CYP Core FINAL Assignment

CYP Core FINAL Assignment Words: 1210

You may ant to look at the following but you could also choose your own, if you wish. It is important that the theory links clearly to practice. For example, if you discuss Skinner’s theory of positive reinforcement you need to describe how this is reflected in practice though verbal praise of children and giving stickers for positive behavior. The theorists listed below are suggestions only, you may have other preferred theorists. Explain 1 Behaviorism Theorist (e. G. Skinner, Watson) Explain 1 Cognitive Theorist (e. G. Pigged, Bigotry) Explain 1 Social Learning Theorist (e. G. Burner, Bandeau)

Explain 1 Humanist Theorist (e. G. Mascot) Your assignment should be presented in an essay format. Please include any references and a bibliography. If you want information on how to do this please contact your assessor. Questions for COPY 3. 1 Each child and young person is an individual whose development is influenced by a variety of factors. These are often referred to as nature and nurture. That is that some of the development that we have is biological – nature. This includes our genes which determine our potential and medical conditions or disabilities which may effect our development.

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The nurture side includes things like parenting styles, stimulation we receive, the impact others have on our development and the availability of resources. In our settings it is important to monitor children and young people’s development so that we can support and facilitate their development. We do this by observing them. Once we have observed them we should be using the EYES to assess what stage of development they have reached. We can then plan further activities to support them to move to the next stages. In settings this is often documented through ‘Learning Diaries’ or ‘Learning Journeys’.

In these booklets practitioners collate a variety of observations to document development. Examples of this may include long observations, short observations, event sampling, time sampling photographs, examples of children’s work, tick lists and audio/video samples. It depends on the reason for your observation as to which method you might use. It is essential that we do monitor development as the earlier we can pick up on delays and difficulties the earlier we can either change practice in the setting get help from an internal colleague or seek the support of an external colleague.

Our assessments may be formative or assumptive. A formative assessment is the ongoing picture and information we are building up regarding a child’s development. We may gather this information over a term and then at the end of that term we may do a assumptive assessment which brings together and summarizes the development that has taken place and may identify milestones the child has reached. This is often done at the end of the Early Years Foundation Stage as the child moves from the Foundation Stage and in to Key Stage 1 We may also see this at the end of a school year in the form of a report.

A assumptive assessment may also be compiled if a child is changing settings mid way in a year, for example, they move to another county. The child’s Learning Diary and a assumptive assessment should go with the child to their new setting so that the staff there can start to plan for the child. Equally, a young person who is moving from one school to another may have a mid year report from their existing school. Appendix A at the end of this unit gives further descriptions of the assessment methods and how they should link in with planning.

In preparation for this unit it is important that you have a good understanding of the systems in place in your setting. If you don’t already know what observations take place then take to a colleague and ensure that you have time to look at children’s records. When working with children and young people we should also be mindful of their holistic development. That is that areas of development don’t develop on their own. For example, if we are looking at supporting a child’s physical development of climbing then they need to also have confidence as well as co ordination and strength.

So, areas of development can be described as interconnected. As a practitioner we may identify areas of development that may need specific support. We may be able to provide this in the setting, for example We may have a member Of staff who is trained in speech and language development or we may need to consider getting external support from a Speech and Language Therapist. When we are working in a multi agency way it is vital that there is communication between the agencies. Good communication will ensure that agencies are working together and providing a consistent approach and support.

This should also include working with the families. If you are not aware of the Common Assessment Framework (CAFE) process then please do some individual research. This framework is specifically designed to support families who have a child or children with 2 or more identified needs. The framework needs the consent Of parents/career. Transitions Transitions can be described as a time of change. Think about when you have gone through changes yourselves. This could be as a child, young person or as an adult. How did that change make you feel? How did others support that change? How did you manage the change?

What difference did others make to you? You may have recalled a change that most children and young people go through such as moving school, moving house or going through puberty. These are transitions that we usually know are going to take place and we can plan how we are going to support the child or young person. There are also transitions that we may or may not be able to prepare for such as the death of an animal, friend or family member or an illness or injury to the child or close relative/friend. As a practitioner it is important that we ensure the child or young person is stable and supported within the setting.

Consistency of care within the setting will make them feel more secure. If there is change and confusion in the setting this may add to their negative experiences. 1. 2 Explain the difference between sequence of development and rate of development and why the difference is important. 2. 1 . Explain how children and young people?s development is influenced by a range of personal factors. These could include health, learning difficulties, sensory impairment or disability. 2. 2. Explain how children and young people’s development is influenced by a range Of external factors.

These could include poverty, deprivation, family background, education, looked after care personal choices. 3. 1 . Explain how to monitor children and young people’s development using different methods. Choose a minimum Of 6 different methods. 3. 2. Explain the reasons why children and young people?s development may not follow the expected pattern. 3. 3. Explain how disability may affect development. 3. 4. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.

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