Cyp Core 3.1 Understand Child and Young Person Development.

Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern. 3. 1 Explain how to monitor children and young people’s development using different methods. Methods: Observation. Children can change according to who they are with and whether they know that they are being watched. This means that you will need to observe children in a range of different situations, e. g. with other children, playing by themselves and when they are with an adult.

It is also important to see what children can do when they do not know that an adult is watching them. This is sometimes known as naturalistic observation as in theory we are watching children being ‘natural’. Narrative methods including running records. Narrative methods ones where you write at the time what children are doing. Popular variations are running records, when you keep on writing over a period of time, and snapshot observations, when you just catch a little of what the child is doing.

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The observer either notices something that is interesting and starts to write it down, or has already decided what skill or area of development to look for. The observer simply writes down what he or she can see as it is happening. Diary. In some settings a daily record is kept of what children have done. This is often shared with parents and it is useful for children and young people who do not have speech for example a baby or a young person with learning difficulties.

The adults or parents working with the children write down things that they think are Important.

With babies for example, it might be the times of feeds while with toddlers it might be about what they have enjoyed doing. Photographs can also be added to diaries. Anecdotal. Anecdotal observations are the ones that you have not actually seen, but are points that others such as parents might tell you about. Parents for example have seen their baby walk for the first time or a staff member might at break time have noticed that a pupil is not joining in with the others. After something seems important or interesting, the person who saw or heard it tells the observer about it.

The observer can then write it down in a diary, event recording or just add it into the child’s or young person’s records. Time Sampling. Time sampling allows you to look at what a child does over a period of times, such as morning or part of an afternoon. This means that you gain a more complete picture of the child. This type of observation needs some planning, as the observer needs to keep an eye on the children. A sheet is prepared with the times marked out. At the each of the times on the sheet, the observer watches what the child is doing.

It is possible to record the activity of more than one child. Event Sample. This observation method is used to look at how often and in what circumstances a child shows a particular behaviour such as biting. It can also be used to find out about how often a child talks or plays with other children. A prepared sheet is drawn up in advance after considering carefully the type of information that needs to be collected. A column is put down for each piece of information. When the behaviour is seen, the person has seen it should fill in the sheet.

Checklist. Checklists are popular, especially where people are working with large groups of children. Many checklists are commercially produced, but it is also possible to design your own. Checklists are easy to use because they focus the observer on particular aspects of child development. The observer either watches as the child is playing or asks the child to do something such as hop on one foot. The observer then notices whether or not the child is able to show the skill.

Information from parent, carers, children and young people and colleagues. Children and young people behave in different ways according to who they are with and what they are doing. A child in outdoor area maybe keen on the tricycle, but when they are in the park with their parents they may choose to use the climbing frame. A child who is quiet in a setting, may be a chatterbox with a childminder or with parents. This means that when drawing conclusions about a child, it is essential that we use a range of sources.