Observing the development of babies and toddlers.

by kerrykaur1996_ (student)

Kirtan Kaur 416.000

Unit 2 – Development from conception to age 16 years

E1- Describe the development of children in a selected age range and two areas of development.

AGE RANGE- BIRTH-3 YEARS...............CHECK TO SEE IF BOTH AREAS OF DEVELOPMENT IS DONE.

Babies start to show signs of physical development. They grow quickly and change every week, at this stage they are able to move their heads and will begin to grasp fingers and if held in an upright position, use their legs in a stepping movement. At 6 months old babies are more alert and would move their heads to see what is happening around them. They can move and even hold on to a toy and are able to sit up with some support. By 9 months some babies would crawl or find a way of moving by sitting on their bottoms, some babies would even start walking by holding on to a table as support. By 1 year they could be sitting alone without support, reach out for toys and could also be mobile through crawling or shuffling. By this age a child will have started to show hand preference, can click two cubes together and will place the cubes in a box when shown how to. At 18 months a child may be able to walk alone, will push and pull toys when walking, roll and throw a ball.

Between the ages of 2 and 3 years they can walk up and down stairs with both feet on one step and run without falling. Some children may also be able to pedal a tricycle and throw and catch a large ball. Toddlers may be able to follow a simple dancing rhythm. They are capable of using a spoon to feed themselves and undo buttons. By the time a child is 4 they are capable of drawing and painting more detailed pictures of people and can cut around an object with scissors.

From birth to 3 years an infant will be capable of a vast amount of communication and intellectual skills. From birth they will cry when hungry, tired or distressed and can stop crying at the sound of a voice. A baby can respond differently to changes in the tone of a voice and will laugh when being spoken to by a parent/carer. Infants can blink in reaction to bright lights and turn their heads to a soft light. By 6 months old a child can focus on small objects close by and reach out to grasp them. By the time a child has reached 1 year old he/she will know their name and can understand around 20 words e.g. cup and dog, as well as being able to understand a simple message such as ‘clap hands’ and ‘where are your shoes’. A 1 year old child will deliberately drop a toy and watch it fall and look in the correct place for toys that have rolled out of sight. A small child can build a tower of 3 blocks when shown and can point to a named object as well as parts of the body. By 18 months a child can make simple sentences and will have used more than 200 words by the time they have reached age 2. At 3 years a child can paint using a large brush, will also be competent enough to draw a man with a head and cut using scissors. Verbally, a 3 year should be able to count to 10 and can hold a simple conversation.

A 3 year old child is able to understand the concept of questions and can ask ‘why?’, ‘what?’ and ‘how?’ They will know different parts of the body and are able to name different animals

E2- Describe the development of children in a selected age range, different from E1 and in two areas of development.

12-16 years

E5: Identify and use three different observation techniques.

The first observation technique, I am going to talk to about is the checklist method. The checklist method ensures that the observer knows what the child can and can’t do and also what ...

This is a preview of the whole essay

A 3 year old child is able to understand the concept of questions and can ask ‘why?’, ‘what?’ and ‘how?’ They will know different parts of the body and are able to name different animals

E2- Describe the development of children in a selected age range, different from E1 and in two areas of development.

12-16 years

E5: Identify and use three different observation techniques.

The first observation technique, I am going to talk to about is the checklist method. The checklist method ensures that the observer knows what the child can and can’t do and also what they should or shouldn’t be able to do. This method should be prepared in advance and also it can be used to record the activity of a single child. This type of observation can help the observer to know what the child can do, which as a result will benefit the child because the observer can set out activities and such to that child likes.

The second observation I am going to talk about is the Narrative technique; this technique effectively confirms that the observer knows everything that the child is doing for about 10-15 minutes. This means that the observer will see everything that the child is doing like behaviour and likes and dislikes. This technique is good because it has detail, it doesn’t require a lot of training to complete this and it doesn’t focus on one particular behaviour but different behaviours, however this technique does have disadvantages for example it is time consuming and it works well with one child but not really a group of children.

The third and final observation I am going to talk about is the Time Sampling Method; this method is particularly good because the observer records everything the child does for a minimum of 2 and a half hours which as a result means that the observer can see how the child’s behaviour or mood changes during that time. Time samples can be used to observe a child’s behaviour to identify possible concerns. For example a shy child who doesn’t relate to other children. The observer needs to be aware of not making it obvious to the child that they are being observed.

E6: Explain how to maintain confidentiality throughout the observation.

Give clear details about how to keep the identity of the child, the setting and the information gathered in the observation, confidential. Give real examples from your actual observations.

To maintain confidentiality in observations, it is important to make sure that you do not use the children’s real names or the settings actual names. For example: CHILD A is playing with the building blocks in the corner of the NURESRY. This helps to not give information to people that do not need to know and It also makes sure that the information does not get into the wrong hands as it can result in danger or harmful actions to the child.

Another way to maintain confidentiality is to keep observations - after finished or when they have important information in it - in a locked cupboard or a place that only you or other people who are permitted to access to it, can go in.

A way to maintain confidentiality is to while you are working on your observation ensure that other people do not peek over you shoulder and look at what you are doing. If you maintain confidentiality in a work setting, it presents respect for people and then as a result they feel as if they can trust you and they also feel relaxed enough to tell you any apprehensions they may have.

“Effective partnerships with parents and families are grounded in mutual respect. As you build relationships with parents or children in your care, you may be told or given information about them or their child that is not shared with everyone. A child’s disabilities, medications, therapies, education or what is happening at home are examples of information that you should keep confidential out of consideration to the family’s right to privacy and your goal to establish trusting relationships with families” (CCPLUS)

NOT DONE BUT LEAVE IF NOT ENOUGH WORDS

D1: Discuss the child’s needs in relation to their physical development.

The child has many needs in relation to Physical development. By using my own personal observations I can recognize the observed child’s needs. For example the observed child cannot put her own coat on by herself and usually asks for help with putting her coat on because she finds it difficult to button her coat and zip it. Looking at the EYFS milestones a 3 year old should be able to put their coat on without any help or support. By doing these observations I can see that the observed child is not at the level or stage she should be at. Another thing that I have noticed while completing my observations is that the observed child cannot form coherent words or phrases and again looking at the growth milestones, a 3 year old child should be able to form coherent words. Again this tells me that the observed child is not at the expected level. We need to take the child’s individual needs into account so that we do not lay out activities that are beyond that child’s skills or development because if we do then the child will realize that they cannot do something and their self-esteem and confidence will decrease rapidly therefore we should try and ease the child into doing more difficult activities but at their own pace. Also we can realise what their needs are and try to focus on the needs more and help them with their specific needs and also try to strengthen them.

REFERENCE

D2: Explain HOW the observations will be used to support planning to meet the child’s needs

Using the observations, give examples of the different ways the observations provide information and evidence to support planning.

Actually, state from the observation (in E4) some examples. Consider how the recommendations from your first observation impacted on activities/experiences that you implemented