Please arrange to observe and assess a child under the age of 5 years and to talk to his / her family. Draw on the Sheridan Chart and the Assessment Framework Triangle as your tools for the assessment

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Date:                8th January 2008

De Montfort University    BA Social Work

Society Organisations and People Module ASCS 1102

Part A

The Project - Child Observation

Please arrange to observe and assess a child under the age of 5 years and to talk to his / her family. Draw on the Sheridan Chart (Assessing Children in Need and their Families DOH 2000: 23) and the Assessment Framework Triangle. (Assessing Children in Need and their Families DOH 2000) as your tools for the assessment.

The word limit is 2000 words (plus or minus 10%)

  1. Provide a brief summary of your observations and assessment using the Children Observation Summary Sheet (see last page).

500 words approx

                                                                                

  1. Draw on two psychological theories to illustrate your understanding of the child you observed. Make clear and specific references to your own child observation.

800 words approx

  1. Discuss what you found to be the strengths and limitations of using the Sheridan scale and Assessment Framework Triangle as assessment tools in supporting your understanding of life span development.

500 words approx

  1. Evaluate your learning on this part of the module. What would you do differently next time?

200 words approx


Contents


PART A

Child Observation Summary Sheet

Assessment Information

Personal details

  1. Childs Name                Hanna Walters (pseudonym)
  2. Age                        Four
  3. Gender                Female
  4. Disability                None
  5. Ethnic Origin                White British
  6. Religion                N/A

   

Ethical Considerations in undertaking the observation

Hannah is a looked after child and through working in this environment, I am aware that previous experiences may impact on a child’s development.  However, not wishing to be presumptuous or place emphasis on this, I treated Hannah as I would any child.

I explained to the foster carer (FC) beforehand, the purpose of this observation and reassured them that this and my findings were not related to the care that Hannah was receiving.  I asked the FC to sign a consent form so I could continue with the observation (see appendix 1).  I also confirmed who would read this information and assured confidentiality and anonymity, and that I would not continue if Hannah became distressed.

I explained to Hannah in age appropriate terms, that I was learning about children and asked if she would like to help me.  She understood that she could withdraw if she did not wish to continue.

Method / Context of Observation

I arranged to observe Hannah through a fostering agency who serves FC’s.  It is the agencies duty to ensure their FC’s receive comprehensive training and support, and to ensure that children’s needs are met.  They work in partnership with social services to provide better outcomes for children as outlined in Every Child Matters (Dfes, 2003).  

The observation was held in the FC’s lounge.  It was spacious, light, and where Hannah felt comfortable.  The FC remained in the home and there were no distractions.  

To complete this assessment, I devised a card game (see appendix 7).  Hannah had to pick a card with tasks on which related to the Sheridan Scale (Department of Health, 1988) and Assessment Framework Triangle (Department of Health, 2000), and enabled me to assess her developmental progress (see appendices 2 to 6).  I used praise, toys and equipment provided by myself and the FC to make this fun and engaged and observed Hannah throughout.

The child’s family’s views

I spoke alone with the FC to ask further questions to complete the assessment.  This information was mostly for the Assessment Framework Triangle and where certain questions may have distressed Hannah as she is living apart from her family.  I discussed my findings with the FC who was pleased with the outcome.  Further discussions revealed changes in Hannah’s development since becoming accommodated.

Brief Summary / Conclusions in relation to Sheridan Scale and Assessment Framework Triangle

The Sheridan Scale was a useful tool in assessing Hanna’s developmental needs as it identifies milestones that children are expected to meet at a given age.  It highlights individual’s strengths and weaknesses, can identify if intervention is required and can be revisited.  

The Assessment Framework Triangle was also a useful tool as it provides guidance on specific areas, and other factors which may impact on Hannah’s development.  Some of this information was obtained through observation, but input from the FC was also needed.  

I found strengths and limitations for both of these tools, for example, some areas overlapped which meant that some work was duplicated, but these shall be discussed in detail further on.

Signed     ………………………………………..                         Date……………………


PART B

Psychology theories are ways of explaining why we may think or behave in certain ways and when conducting my child observation, I drew on two developmental psychological theories; Cognitive and Attachment.

Jean Piaget was an influential psychologist who specialized in children’s developmental cognitive psychology.    He believed that children play an active role in constructing their own development and that knowledge and thought were influenced equally by nature and nurture.  He also believed that developmental progress could be impeded by a number of factors, for example, a child who does not receive adequate stimulation may develop at a slower rate as a child of the same age.  

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Piaget suggested that three processes were needed for children to develop (see figure 1), “as they add more complex schemes to their thinking” (Tassoni & Hucker, 2000).  He also suggested there were four stages of cognitive development (see figure 2) and believed that children must go through one stage in order to progress to the next.  

The child I observed was aged 4 and according to Piaget's theory, at pre-operational stage.  Children of this age have developed language, memory and imaginative play skills and are able to relate experiences using mental imagery.  

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