Explain how observations of babies, children and young people contribute to planning?

Question

This is an exam question for a Childcare course, I am trying to see if my answers match before sending the paper in. Thanks to anyone who can help

Answer 1

Introduction
What is this unit about?
This unit is about observing babies or children under 3 years, so that appropriate physical care and play activities can be provided, which effectively support and encourage the development of babies and young children. It includes the accurate recording of developmental progress according to organisational procedures. You will be expected to communicate with babies or children under 3 years as they indicate their needs and preferences and take these into account when providing play activities.

Who is this unit for?
This unit will be most useful to you if you are assisting with the care of babies or children under 3 years in a group setting. It will provide opportunities to observe how babies and children under 3 years develop, and how the play activities and opportunities you provide and encourage can support development through extending the range and scope of children’s ability.

Principles and values
You must work within the principles and values of the sector in order to achieve this unit.

Content of unit
The elements are:
1. Observe babies or children under 3 years as part of your everyday work
2. Provide safe physical care for babies and children under 3 years
3. Provide play activities that encourage learning and development
4. Communicate with, respond to and interpret the needs of babies or children under 3 years

Place in the NVQ/SVQ framework
This unit is an optional unit in the Level 2 NVQ/SVQ in Children’s Care, Learning and Development.

Links to Key and Core Skills
This unit may provide evidence for the following:

Key Skills
Core Skills:

Communication: 1.1, 1.2
Communication: Access 3

Working with Others: 2.1, 2.2
Working with Others: Intermediate 1

Application of Number: 1.1, 1.2, 1.3
Numeracy: Access 1




What we mean by some of the words used in this unit
Babies Infants under I year of age
Parents Those (mothers and fathers) who have formally and legally acknowledged parental responsibility for the continuous care and well-being of the child in question, whether biologically related or not
Communication Verbal and non-verbal
Development Children gaining skills and competence
Inclusion A process of identifying, understanding and breaking down barriers to participation and belonging
Learning Children obtaining new knowledge and understanding about something or acquiring a new skill or changing behaviour as a result of experience
Observe Look carefully and learn about children’s development from what you observe
Pattern of development Rate and sequence of development
Rate of development Timeframe in which development takes place
Sequence of development Order in which development occurs



The National Standard
Element CCLD 208.1 Observe babies and children under 3 years as part of your everyday work
Performance criteria

This is the national standard which you must meet:
1. Observe how babies and children under 3 years move around and what they can do with their bodies
2. Observe how babies and children under 3 years communicate with adults and other children and how they play together
3. Observe how babies and children under 3 years express their feelings
4. Observe babies and children under 3 years playing, noting how they play and what they most enjoy
5. Share what you have observed according to the procedures of your setting and contribute to identifying areas of development that would benefit from support
6. Record information about babies’ and children’s developmental progress, according to your setting’s policy and practice


The National Standard
Element CCLD 208.2 Provide safe physical care for babies and children under 3 years
Performance criteria
This is the national standard which you must meet:
1. Use physical care activities and routines to develop positive relationships with babies and young children, making sure they are enjoyable experiences and encourage language, learning and development
2. Prepare formula feeds for babies who are not breast-fed, ensuring equipment is sterilised and formula is made according to manufacturer’s instructions
3. Bottle-feed babies at regular intervals, in line with current best practice, parents’ wishes and babies’ requirements
4. Help weaned children with feeding, encouraging them to enjoy mealtimes
5. Recognise physical signs of illness in babies and children under 3 years and respond according to procedures
6. Wash babies and children under 3 years when required, using appropriate toiletries
7. Dress and change babies and children under 3 years as required, being sensitive to their feelings and needs
8. Care for hair, skin and teeth according to procedures
9. Make sure babies and children under 3 years are not left on their own and are kept safe and secure at all times
10. Comfort babies and children under 3 years when they are distressed, according to the needs of the child and setting procedures


