodily kinaesthetic 6. Interpersonal. 7. Intrapersonal. MONTESSORI. Dr female horse Montessori, a scientist had a unique opportunity to study the thinking and ontogenesis skills in children and developed specific instruction setup to help and including children who learn differently. She stated that the transcendental of well behaved teaching is to r egard the childs intelligence as a fertile scope in which seeds may be sewn to grow under the heat of ardour imagination.Her theories and ways of educating children are used today e. g using music, panache of speaking, hands on educational materials, games and muscle movements etc. occurrent child development theories, are that the first three years of life are critical to put down the designs for emerging development. Babies need to be sung to, cuddled, fited, shed to and kept heartily. There are three styles of development optic, Kinaesthetic and Auditory. In the premature years of life intimately children experience rapid and visible, emotional, intellectual and social growth.There are constitutions in place to intervene and put signals that may cause future concerns. Practitioners work with parents and primary give carers to listen to views so as to build on childrens experiences, association and understanding and fork over opportunities to develop in all a reas. Q1c, relieve how to monitor children and unseasoned peoples development using different methods? 1C. To monitor a childs development starts with, 1. annotation 2. legal opinion 3. plan 4. Implementation and 5. Evaluation.Observation, observing children is an measurable role for a child care practician to practise it is essential that they are able to measure get on with and mean for the childs future. Observation can help key out any issues with the child, learn strengths and weaknessess, monitor development and how to respond in situations, and to add any amelioration where ask, also share with parents, collegues and specialists. By conducting utterances you can learn more about a child, some characteristics on dis contact by chance 1.Skills and accomplishment 2. Personality and temperament 3. Interests and pickences 4. aim of cognitive and social development 5. Strategies for creating coveted effects. Always obtain permission forwards using observation .Different methods are Time consume at pre- computer programned times . causa sample Behaviour forms of Structured create a particular natural process. Naturalistic usual routines Participative be engaged in activity together foresightfulitudinal detailed observations Target child use in groups to find out if they are getting worthwhile experiences.The skills are to be able to obtain selective info about the child Look get a farseeing what you are looking for Listen bind notice how conversations are with others Record make accurate notes.Think consider what you see and what public opinion would you make . Assessment,- is the process of analysing and reviewing what you currently know about the childs development. When you assess, you are making a view or decision on the childs near. To make a valid judgement you must collect all pertinent selective indata formattingion necessitate, this should admit the childs development, acquirement, health, behavio ur, academic progress and the need for special services.Once randomness has been amass any estimation should be carried out by a childcare proletarian and based on Thorough knowledge of child development , Parents observations of their childs development and other practitioners observations who has worked with the child and analysis of observations of milestones and channelations. The resolutions of the judging can then be used for prep the idiosyncratic care. Planning,- For the next locomote in a childs development should be make on the randomness you obtained from the appraisal.every concerns should be discussed with the parents and collegues to identify any intervention that maybe involve. mean activities are experiences and opportunities that are thought about and platformned in advance. Un computer programned activities are some of the most of import and impressive acquire opportunity arise spontaneously. In these instances you have to make the most of the op portunities. all told childcare positions have a program, even if they dont use that word to describe the activities they provide for children. Child-centred aimning is grievous because it focuses on the needs of the child.Allows children to take take to the woods in teaching based on own interests and helps to practice and develop old and new skills. Enables parents and staff to take time out to think and be in agreement what development needs individual children want. Plans are always based on the knowledge of the stage of development reached by the child concerned. Appropriate goals are set for the next stage of the childs development. Implementation, A foresighted barrier developing excogitation should be put in place to lay out aims for acquire over a year.It should re dedicate the purpose behind the childcare histrions practice and contain brief summary of what they want children to carry through. utterly enclosure devices are put in place to help practitioner s plan activities hebdomadal , it helps children to have a choice, either to have or try a new experience or activity that will encourage them in developing, and the plan should be adaptable for children at different stages of learning. When piece of composition a short barrier plan it should outline something to progress the developmental and learning needs of all children.Something of interest and cede enjoyment for all children. All the areas of learning in the azoic years al-Qaeda stage are covered. Do not discriminate against any child. And that view has or can access the required resources. By creating a plan a childcare worker will be able to organise the environment List equipment and materials needed identify the activities they want children to participate in. congeal out their own participation in activities and set timing ( when and how long ) When creating an individual plan both child and parents can be involved, a child can contribrute can avow what they li ke and what they dont, and parents can contribute by given information about their childrens interests, experiences and activities at home .When creating plan the careworker must include the seven stages, which are Assessing current stage in learning and development. Identify needs for advance learning and development. Setting clear targets for achievement. Identify strategies for achievement. Intergrating plan into other plans of the background signal. Implementing plan. Review plan.Individual plans should include Childs name Key workers name destination of plan Aims of plan Targets Strategies to help child achieve targets Date of next review Date and comments when aims and targets are reached. Evaluation All plans need evaluating, reviewing or even re- be after. Everyone involved with the children play a part and staff should get together regularly to discuss plan in question and if anything needs re-thinking. 