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Assignment childcare level



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    At the end of the session child A finished with a cool down, when observing it showed that he was able to balance on one leg, but only when holding his arms out, to help improve child A can put his arms to his side for short periods of time. Time Sample When observing child A struggles to start and stop when riding his bike, this may be because he has not yet fully developed hand eye coordination. But due to child A, being a kinesthesia learner the more he practices the more he will develop the skills.

    Also child A showed that he needed extra support when mumping backwards, to help promote this this mini exercisers can be introduced to help. Child A was able to crawl and roll but lack the ability to move at different heights to help this music can be played as part of the tasks relating to different height an example may be ‘Head, shoulders, knees and toes’ this also promotes their language and identify their own body. Check-list Child A when drawing numbers finds it difficult to recognize or visualize each number, this suggests that child A needs more help on understanding the different numbers.

    We can do this by planning activities to help gain innumeracy kills, which are appropriate to the age and stage, and suggest that at home they practice counting and recognizing numbers to progress onto the same or a similar level as the expected rate. Child A also showed that he was able to use both hands and equal strength when coloring in and was able to use good hand eye co-ordination, to encourage his to use his leading hand, which was picked up as the right when using a knife and fork, the practitioner could use techniques that stops him from from using his left hand, such as sitting on it or even holding a soft ball.

    According to Michael Guarani, Research shows us that boys’ brains are ‘wired’ in such a way that language is a more difficult skill for them to acquire and use effectively in learning than it is for girls. ” (Guarani M & Stevens K 2012) DO – Explain how the observations can be used to support planning to meet the child’s needs. It is vital to do observations within a childcare setting as it benefits the practitioners, as it provides information and evidence. When doing the observation it is important that the child is engrossed in the activity chosen as it allows the child to act themselves.

    Observations undertaken in E can help a recantation when planning to meet the children’s individual needs, this is due to having accurate information regarding the specific needs of the child. It supports you as you have the knowledge of what the child is capable of and their interests, by knowing this helps to find out the most effective approach to develop and reach their next level of development. , this supports the practitioner to make individual plans.

    Also it support the practitioner that is next to take over as they are recorded in their file, knowing this will help to keep you in the picture when the child is in your care. For example my written account observation on child A supplied me with evidence that he needed support when undertaking certain physical activities. My Check-list informed me that child A needed extra activities based around catching small objects. Having access to this information then allows the practitioner to notice the child’s preferences, for example in an additional needs setting individual plans both short term and long term can be created.

    Knowing all the children’s capabilities helps the practitioners own learning on the age rage they are working with, it also helps to know the children’s learning styles, or example in my written observation found out that child A was a kinesthesia learner, this would help to create more hands on activity to help promote their development. Child A needed help when balancing, this supports planning as a one to one maybe needed it also helps to identify that the child may fall, so balancing aids maybe put in place.

    It is important that any concerns of area of development is discussed with the guardians as you have to work in partnership, by doing this helps both career and staff to put in place activities to help promote the child’s around progress according to the Early Years Foundation Stage. It also allows the parent or practitioner to get involved multi professionals at an early stages to help prevent the child from lacking in areas. CLC – Analyses the issues which are essential to confidentiality and objective observation. It is a must that you follow the Data Protection Act and The Childcare Act in order to keep both child and the guardians safe.

    Staff should follow the policies and procedures relating to confidentiality, all schools and nurseries will have a confidentiality policy. Careers must feel confident that their hillier are in an environment that promotes their well-being and where staff respects legislations, this also allows to withhold a good reputation regarding the setting and local community. It is necessary that the practitioner promotes the individual’s right to confidentiality. The guardians, children and young people themselves have rights under the data protection act 1998 associated to confidentiality.

    Confidentiality and objective observation are seen as important, all children and their family are diverse, due to having their own individual differences, if the practitioners include every child in an observation it shows you re non-biased and that you want to promote the child as an individual. Confidentiality is very important within a childcare setting. Practitioners must keep confidentiality, which implies they only speak of situations they have seen in the workplace to other members, but only if it is a concern, also the guardians may be informed if needed.

    Personal information should only be passed on to individuals who only have the right and a need to know bases, to help eliminate breaches of confidentiality. In some cases children are in foster care, witness protection or have dangerous parent who do not have access or involvement tit the child, so having positive confidentiality helps this be done securely and safely, for example having a password when collecting the child. In order to keep information safe practitioners must ensure that confidential information is stored correctly an example would be in a locked filing cabinet.

