Cyp3.2 1.1

. Sometimes it can be useful for a second person to assess a child as observations can be very subjective. It is also useful to use a wide variety of methods of assessment. Things need to be recorded according to what is exactly happening and should not be interpreted according to the assessors point of view.

The rationale for this choice was that the authors clinical background is health visiting and therefore has prior knowledge of good practice in child and family settings, an understanding of child development stages and experience of supporting children with complex needs and their families. Additionally, the author has previously been involved in shadowing opportunities within their own organisation and knows service areas well. By choosing an area unfamiliar to the author, a fresh eyes approach could be pursued and limited the potential for bias.

carry out an initial assessment of children who are thought to be at risk to find out about: for example, the child’s needs, the ability of parents to meet the child’s needs, family and environmental factors

Reipai your first learning begins at home, and your many and varied learning experiences here with your whānau have provided you with the knowledge, skills, and dispositions you need to tackle new challenges and now you are starting at Okaihau primary school.

While observing a child practitioners need to take into consideration the different relationships the child has with adults and children within the setting and in their home environment to gain a full picture. All practitioners within the setting should be involved In observing behavioural issues even if it is not always written down. Practitioners should record significant information throughout the day so that a more accurate picture of a child's behavioural issue is gathered from different areas of a child's day.

It is essential for a practitioner to know what stages a child should be at for their age. In ