D4. One disadvantage is that things might happen too quickly to accurately record every detail; it will require writing fast so you don’t miss out any detail.
Explain how observations can be used to support the development of children
B2. Observations can support the development of children by finding out specific needs of individual children by carefully looking, listening and noting the activities of a child or a group of children.
Observations can also help practitioners to know how the child or children is or are progressing; they will be able to tell what the children/child is capable of doing independently. Observations also help to see a child as an individual this is important for every child in whatever setting, specially important in large group settings.
Observations help and plan appropriate play and learning experiences based on the child or children’s interests and needs by planning short and long term planning.
Observations are carried out on all children regardless of they colour, gender, abilities, background or disability e.g. if there was a child with learning difficulties or speech delay observations can help identify these problem. This will then help to improve the language and learning ability by planning activities that will benefit that child. By observing, assessing and evaluating the children in the setting this will help the practitioner build up an accurate picture for each child, based on their individuality and preferences. Practitioners need to remember that all children are individuals, unique in every aspect of their learning and should be treated with understanding, love and respect.
An observation also helps the practitioners know how the child/children are progressing, Gets to know a child or children better and develop positive relationship with the child/children. Through observation the practitioners can track development and behaviour of the child.
Observations can be stored in the child’s personnel development file, which will show how the child is developing, and progressing, parents and other professions on a `need to know basis` can access. Observations should focus on positive aspects of the child’s progress rather than negative progress.
Explain why is it important to understand the pattern of development of children from birth to 16 years.
A1. It is important for practitioners to understand child development for children from birth to 16 years because children’s development is affected by many different influences, for example:
- Where they live
- And the people they meet
So it is important for practitioners to understand how and why children develop in that way that they do. Practitioners will need to be aware of the way children develop in order to plan and provide for they needs.
Practitioners need to understand the Milestones, which are listed below:
To be able to plan and provide appropriate activities for their individual needs.
- It is necessary for practitioners to be aware of the milestones so that they can plan activities suited for their individual stage of growth and development. There would be no point in planning a paint activity e.g. if the child it was aimed had not used their fine motor skills and found handling a paint brush difficult.
To be able to supply parents and other professions with accurate information.
- Practitioners would be expected to let parents know what their child has been doing during the day by this the practitioner will be sharing information and also involving the parents into the setting and building friendship on trust. From time to time with parents consent practitioners might share information with other professionals. The information supplied to other professionals should be accurate and up to date.
To ensure that the child is making appropriate progress.
- It is essential that practitioners know what stage of development the children in their care are at, so that they can see if the children are progressing or not. It is a good idea that the practitioner assesses the child when they start the setting and that the practitioner reviews the assessments periodically to help to decide if the child has made any suitable progress.
To be able to identify any potential problems
- By assessing the child in the setting practitioners will be able to identify any
Areas of concern, practitioners may find after assessing the child that they may have problems in certain areas of their development, which requires addition help and support.
To learn about the child and their needs
- The more information practitioners gain about the child the better they can care for them and provide for their needs. By being aware of child’s development stage, practitioners can choose appropriate activities and will know when to extend these activities as the child develops and becomes more confident.
P.I.L.E.S is used for the study of children development:
P = PHYSICAL
I = INTELLECTUAL
L = LANGUAGE
E = EMOTIONAL
S = SOCIAL
Practitioners should be aware of the above so that they can understand the child.
Practitioners should not have a realistic expectations e.g. if the practitioner expects a 2 year old never to lie, but a 2 year old does not understand the difference between reality and lies sometimes then this will cause disappointments and also unnecessary problems, understanding the pattern of development the practitioner will then have the knowledge on why the 2 year olds behave in this way.
Practitioners can create a personnel file for the child, which should show how the child has progressed and what learning outcomes the child has achieved, and at what stage the child has developed or is developing at. Parents can also access to this file regarding their child’s progress and development.
- Identify the main influences that may affect the social development of children.
D5.
- New sibling
- Moving house
- Starting school/ nursery
- Death in family
- Changing teachers or class
- Parents separated
- Changing school
- Making new friends
- Losing a pet
- Moving countries
- Getting a new parent
- Describe how snack and mealtimes can support the social development of children.
D6. Meal times can provide children with many learning opportunities, particularly
if the child is asked to take part in preparing food E.g. for snack time the child
will learn about different fruit and vegetables, they names, colours, where the fruit/vegetables come from, the different textures and also how to cut the fruit and vegetables.
Very young children can be encouraged to learn good manners by passing the food to others and saying thank you and please when food or drink is offered, the child learns naturally some of the social skills that will be required in daily life.
Snack and meal times can also help children with counting like counting how many plates and cups there are, how many knifes, forks and spoons are required to set up a table.
At the snack time the child can look for they name card, which will help them recognise, they name. Encouraging the child to help you tidy up the snack table and help with washing up will give the child life skills which they will use when they grow up. This can also include a child on a wheelchair who can be asked to come and help with washing up, using the lower sink which will help the child by reaching to the sink and making it much easier for that child to wash up. All should be included regardless of abilities.
Snack and mealtimes will help children to chat with one another, talk about food and the taste, will teach the child on how to use a knife and fork, also they will know about different culture foods and how they taste.
Snack/ meal times brings many positive learning outcomes for children to develop they social skills, some examples:
- Washing hands before meals
- Learning about different foods
- Noticing the texture of food
- Laying table
- Clearing away at the end of snack time with adult help
- Write about:
How children’s development may be affected when they experience transitions.
C1. Some children will find moving to a new class a challenge. Children who are