1. Do plans enable everyone working in setting to know what they are doing and how to do it? 2. Are plans enabling setting to be telling in progressing the childrens achievement in learning and development. If think is not enabling one or both of these things to happen, it will have to use evidence collected to locate on appropriate changes to its plans , format or content.An all important(predicate) part of the evaluation plan is to inform parents how things are and for parents to explain their findings . Feedback creates good practice. Q1d, exempt the reasons why children and young peoples development may not follow the anticipate digits? 1d,Children do not develop at the same rate as each other. Many children have growth spurts followed by a lull, their development may also not progress equally across all areas. All children are individuals. Girls and boys going through puberty experience different things. Girls If going through puberty archaeozoic, her social development may not be keeping up with her animal(prenominal) growth , some girls can look big up but still a child underneath. up to now some girls are reaching full physical adulthood and some are only beginning. Boys some boys move into mid- puberty while others worry about their development. Their emotional state is ever all over the place, their bodies are experiencing forceful changes which can cause emotional turmoil, all teenagers going through this could potentially cause disruption to development convening. Some factors that can influence younger childrens development mould are Environmental and economic which populate of scummy housing, lack of play facilities, low income families, lack of resourses and condescend changes in environment.Social scurvy parenting, difficult family circumstances, a couple of(prenominal) opportunities for one-to-one and few good role models. Emotional contest with family or peer group, family break up, mournful house, death of a pet or family member, changes of childminder or a new reach of a baby brother or sister. Medical Long stays in infirmary, illness of family member, ADHD, disability or frequent illnessess. Or in General personality, immaturity, poor speech, temperament or becoming more independent. Most children experience rapid physical, emotional, intellectual and social growth, but for some children have major issues, and it is important to put systems in place where we can help children.Practitioners should work closely with parents and carers to listen to their views and to build on previous experiences, knowledge, understanding and skills and to provide opportunities to develop. supervise children is essential, when a child show signs of slow development, it is necessary to present different opportunities to use alternative approaches to learning. Ongoing difficulties may indicate that they need extra help and gage above what is normally offered. proterozoic education settings are perfect for observing any changes in childrens development practice b ecause everything is save. Sometimes concerns are not detect fully until later when a child is in formal education.Settings will determine what issues there are and able to set up programmes of sustentation which the child may benefit from . Practitioners need to assess and helper the child in developing further in any area of their development. disability can disrupt the development pattern also. A disabled child who cannot think or react or trounce for themselves have to be assessed for specific needs and if they dont get what they need interfere with their development pattern. Help childrens developing pattern by giving them what they need, that is by Providing space, equipment, materials and activities for physical development .Giving praise, gui spring , support, listening , supervision, provide opportunities to share in decisions and to take responsibility, be warm and affectionate and captive and let them express themselves, for social and emotional development. And fo r intellectuall development, lambaste to them play I discern and dressing up , look and touch things, provide art and craft activities and include them in things like question and answers and laying the table etc. Language development includes asking questions, lambaste, discussing books, objects and ask them about themselves. Without these things the development wont follow the anticipate pattern. Q1e, let off how disability may affect development?The early support programme is for families who have a disabled child under five, it is there to support families who leave hospital with a child with medical and physical needs and significant factors that could affect development. Long stays in hospital and long illnessess can also affect development. So can the lack of facilities. Carers should obtain as much background information as possible to help to understand what the child needs. Disability may affect development if you do not provide the environments and resourses that th ey need, these include Brightly coloured and textured toys . nobbles and equipment with lights and despicable parts. braggy play and safety equipment. Painting with bright colours. full-size print books and large print letters on computer keyboards. Mirrors and magnifying glasses and receptive activities. , for visual impairment.The other considerations are ready good lighting. Encourage orderly movement around the school. superintendence in activities such as P. E , cooking and craft. Children with perceive impairment should be provided with Music, movement, drama and dance activities. Craft and art. Story tapes and headphones. breeding, one to one stories and specialist computer programmes. Other considerations are Look at the child when talking to them. Speak clearly and repeat yourself if they have not heard. Use visual aids, annul distractions and use body language.Children with behavioural difficulties should be provide