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Mischief Mouse's collection of craft activities for preschool and early years.
Printable resources to help support play - colouring, mark making, labelling, promoting, engaging and extending..
Magical Mammoth's recipes to play with and recipes to eat ..
Stitch Squirrel provides a little tree space for some needle and thread projects  - handmade resources to support learning and development.
Calculator Caterpillar's range of activity ideas to support math, reasoning and problem solving.
Hope Hedgehog invites visitors to take a look through some articles of interest ...
Navigator Narwhal's outdoor - in activity ideas for preschool and early years play.


   CYPW children and young people's workforce
   CYP 3.2
Promote child and young person development
 
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)
   


yellow star    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


A plan may include:
   encouraging child or young person to take responsibility for own development should
                          feature in plan

Helpful resources
yellow star   download an example child development plan
yellow star   download an activity planner - adapt to fit your area of learning eg. creative or physical
yellow star   download a basic play plan



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.


     
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

yellow star   about transitions - member's forum thread




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