    Any personal records kept on computers should be password protected. If there is a need to leave the room never leave information on the screen and always log off. Any meetings with guardians or staff should be held behind closed doors in order that information is not overheard by others, confirm an individual’s’ identity before sharing any information with them. When taking down observations it vital that you as a practitioner keep the observation accurate, only true information which occurred should be noted to help identify area for improvement.

    Each individual child are diverse and have their differences, so you as a practitioner should include every child in regular observations by doing is good use of inclusive practice and shows you are non bias. (E) Bal – Reflect on the implications for practice of the assessment of children through observation. There are a number of implications when observing and arraying out assessments in a childcare setting that the practitioner may need to consider when putting it into practice.

    An example may be, reliability and validity which means that the child, parent or the observer cannot attend or if the guardian does not reply to the setting, observations are allowed to proceed. It’s important that the observer and the setting know or is able to use appropriate technique’s linking to different information and types of development. Also two practitioners can observe the same child doing the same thing at the same time, by doing this prevents it from being inaccurate as it’s witnessed by both observers, in some cases it helps to stop incorrect notes being filed regarding the individual.

    It helps to eliminate the chance of the practitioner missing out key information. Retrieving non reliable information from observations may lead to implications in the future regarding the planning for the individual based on wrong facts, resulting in the child finding activities to easy or difficult, long term can imply on bad behavior or low self-esteem. The practitioner’s should feel comfortable and know and understand clearly the legal requirements involved when taking observations and show they can maintain confidentiality met in E).

    Observations can help the practitioner or careers of the child/Rene to adapt their practice to meet needs of the children. An example is that a child is in a wheelchair or walker and is unable to reach specific toys that they want due to a tables or shelves. Due to seeing this you are able to result to using boxes on the floor, for future references. Before carrying out any observations on a child the practitioner should prepare and plan in advance on what observation technique is going to be used and the individual taking part, it is essential as it makes sure the observation goes according to plan.

    During observations we are able to see the children as they play and interact, helping use to build up an image of their personal learning and development. We are then able to recognize their preferences and offer individual learning plans, this will then follow the child through there education. We can then evaluate their progress against the EYES development matters statements and learning goals, to find out if the child is on target. Knowing this will then allow the practitioner to find out what children in there care is advance or below and consider who needs extra support than others.

    If a child then needs support in areas the practitioner should not make it obvious to others so they are valued the same other children and are not singled out. During learning activities they can then be placed within a group relating to the same ability and learning style and can help to offer teaching specific to the child. Also due to observing regular we get an up to date picture of the child and can identify if they have made any improvements regarding their learning and development.

    When you observe you can pick up on the body language of the child and their peers, it can help to tell us about their relationship and their attitude with their family. It is more helpful and reliable if the practitioner or key worker when observing the individual is discrete so the child will act themselves during the activity, As they will be less likely to hide the truth about how they are feeling but will project it onto toys, dolls, etc. When playing it allows the children to express and share their feelings for example role play.

    Also by doing regular assessments it allows the setting to identify their own weak spots, such as equipment being used or the lack of equipment in the setting, for example if cost children play with the same toys more can be supplied e. G. Soft balls, which benefits the children’s physical development. Its is also a good way to identify any broken toys or equipment that is not suitable for the age and stage. From undertaking observations it can tell us a lot about practice, such as how the setting plans to cater for individual needs, routines and activities.

    Unless you learn from observations based on planning activities and routines and meeting the child’s individual needs you will decrease yours and the children knowledge and potential. According to George Forman and Ellen Hall If I watch the children play, I can discover their interests. By observing children, can assess their developmental levels. I look to see what strategies children use to attain their goals. Observing children helps me know what skills the children need to practice. When I observe children at play, I learn a lot about their personalities. (2005. Reasons to Observe Children. ) AH – Evaluate the influence of theoretical perspectives on aspects of practice which affect the development of children. Met in (E? ) Theoretical perspective that affects the development of a child is, cognitive placement perspective. Suggests that each individual child will progress at their independent development rate when they are faced with problems solving, resulting in the child altering the way they view things, making new develop methods linking with challenging situations.

    When learning how to write short sentence making it difficult for the age range to achieve. Teaching children is not just about throwing information at them; the personal practitioner needs to create a positive relationship with each child and know their individual needs to help understand their capacities and make achievable goals. The eye worker must then find ways to relate activities that will engage children in further interests which extends their knowledge and abilities.

    Assignment childcare level. (2018, Jun 28). Retrieved from

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