Contribute to the support of child and young person development Essay

1.2. Identify different observation methods and know why they atomic number 18 usedDifferent methods of observations are appropriate for different situations.Narrative (AKA running records).This methods are the ones where you write at the time what nipperren are doing, expose something interesting, or are tone of voiceing for a specific skill or area of development, simply writing down what you listen as is happening. This method is used as it digest provide a locomote picture of a child, and no preparation is unavoidablenessed. DiaryIs when a daily record is kept of what children adjudge done. This is often shared with parents and is useful for children and young people who do not have speech, like a baby or a young person with light uponing difficulties. This method is used as it can help other(a) to know 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 superpower classify you about, 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. Time SamplingThis observation lay offs you to look at what a child does over a period of time, such as morning or part of the afternoon. This method is used as it can provide a snapshot view of what the child doing and is also possible to record the activity of to a greater extent that one child. Event SampleA on the watch sheet is drawn up in advance considering carefully the type of information that extremitys to be collected. A column is put down for each piece of information. When the behaviour 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 fussy behaviour. ChecklistCheck list are easy to use because they focus the obs erver 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. Describe the different transitions children and young people may experience.Throughout childhood there are many a(prenominal) different points when children have to cope with changes. Some changes are difficult for children such as when parents separate or when someone close to them dies. As a result of changes, some childrens development can be affected. They fabricate afraid, tearful or on the other hand angry and frustrated. Knowing what type of transitions children might face can help us to support them.This table shows some of the more common transitions turned on(p)Change 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 short of money or become wealthier, parents might b oodle serveing away from home or longer hours, might lose their jobs or work from home. Changes in friendshipsA friend might bm away, friendships might change.Changes in carers/practitionerMight change nanny, au pair or motility childminder. somatogenicChange in locationMight 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 IntellectualChanges in scope (Each setting will have its own rules/style and expectations) Might move from pre-school or nursery, move from class, move schools, start going to breakfast or afternoon club. former(a)Daily transitionsMoving from one setting to another(prenominal) as part of their routine, going to a club or lesson. betwixt carersGoing between parents and practitioners.3.2 apologise how to give adult support for each of these transitions.EmotionalChange in family circumstancesWork most with parents and share informa tion about the childs needs, give them time to talk about what is happening, forgo them to express their feelings, reassure them, look out form more information from specialist organisations. Changes in friendships assist children to express their feelings, help them make new friends. Changes in carers/practitionerWork closely with other practitioners to fix 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) piece 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 warning and avoid rushing them. Between carersAim to be consistent, consider using a diary so everyone know what the child has done.4.1. inform how a work setting can encourage children and young peoples positivistic behaviour.In my work setting there is Positive Behaviour Policy that intents to manage childrens behaviours and has clear procedures that staff must follow to encourage confirmatory behaviour and also to manage unwanted behaviour.There 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 feelings. It also important to provide a stimulating and challenging environment, so children can delight in 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, showing positive behaviours such as kindness and taking turns and gentleness, also setting clear and fair boundaries that are accountability for their age. We reinforce positive behaviour by giving them praise, encouragements and rewards. We also encourage children to resolve conflict by themselves.