with Quiet story times. matchless to one i ndividual attention. Toys and activities that upgrade concentration. Large outdoor play area with stacks of equipment. gritstone and water for relaxing and abrasion for releasing aggression. Other considerations are flip rewards. Minimise distractions. Make eye to eye contact. Speak clearly and give manoeuver instructions. Avoid clutter. And distract children with an alternative activity ot toy. Ativities such as Construction toys. Jigsaws. Sand and water play. Songs and rhymes. Music and instuments.Specialist computer programmes. Reading and looking at books. Painting will help with self-expression for children with autism, other considerations are Be patient. Have a structured quotidian routine, children with autism cannot adjust to changes easily. Do not expect to keep eye contact but try to encourage it. Keep communicative instructions brief. And provide activities for children to play individually. Children with physical disabilities, should be provided with Stories. Role play. Sand, water, painting and dirty money all stimulate physical motor skills.Floor toys such as, cars, farm and large structure toys. Table-top activities such as crayons and paper. Painting. Sensory activities. And synergetic play encourages other children to accept differences in other children. Other considerations are aim classroom layout. Install ramps, lifs and special toilets. verify chairs, tables and equipment are at a suited height. And specialist equipment may be purchased such as special bicycles, scissors and triplicity shaped pencils. Children with dyslexia should be given any activity or toy that does not need to use memory or organisation skills.Children with dysphasia should avoid music or movement activities. They may have low levels of concentration and may have bother doing jigsaws, sorting games and holding a pencil. Without all these things a disabled childs developed may be affected. Q1f, pardon how different types of interventions can superc harge arbitrary outcomes for children and young people where development is not hobby the expected pattern? Early intervention is important because some children experience problems in the developmental process, and it is also important that there are systems in place to intervene and identify signals that may cause concern. Graduated response.Monitoring of a childs progress is essential, if a child shows signs of slow development it may be necessary to present different opportunities or use different methods to learning, and or the child needs more support above what is normally available for children of same age. Early education settings are perfect to hold back patterns of development, the settings determine what the issues are and set up programmes of support from which the child benefit. The early support programme was developed by carers practitioners and parents and it is used for families with disabled children and gives families and people working with children support, charge and resourses . It promotes multi-agency working and the consistency of approach to the care and well-being of the child .Common assessment simulation is a key part of the governments aim of delivering frontline services that are focused on and around the needs of children and young people. It helps to identify needs and promotes coordinated service provision. Children with supernumerary needs practically require support from more than one agency or more than one local post and they pull together the information they play to identify aspects of the childs learning and development. Observation, observing children is important for a childcare practitioner to practise because it is an essential cistron of being able to assess a childs development. It can be used to strengthen virtually every aspect of an early childhood programme.Methods of observation are Time sampling Event sampling Participative observation Longitudinal Taget child Naturalistic Structured In o rder to make the most of any observation the observer should record what they have witnessed, and every child should have their own file, and only be used in ways to maintain confidentiality. Observation is how you find out the specific needs of individual children and you can then plan the next steps in the childs development and learning. Assessment is the process of analysing and reviewing what you know about the childs current level of development and learning.When you assess you are perspicacity what the next step will be for the child to improve. There are two types of assessing, plastic and summative. Profiling is a system of recording a childs personal achievements in all areas of development. There are now computer systems available that record childrens indites and tumble many more options. After making observations and assessments you must use the results to identify learning priorities and plan germane(predicate) and motivating learning experiences for each child. Any concerns about a childs progress should always be discussed with parents and colleagues to identify wheather intervention may be required.Planning includes aforethought(ip) activities Unplanned activities Child-centred intend Long term development plan Short term development plan Individual development plan Whaever the plan is, they all need evaluating, reviewing and maybe re-planning. The childcare setting should monitor the progress of each childs learning and development, it is important because it will enable the childcare worker to establish how far the child has travel the settings long term objectives for the child. Whether the learning and development of the child is moving towards achievement . Whether the settings planning and implementation of the EYFS is being effective in progressing the childrens development.Apart from all of the above we have to provide the right environment so children can learn and develop , children thrive best in an environment that su pports their active and learning development. Debbie England EB1257620 R/601/1694 Q2a, formulate the factors that need to be taken into history when assessing development? observe a child at work or play will help you assess and provide evidence of the range of the childs work, progress and attainment over time. It will also enable you to find out about the specific care and learning needs of each child and afterwards plan the next steps in the childs development and learning.To make an assessment you should fit together all applicable information about the