The National Standard
Element CCLD 208.3 Provide play activities to encourage learning and development
Performance criteria
This is the national standard which you must meet:
1. Identify individual or group play activities that will support different aspects of learning and development for babies and children under 3 years and that are enjoyable and encourage participation
2. Ensure organisational policy and practice regarding risk assessment and safety is followed
3. Choose a range of play activities for individual babies and children under 3 years that are appropriate to their level of development and provide them with stimulation and fun
4. Ensure that the activities are in line with the overall plans for the setting
5. Ensure that group activities are inclusive and value diversity
6. Help individual babies and children under 3 years choose creative, imaginative learning activities that meet their identified needs and interests
7. Ensure that the activities are challenging but achievable for the individual child
8. Play with and alongside babies and children, enjoying their company and having high expectations of what they can achieve
9. Monitor and record the responses of babies and children to different activities


The National Standard
Element CCLD 208.4 Communicate with babies and children under 3 years, interpret their needs and respond to them
Performance criteria
This is the national standard which you must meet:
1. Respond appropriately when babies and children under 3 years are distressed, recognising that separating from parents can be a source of anxiety to both babies and parents
2. Recognise and reward the communication efforts of babies and children under 3 years in ways that encourage language development and positive relationships
3. Use a variety of communication techniques, including songs, rhymes, stories, finger plays and hand movements, gesture and facial expression
4. Respond appropriately to babies’ pre-verbal speech
5. Accurately identify the needs of babies and children under 3 years from their communication
6. Use a range of different communication methods to respond to babies’ and children’s needs
7. Use recognised language formats when talking to babies and children under 3 years
8. Where the meaning is unclear from children’s efforts at speech, use other methods of communication to identify their needs
9. Recognise and respond to children’s behavioural reactions to communication failures
10. Talk positively to parents about their children’s progress with communication



What you must know and understand


To be competent in this unit, you must know and understand the following:
K2P111 The importance of work with babies and children under 3 years and the need for training and professional updating to ensure high quality standards of care
K2D112 The difference between formal and informal observations of babies and children under 3 years
K2D113 Why formal observations of children might need to be carried out
K2D114 Why it is important to obtain permission from parents before carrying out observations on babies and children under 3 years
K2D115 A basic outline of the expected pattern of development for children from 0 to 3 years, including the acceptable range and recognised limits
K2D116 Current frameworks of effective practice e.g. Birth to 3 Matters, and how you use these in your work with babies and children under 3 years
K2D117 Organisational policies and procedures that must be followed when reporting any concerns about development and why it is important to report concerns as soon as possible
K2D118 How to record observations of development accurately and clearly
K2M119 Legislation relating to the use of personal information e.g. Data Protection Act
K2M120 Who it is appropriate to share information with relating to the development of individual babies and children and the importance of following the requirements of the setting
K2D121 Which play activities will support different areas of learning and development for babies and children under 3 years, including:
·1 Gross and fine motor development and what this means
·2 Hand/eye co-ordination
·3 Listening and responding
·4 Emotional and social competence
·5 Thinking and learning
·6 Imagination
K2D122 The importance of giving babies and children under 3 years time to explore their environment in safety, following the child’s interests and direction, sensitively supporting play and learning without unnecessary intervention
K2H123 Safe supervision of babies and children under 3 years, the need for prompt identification of hazards and making the environment safe
K2H124 What the organisation’s policies and practices are regarding risk assessment and safety and why it is important to follow these
K2D125 Providing activities for individual babies and children that encourage them to move on in their development
K2D126 How to give praise, encouragement and support to babies and children undertaking challenging activities, whether successful or unsuccessful in their efforts to achieve, and why this is important
K2C127 How and why babies communicate from birth, including the different methods they use in the pre-verbal stage
K2C128 Different ways in which adults can support the development of children's communication, including non-verbal and verbal methods
K2C129 Why it is important to use recognised language formats, what these are, including recognised non-verbal language e.g. Makaton, BSL
K2T130 The importance of providing support for babies and children under 3 years when leaving their parents or changing routines or environments and how this may be done
K2H131 How to prepare formula feeds safely, according to procedures and manufacturers’ instructions
K2H132 How to bottle-feed babies safely
K2H133 How to store expressed breast milk safely
K2H134 How to wean babies, weaning foods and procedures, according to best practice guidelines
K2H135 Nutritional requirements of babies and children under 3 years
K2H136 Signs and symptoms of common illness in babies and children under 3 years and the appropriate response
K2H137 Care of skin, hair, teeth, types of toiletries that are recommended for babies’ skin, according to family preferences, sun care, care of dry skin. Different cultural requirements for care
K2H138 Hygiene and protection procedures for washing, dressing and changing babies’ nappies and the reasons why you must follow these
K2H139 Safe disposal of waste
K2D140 How to help babies and children under 3 years with their toilet training
K2H141 Information about effective practice (e.g. sleeping position, temperature) that helps protect babies from sudden infant death syndrome

What about Planning for Young People?

