Worksheet

Item No..

Unit 024 Promote Child and Young Person Development

Outcome One. The Learner can
Assessment Criteria 1. Explain the factors that need to be taken into account
when assessing development.
We need to take in account some factors when assessing development:
.- Confidentiality and parental permission:
As the primary carers and guardians of their children, parents have the right
to decide which information is collected and recorded about their child. We
need to obtain written permission from parents authorising us to carry out
observations and to keep relevant documentation on record. For example, at
Southlands we ask for parental permission on the registration form that
parents complete prior to their child attending the setting. The details of
observation should be kept confidential unless withholding information would
affect the well-being of the child. So it's important that we handle and store
assessment documents and notes in line with the setting's confidentiality
policy. We must protect the child's identity.
.- Children's wishes and feelings:
We need to respect children's wishes and feelings they should not be made to
feel under pressure to do the things right. If they become reluctant or upset,
it would be better to delay the assessment to another time. We also need to
be respectful in terms of the tone and language that you use when recording
your assessments. It can help to think about how the parents are going to
feel when they read it. At the same time we need to be accurate in our
assessment.
.- Background:
We need to consider the background (ethnic, linguistic, cultural) in our
assessment in order to ensure their accuracy. For example, if a child can't
understand the language being used, it's possible that child will not join in
some activities. The same can happen with a different cultural background.
We need to be awake about children from different cultural background and
try to understand it.
.- Special or specific requirements:
We should take special or specific requirements into account when we're
planning our assessment methods, and ensure that CYP have the support
that they need. This may influence:
a.- The assessment methods that we use.
b.- Whether specific support of ourselves or another adult is provided.
c.- Whether adaptations or special equipment are made available.

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.- Reliability of information: we need to be sure that the information that we

have collected to assess development is reliable. If we do our assessment
with some wrong data, it will give us an inaccurate result.
.- Avoiding bias: its also important when we assess development to handle
information in the most neutral and impartial for that we can. As we said
before if we dont do that the results could be inaccurate.
Assessment criteria 3. Explain the selection of the assessment methods
used?
It's important to know the different assessment methods because later we
can select the most appropriate for the type of information that we want to
collect, and for the purpose for within the information will be used.
Observation: we can assess CYP in different areas though observation. This is
carried out in a cycle where first, baseline information is collected (which tell
us about CYP's current stage of development. Later, observations are carried
out. These help us to monitor the progress made since the baseline
assessment information was collected. Finally, observations are used to plan.
Summative assessment: where we summarise findings and drawing overall
conclusions. We can see what CYP should be learning next so we can provide
the appropriate learning opportunities. We could also identify areas where
children need specific support.
Formative assessment: It's the initial and on-going assessment of CYP's
learning and development.
Assessment frameworks: They set out how learning and development should
be assessed in relation to curriculum frameworks. We can find as examples
the National Curriculum and the Early Years Foundation Stage.
Standard measurements: they are used when we need to monitor and assess
childrens development. The type of measurements we can use are growth
assessments (like height or weight), auditory assessments (levels of
response), cognitive aptitude tests or reasoning assessments.
Information for parents, carers, CYP: When we do an assessment on CYPs
learning and development is a good practice to gather up as much
information as possible. That includes parents (who know better the Child or
Young person), other carers and from the child.
Outcome Three. The Learner can
Assessment criteria 1. Explain the features of an environment or service that
promotes the development of children and young people.
When we talk about an environment that promotes development we don't
refer just to the physical surroundings. It means also the opportunities

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available to them, and effectiveness of the services provided. Features we

can find are:
.- Stimulating and attractive: environments should be stimulating both
in terms
of the way they look, and in terms of the activities and
experiences provided.
.- Well planned and organised: it's really important to promote
development to
plan and organised well. With an unorganised
environment it would make more
difficult development and some CYP
could find their selves lost about what they should be doing.
.- Personalised and inclusive: we need to personalised give and
experience personally relevant to CYP. In that form we will have their
attention and they will
be motivated.
.- Encouraging and practising participation: it's important to help them
participating in the activities, so they can integrate better and that will
help them to develop well.
.- High quality policies in place and regulatory requirements met: it's
important
to know the policies put in place about relevant themes as
health and safety or
safeguarding information because they are the
baseline under which
development can be done.
.- Involving parents and carers: we need to encourage parents and
carers to
participate. That will help creating a positive environment to
promote
development.
.- Varied: its important to given options and choices for promoting
development.
.- Providing appropriate risk challenge: its also vital to give them
challenges, so
they can not only improve in his development, but they
are motivated as well.
We need to remember to do always risk
assessments of any activities they take
part of and to have a balance
approach to risk management.
.- Meeting individual and group needs: it's important to know the needs
of CYP
with you and to meet them. We need to remember not only to
meet individual
needs, also group needs.
Outcome Four. The Learner can
Assessment criteria 2. Explain how institutions, agencies and services can
affect children and young peoples development.
This multi-agency working (institutions, agencies and services) usually is a
positive influence in development because they try to meet the needs of CYP
in a coordinated way and value experience and resources.
As we have said usually this institutions, agencies and services affect
positively but it can be found cases where there was a failure in the system,
where one or more than one of the elements involved didn't do their job
properly and that affected bad in CYP's development. So we could find apart
of a positive effect, neglect or a wrong form of working together from
different services that could have a wrong effect in CYP's development.
Outcome Five. The Learner can

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Assessment criteria 2. Evaluate different approaches to supporting positive

behaviour
There are several strategies to support positive behaviour.
First: it's to give them boundaries and let them know the rules. For CYP could
be positive to have structured the rules and boundaries of their environment.
Second: we should encourage CYP to reach goals. It can help them learn how
to behave in acceptable ways and give them security in their selves,
improving their self esteem.
Third: realistic expectations: At the same time the goals set should be
realistic. They should take into consideration children's age, needs and
abilities.
Fourth: least restrictive principle: children who experience an authoritarian
approach do not have the opportunity to regulate behaviour for themselves.
This means that they are learning to behave as expected in certain settings,
but not really internalising a personal code of behaviour conduct because
they don't need to take responsibility for what they should and shouldn't do.
The least restrictive principle model encourages move behaviour freedom,
and getting rid of unnecessary rules. But with the freedom comes the
responsibility to self-regulate behaviour, and to be accountable for actions.
Fifth: reinforcing positive behaviour: another form of promoting positive
behaviour is rewarding children when they behave in acceptable ways. They
enjoy being rewarded, so they are encouraged to behaved in the same way
again. When children repeat behaviours they become natural part of what the
child does.
Outcome Six. The Learner can
Assessment criteria 1. Explain how to support children and young people
experiencing different types of transitions.
CYP can experience different types of transitions such as physical,
physiological, emotional or other smaller transitions. We can help them to
cope with that kind of situations.
For example with physical transitions, we can do a transitional period where
we visit the places where the CYP are going to go (new school, new living
arrangements, leaving school). So if we can go with be ready for the
transition.
With physiological transitions, we can help them with information, telling
them step by step what is going to happen.
With emotional transitions we can help them being there, reassurance, and
talking about the problem if they want.
With smaller transitions they usually don't have big problems but it's
necessary to prepare them for everything. So it will be important to let them
know what is going to happen at any moment.

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I requested to type this work as documented on my Assessment Plan. This is my own work.

QCF Learner
Name.Signature.Date.

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