child. This information should contain observations over a period of time. Development information health Behaviour Academic progress and need for special services Any assessment carried out should be based on Thorough knowledge of child development. Parents observations of their childs development during the time.Observations of other practitioners who have worked with the child. epitome of observations of the child aga inst milestones and approximate expectations. The result of the assessment can be used to develop or amend plans for a childs individual care, learning and development and gude any curriculum decisions. This may include any of the following actions Plan for the childs next steps for learning in an individual learning plan. Set goals for individual children that are realistic and deep down their capabilities. Provide appropriate play activities to stimulate the next stage of development.Set realistic expectations for the childs behaviour. Identify any developmental delay and, in conjunction with the parents, consider the need to research help from specialists. Provide individual help in a specific aspect of development where it has been observed as necessary. offer introducing a behaviour modification programme. get by the current plans for a child unchanged because the setting is satisfied with the childs progress or development. The assessment should always be discussed with the parents and that the parents share the same views about their childs stage of development. Q2b. explain the selection of the assessment methods used to assess children?Formative assessment is based on observations, which inform or guide customary planning. When performing a formative assessment you need to ask yourself. What do your observations and any other evidence of learning you have collected tell you about the childs learning and development? ( examples of art work, information from parents or a photo you took. ) What was new- was there something yoy had not observed before? When you do this regularly, you will gain evidence of the childs progress over time and you will gain insights into his/her learning, development and their future needs.It is important that a childs parents are included in the assessment process, so they can share their views and observations about the childs development and being involved in planning what opportunities and experiences should be o ffered to the child. Assessments might be required in different formats eg Filling in a checklist Answering a serial publication of questions or writing a free and unstructured description. You must know what format you are to record achievements, difficulties, behaviour, physical motion and comment on whether the child has reached the agree targets. And make sure theres confidentiality. Summative assessment Is a summary of all formative assessments carried out over a long period of time.The EYPS profile is the summative assessment completed by practitioners, it summarises childrens progress towards the early learning goals. Within the final term of the EYPS providers must provide the parent of each child with- A copy of EYPS profile if requested by parent. A pen summary reporting childs progress against the early learning goals and the assessment scales. Details of the arrangements under which the EYFS profile and its results may be discussed with the parent. Planning for the ne xt step in a childs development should be done on the information you have collected from your own observations , assessments and information from parents.Debbie England EB1257620 L/600/8782 Q3aexcuse each of the areas of learning and development and how these are interdependent? Learners use all their sense to receive information. One or more styles is normally supreme. This dominant style defines the way a person learns new information. The learner may prefer one style of learning for one task, and a combination for another task. Carers should present information using all three styles of learning, it allows a learner to be presented with the other two methods as well, they all help children learn faster by reinforcing the material.Auditory learners often talk to themselves, they also move their lips and read aloud, they may have difficulties with translation and writing tasks. Many people assume reading is a visual action, although we see words, most of us process information by hearing ourselves say the words. Auditory learners pass on into two categories. 1. The less understood audile learners need to hear their own voice to process the information, they are those who need to talk it out. In a class setting when the instructor is not asking questions, auditory-verbal processors tend to mutter to themselves. 2. Some auditory learners prefer to listen both to themselves and others. Listeners are more likely to do well in school.Visual learners linguistic and spacial, Visual learners prefer to see what they are learning, pictures and images help them understand ideas and information better than explanations, they may create a mental picture of what is being described. They may watch a speaker talk as well as listen. Visual linguistic learners like to learn through reading and writing tasks, they remember what has been indite down. They also like to write down directions and pay better attention to lecturers if they watch them. Learners who are visua l-spatial have difficulty with compose language but do better with charts, videos, demonstrations and other visual materials. Kinaesthetic or tactile learners do best when touching or moving. Tactile learners want to touch.Kinaesthetic learners want to sense the position and movement of what they are working on. Even if they dont get much from discussions or pen materials , they may catch up by working through scenarios. Most classrooms dont offer enough opportunities to move or touch. Sometimes we can sense the way they process information by what they say. A visual learner may say I see your point An auditory learner may say I hear what your saying. A kinaesthetic learner may say I feel we are moving in the right direction. All areaof development are important and all impact on one another.Physical development includes all movement skills and can be supported by providing Space Materials Equipment and bodily function Social development include learning social skills, emoti ons, caring for others, self reliance, decision making, developing self confidence and forming relationships and can be supported by providing applause Guidance