CYPW children and young people's workforce
CYP 3.2 Promote child and young person development
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Suggestions for
places to research and professional books to try and access
These will support your study
Page
81 of this level 3 handbook on amazon.co.uk
Child development book 0-19 on amazon.co.uk
Supporting transitions in the early years on amazon.co.uk
Observation and planning in the early years on
amazon.co.uk
Development chart - thread on the forum
Early support programme on ncb.org.uk
What is social pedagogy - bringing
together the care of children with learning opportunities
About the types of transitions forum thread
About observations on the forum
Forum search
page for locating information on specific criteria
Verb list - know how to analyse by researching,
comparing and contrasting
Resources from your setting or work placement -
charts, books, observation sheets
Talkingpoint.org.uk
why the need for early identification of SLC (cross references to EYMP 5)
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The following is based on the CYP3.2 OCR unit content © OCR 2010 pdf
Outcome
1 expects you to .. Be able to assess the development needs children or
young people and prepare a development plan
1.1. Explain the factors that need to be taken into account
when assessing development
1.2. Assess
a child or young person’s development in the following areas
physical
communication
intellectual/ cognitive
social, emotional and behavioural
moral
1.3 Explain the selection of the
assessment methods used
1.4 Develop a plan
to meet the development needs of a child or young person in the work
setting.
Factors that
need to be taken into account when assessing development may include:
confidentiality and when, for the safety of the child
or young person, confidentiality must be breached
children’s wishes and feelings
ethnic, linguistic and cultural background
disability or specific requirements (Additional needs)
reliability of information
avoiding bias Methods may include:
assessment Framework/s
observations
standard measurements
Information from parent, carers, children & young
people, other professionals and colleagues
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A plan may
include:
encouraging child or young person to take responsibility
for own development should
feature in plan
Helpful
resources
download an example child development plan
download an activity planner - adapt to fit your
area of learning eg. creative or physical
download a basic play plan
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Outcome 2 expects you to .. Be
able to promote the development of
children or young people
2.1 Implement a development plan for a child or young
person according to own role and
responsibilities, taking into account
that development is holistic and interconnected
2.2 Evaluate and revise the development
plan in the light of implementation
2.3 Explain the importance of a person
centred and inclusive approach and give examples of how this
is implemented in own work
2.4 Listen to children or young people
and communicate in a way that encourages them to feel valued
2.5 Encourage children or young people to actively participate
in decisions affecting their lives and
the services they receive according to
their age and abilities
A development
plan may be drawn from a lead practitioner (e.g. a teacher’s)
overarching plan.
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Outcome 3 expects you to ..
Be able to support
the provision of environments and services that promote
the development of children or young people.
3.1 Explain the features of an environment or service
that promotes the development of children and young people
3.2 Demonstrate how own work environment
or service is organised to promote the development of children or young
people
Features of
an environment or service may include:
stimulating and attractive
well planned and organised
personalised and inclusive
encouraging and practising participation
high quality policies in place and followed
regulatory requirements met
varied
meeting individual and group needs
providing appropriate risk and challenge
involving parents and carers where appropriate to setting
or service
Outcome 4 expects you to .. Understand how working
practices can impact on the development of children and
young people.
4.1 Explain how own working practice
can affect children and young people’s development
4.2 Explain how institutions, agencies
and services can affect children and young people’s
development
Outcome
5 expects you to .. Be able to support children and young people’s
positive behaviour
5.1 Work with children and young
people to encourage positive
behaviour
5.2. Evaluate different approaches
to supporting positive behaviour
Encouraging
positive behaviour may include:
least restrictive principle - forum thread
reinforcing positive behaviour - this practice links to behavioural theory
modelling/ positive culture - this practice links to social learning theory
looking for reasons for inappropriate behaviour and
adapting responses
individual behaviour planning - child centred approach
phased stages
planning interventions to reduce inappropriate behaviour
de-escalate and diversion
containment
following management plans
boundary setting and negotiation
supporting children and young people’s reflection on
and management of own
behaviour - this practice links to humanist and cognitive theory
anti bullying strategies
time out (following up to date guidance)
use of physical intervention (following up to date
guidance)
Outcome
6 expects you to .. Be able to support children and young people
experiencing transitions
6.1 Explain how to support children
and young people experiencing different types
of transitions
6.2 Demonstrate provision of structured
opportunities for children or young people to explore the effects of
transitions on their lives: ie. what
does the setting provide so that children can explore their experiences with
past, present and future transitions eg. a new baby is about to be born,
a family member left the home
Types of transitions
may include:
emotional, affected by personal
experience e.g. bereavement, entering/ leaving care
physical e.g. moving to a new
educational establishment, new home/locality, from
one activity to another
physiological e.g. puberty,
long term medical conditions
intellectual e.g. moving from
pre school to primary to post primary
smaller daily transitions
about transitions - member's forum thread
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