The Candidate Handbook for the Level 2 Certificate in Children and Young People's Workforce - sample...

8/3/2019 The Candidate Handbook for the Level 2 Certificate in Children and Young People's Workforce - sample pages

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Ways of observing and assessingchildrenThere is no single, perect method o recording children and the way in

which you observe and assess children will vary according to where you

work. It is useul, however, to have an understanding o the range o

dierent recording methods and also their limitations.

Checklists and tickchartsThese recording methods are popular, especially where people are

working with large groups o children. Many checklists and tickcharts are

commercially produced, but it is also possible to design your own.

Assessment activity

Using an MP3 player or a similar device, record a child from each

of these age groups:

0-2 years; 2-4 years; 4-7 years.

(Note that you will need permission from your supervisor or the

childrens parents.)

How does their speech compare to the expected development for

their age?

What differences do you notice in the way they talk?

FunctionalSkills

ICT: Using a recording device

demonstrates an ability to apply a

range of techniques in a number

of applications to produce an

appropriate outcome (technical

demand).

Best Practice Checklist

Ask your supervisor before carrying out any observation or

assessment on a child.

Carry out observations and assessments in line with your

settings policy.

Observe children sensitively and unobtrusively.

Write up your observations in a sensitive and non-judgemental

way.

Avoid making any negative judgements about children.

Make sure that any conclusions are based directly on the

observations.

Remember that observations and assessments are

confidential.

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How they work

Checklists and tickcharts are easy to use because they ocus the

observer on particular aspects o child development. The observer either

watches as the child is playing or asks the child to do something, such

as hop on one oot. The observer then notices whether or not the child is

able to show the skill.

This checklist has been designed to look at young childrens physical skills

Childs name .................................. Date .................................

Date of Birth ................................. Observer ..........................

Developmental checklist

By 12 months Yes No Sometimes

Picks objects with fingerand thumb?

Transfers items from onehand to the other?

Looks for an objecthidden under a beaker?

Looks at a person who isspeaking to him or her?

Makes tuneful babblingsounds such as Da-da?

Responds to differentsounds e.g. drum, bell?

Imitates gestures such aspat cake and bye bye?

Holds beaker using twohands?

Uses fingers to eat fingerfoods such as squares ofbread?

Picks up dropped toys?

Reacts to the word No?

Reacts to own name?

EYFS in Action

Personal, Social and

Emotional Development

underpins the ability to fulfil

our potential and is therefore a keyarea of development when working

with babies and children. In order to

boost childrens self confidence and

self-esteem, it is important that you

provide age-appropriate opportunities

for children to take responsibility

and to make choices. Activities such

as completing jigsaws or helping to

make lunch are ideal. Praise toddlers

when they try to be independent andavoid making a fuss when they make

mistakes.

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Aspects of childrensdevelopment

Why the role of play is important in

developmentOpportunities to play are crucial when considering what children o

dierent ages need. This is because play is a key way in which children

learn about themselves and others. It is also an important way in which

children learn many skills that will help their development. A good

example o this is a baby playing with a rattle. The sound o the rattle

helps the baby to learn about sounds, but because it is interesting, it

also makes the baby want to reach out and touch it. Every time the

baby shakes the rattle, the baby is learning control o the hands.

With older children, play helps to develop dierent skills. It helpschildren eel in control, and learn how to problem solve and to be with

others. These are important skills as they help children in later lie learn

how to be independent, to negotiate and to socialise.

Influences on how children developWhat makes children so dierent, even when they are the same age?

This is an important question and one that has not yet been ully

answered. We do know, however, that childrens development is shaped

by both what they are born with and the experiences that they have.

Influences before and at birthChildrens development starts rom conception. Genetic inormation

is packaged together rom the egg and the sperm. Traits such as

A simple activity such as scooping damp sand encourages children to make

a variety of hand movements and if done alongside others, canhelp them to socialise.

Reflect

Play is crucial to development

and appears to be something that

nearly all children seem to do

instinctively. It is a key way in

which you should be working with

children. How structured is the

day for children in your care? How

much time do you allow childrento simply play without intervening

or organising them in some way?

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height and eye colour will be determined rom this genetic inormation.

This process at conception is not always perect. Sometimes genetic

inormation is aulty and this can aect childrens health or development.

Health

Health is a complex issue. Oen peoples health is determined by a

variety o actors such as their genetic make up, where they live, whatthey eat and their stress levels.

Where children are unwell or have an ongoing medical condition, it may

aect their development.

Discrimination

Parents and other adults

Familycircumstances

Opportunities for play,stimulation and exercise

Diet

Health

Key influenceson childrensdevelopment

Influences after birthOnce children are born, several major actors might inuence their

development.

Case study:A good start in life

Jamal is 2 years old. His parents spend plenty of time talking tohim and involving him in daily activities, such as laying the table

and shopping. They also know it is important that he should

eat well and they have read the latest guidance from the Food

Standards Agency. Jamal has a good bedtime routine and he sleeps

well each night, in addition to having a nap in the afternoon. His

parents take him on outings to the park and to the swimming pool.

At Jamals latest check, the health visitor commented on how well

he was doing.

How might Jamals diet and sleep be contributing to his

development? In what other ways is Jamal having a good start?

Key term

Mental health is the strength and

well-being of childrens minds.

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They may not eel like playing, or their condition may restrict what they

can do. Health, including mental health, can aect many aspects o

childrens development. Children may fnd it harder to make riends

because they miss sessions or they cannot physically join in. Today,

there is a greater understanding o the needs o children who are unwell

or have a medical condition. This means that proessionals who work

with children have to look at ways o making sure that children do not

lose out.

Parents and other adultsChildrens development can be hugely inuenced by the adults with

whom they spend time. Parents in particular are extremely important in

childrens lives. This is why policies in early years settings are designed

to work in partnership with parents. Most parents do a very good job at

nurturing and providing or their children, but or a number o reasons,

some parents are not able to cope so well. This can aect the way that

their children develop.

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