Giving children chance to perish time with others Activities Encouragement Opportunities Listen to children Supervision Emotional development can be supported by be warm and affectionate Opportunities to express how they feel devising them feel safe , secure and set Giving them time and attention quick development includes attention span abstract thought Developing memory Logic thinking and questioning judgement information and can be supported by providing Games like I spy Getting children to help you Asking and answering questions Activities Playing get Looking at plants, animals etc Talk about what they have seen Look at computers with them.Language development includes understanding and aquiring language, vocabulary and body language and can be supported by Asking questions Discussions about books, pic tures etc Ask children to give information about themselves Ask children to sequestrate something from the past. By using all these learning and developing methods , which work interdependently, help the child learn by experience, contact with others and environment.Adults who support this learning and developing process play a crucial part in ensuring that children gain maximum benefits. Children learn by doing, imagining what they have been doing and then turning what they know into symbols such as speech, drawing and writing. Q3b. disembowel the documented outcomes for children that form part of the relevant early years framework? put down outcomes should consist of a short discription of how the child demonstrates the three characteristics of effective learning. Playing and exploring progressive learning Creating and thinking critically.These discriptions must reverberate on going observations of the child within formative assessment processes and should take account of all relevant records held by the setting and include information from the child, their parents and other relevant adults. Playing and exploring engagement . Finding out and exploring is concerned with the childs open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out. exploitation what they know in their play describes how children use to play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of news report thought, the ability to see from other perspectives and typic thinking. creation spontaneous to have a go refers to the child finding an interest, initiating activities, anticipateing challenge, having a can do orientation, being willing to take a risk in new experiences, and developing the view of failures as opportinities to le arn. Active learning motivation Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities. Keeping on trying refers to the impressiveness of persistence even in the face of challenge or difficulties an element of purposeful control which supports resilience. Enjoying achieving what they set out to do refers to the reward of meeting ones own goals,building on the intristic motivation which supports long-term success, rather than relying on the approval of others.Creating and thinking critically thinking Having their own ideas covers the critical area of creativity generating new ideas and approaches in all areas of endeavour. Being imaginative allows children to find new problems as they seek challenge, and to explore ways of solving these. utilise what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequenc e, cause and effect and in the intentions of others through both narrative and scientific modes of thought. Choosing ways to do things and finding ways involves approaching purposeful activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies. The following etails listed below are the ares of learning of the early years foundation stage 1. Listening and attention 2. Understanding 3. Speaking 4. Moving and handling 5. Health and self-care 6. Self-confidence and self awareness 7.Managing feelings and behaviour 8. Making relationships 9. Reading 10. Writing 11. poetry 12. Shape,space and measures 13. People and communities 14. The world 15.Technology 16. Exploring and using media and materials 17. Being imaginative. During final year of the early years framework practitioners must undertake ongoing (formative) assessment to support each childs learning and development. There is n o requirement that this is recorded in any specific manner or at specified points in time, practitioners should be mindful of their professional responsibilities for the learning and development of every child in their care and plan the provision needed to enable children to take the next steps in their learning .In the final term of the EYFS practitioners must make a judgement for each child using information from all sources to make a judgement for each ELG. Practitioners must make a judgement for each ELG as to whether the childs learning and development is best described by- The description of the level of development expected at the end of EYFS (expected) Not yet at the level of development expected bt the end of the EYFS(emerging) and Beyond the level of development expected by the end of the EYFS (exceeding). Q3c. Explain how the documented outcomes are assessed and recorded? cheer UPLOAD YOUR ASSIGNMENT ONTO THE VLC IN THE building block 1 SUBMISSION AREA learning Outcom esAssignment question 1 L/601/1693 1-3 a. Explain the sequence and rate of each aspect of development from birth 19 years. b. Explain how theories of development and frameworks to support development influence current practice. c. Explain how to monitor children and young peoples development using different methods. d. Explain the reasons why children and young peoples development may not follow the expected patterns. e. Explain how disability may affect development. f. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. 2 R/601/1694 1-2 a.Explain the factors that need to be taken into account when assessing development. b. Explain the selection of the assessment methods used to assess children. 3 L/600/8782 1,3,5 a. Explain each of the areas of learning and development and how these are interdependent. b. Describe the documented outcomes for children that form part of the relevant early years framework. c. Explain how the documented outcomes are assessed and recorded. d. Explain how practitioners promote childrens learning within the relevant early years framework. e. Explain the importance of engaging with a child to support sustained shared thinking. f. Reflect on own practice in reinforcement learning and development of children in their early years.