Contribute to the support of child and young person development Essay

1.2. Identify different observation methods and come why they ar useDifferent methods of observations be appropriate for different situations.Narrative (AKA running records).This methods are the sensations where you write at the time what baberen are doing, notice something interesting, or are panoramaing for a specific dexterity or airfield of development, simply writing down what you see as is happening. This method is used as it pass around the sack provide a be given picture of a tiddler, and no preparation is pick uped. DiaryIs when a casual record is kept of what children shake up done. This is often shared with parents and is useful for children and four-year-old people who do not flummox speech, like a botch up or a upstart person with learning difficulties. This method is used as it can support otherwise to distinguish what a child has been doing, and it also provides a long time record. AnecdotalThese observations are the ones you have not actually seen but are points that others such as parents baron tell you some, after something important or interesting has happened they can be written down in a diary or the childs records. This method is used as it can help other to know what a child has been doing in a different situation. m SamplingThis observation allows you to interpret at what a child does everyplace a period of time, such as morning or sever of the afternoon. This method is used as it can provide a scene view of what the child doing and is also possible to record the activity of more than that one child. Event SampleA prepared sheet is cadaverous up in advance considering carefully the type of information that need to be collected. A column is put down for each peck of information. When the demeanor is seen, the person who has seen it should fill in the sheet, This method is used to look at how often and in what circumstances a child shows a particular behaviour. ChecklistCheck list are easy to use beca use they center the observer on particular aspects of child development. This method is used as it is quick and easy to use, and you can repeat the assessment and see the differences.3.1. run along the different transitions children and young people may experience.Throughout childhood there are many different points when children have to cope with changes. Some changes are difficult for children such as when parents separate or when someone closing to them dies. As a result of changes, some childrens development can be affected. They become afraid, tearful or on the other lead angry and frustrated. Knowing what type of transitions children mightiness face can help us to support them.This table shows some of the more common transitions hornyChange in family circumstancesParents might separate, new people might join the family (step-brothers), siblings might no be born, some close to the child might become ill or die, families may become presently of money or become wealthier, parents might start seduceing off from home or longer hours, might lose their jobs or work from home. Changes in friendshipsA friend might move away, friendships might change.Changes in carers/practitionerMight change nanny, au pair or move childminder.PhysicalChange in localisationMight move area or country might move home. physiologicalChanges in health and bodyMight become ill or develop a chronic medical condition that requires treatment. Going through puberty ingeniousChanges in screen background (Each setting go out have its own rules/ bolt and expectations) Might move from pre-school or nursery, move from class, move schools, start qualifying to breakfast or afternoon companionship. otherwiseDaily transitionsMoving from one setting to another as part of their routine, going to a club or lesson. Between carersGoing between parents and practitioners.3.2 Explain how to give self-aggrandizing support for each of these transitions.EmotionalChange in family circumstances do closely with parents and share information about the childs needs, give them time to talk about what is happening, allow them to stockpile their feelings, reassure them, look out form more information from specialist organisations. Changes in friendships push children to express their feelings, help them make new friends. Changes in carers/practitioner play closely with other practitioners to learn more about the child, and visit them so they can get to know them. PhysicalChange in locationWork closely with parents, allow time to settle and talk about where they use to be or go, spend time getting to know each other to find out more about the child. PhysiologicalChanges in health and bodyWork closely with parents, look for more information, allow time for questions, reassure. IntellectualChanges in setting (Each setting will have its own rules/style and expectations) Share information about childrens needs strengths and interests, meet the person who will be with them,, involve the children. OtherDaily transitionsAllow time to settle and adjust, give plenty of standard and avoid rushing them. Between carersAim to be consistent, consider utilize a diary so everyone know what the child has done.4.1. Explain how a work setting can encourage children and young peoples positive behaviour.In my work setting there is Positive deportment Policy that intents to manage childrens behaviours and has clear procedures that staff must hunt to encourage positive behaviour and also to manage unwanted behaviour. in that location are many ways in which we can help children/young people to learn about positive behaviour.Positive relationships play a key part in behaviour because children and young people need support and attention. Therefore is important to take time to talk and have fun with children.In the work setting we encourage positive behaviour by meeting their basics needs and listening to children and valuating their opinions, children need to express their fee lings. It also important to provide a stimulating and challenging environment, so children can enjoy and have fun while learning, we encourage this by planning the experiences well and giving children choices to allow children to learn about having some responsibility. Being inclusive and thinking about children as individuals and about what they need, masking positive behaviours such as kindness and taking turns and gentleness, also setting clear and fair boundaries that are right for their age. We reinforce positive behaviour by giving them praise, encouragements and rewards. We also encourage children to resolve conflict by themselves.