--------------------------------------------------------------------------------

Normally, we will expect to convene an initial planning meeting before or at point of admission. Thereafter, we will negotiate with the purchaser the frequency of planning or review meetings.

Planning meetings are usually convened at the centre and chaired by one of our managers, whilst statutory reviews are convened and chaired by the placing authority.

We actively encourage young people to contribute to planning meetings or reviews and, where they feel uncomfortable or unwilling to do so, we take steps to involve an independent advocate to represent them. We produce a written progress report for each planning meeting or review and, if required, we either write or contribute to social worker reports for Court, Case Conferences or Statutory Reviews.
(Note: We utilise 'Looking After Children: Good Parenting, Good Outcomes', a framework produced by the department of health in conjunction with the Dartington Social Research Unit, as a tool for assessing and planning for children's needs).

Extension or termination of placements

Under normal circumstances we offer accommodation for a maximum of six weeks but we recognise it is not always possible to arrange suitable alternative extensions up to a further six weeks in exceptional circumstances.

One weeks notices by ourselves or the purchasing authority is required in respect of termination but we will not abandon a resident without a review or before alternative accommodation has been identified.

The circumstances which may lead us to requesting such a review would be exceptional where, for example, the resident's welfare is being seriously jeopardised. Under these circumstances we will arrange an immediate review to enable all concerned to consider alternatives.

Answer 2

It shows you what the child, baby, young person, whoever needs. You can see their intrests and find the best way to help them reach the next level of development or ways to maintain a desirable behaviour. Observation also helps practitioners learn more about the age group they are working with so inturn will inform future planing! Hopefully you've been taught about the wonderful planing cycle!

Answer 3

I really wish you would explain your question more. It is very vague and can be read several ways.
Planning to have a kid? Planning on not having a kid?or Planning on what to do with a kid?
One answer is dealing with all the 15 year old girls you see on Maury saying I will have a baby no matter what... I can take care of it... I could give them my 2 1/2 year old for a day and I am positive they will change their mind and NOT want to PLAN on having a baby. Love her to death but she is a very active little girl.

Answer 4

If your child resists utilizing the potty chair or toilet or isn't getting the hang of it? If you are sick of dirty diapers? If you tired from little accidents? Then understand how to ideal train your kid with this system https://tr.im/6HPyV
Designed to support any individual with a youthful toddler and primarily assist the toddler also, this system is produced for patient readers who want to see their youngster excel, and for folks who have a powerful and loving bond with their child. If you are rapid to temper, or don’t really feel that you have time to dedicate 3 days to potty education, then you will possibly not be suited to this! By following Carol’s advice, you could have your little one potty educated in a long weekend.
Order Start Potty Training so that you can appreciate the rewards of having a totally potty skilled and independent kid within just a few days.

Answer 5

Does your kid complain about wet or dirty diapers? Can your little one pull down his or her pants and pull them up once more? Then start the potty training and for a quick achievement you need to use this approach https://tr.im/wrro7 so that you can potty train your child in only 3 days.
This plan is extremely helpful plan, it outlines an array of confirmed methods developed to aid your youngster achieve potty training achievement in record time!
By ordering Start off Potty Training, you and your kid will enjoy the enjoyable side of teaching and obtaining this crucial talent. As such, potty training can even be entertaining making use of this broad selection of tactics that have been properly honed.

Answer 6

1

Answer 7

in case you advise watching the gang of little ones for whom you would be making plans then right here is my answer: in view which you may desire to be making plans differentiated education; which skill you intend based at diverse desires of each and every new child. so which you may desire to be attentive to them, their skills, their point of choose with a view to devise suited instructions. while you're actually not differentiating your education to fulfill the desires of each and every new child, then you definately are not doing all your job as a instructor.

Answer 8

Babies arent very good planners.

Answer 9

you observe their behaviour & responses .. so you can plan what they need for future lessons / play / etc etc

Answer 10

Oh god, what kind of school is this? Please don't say it has something to do with childcare.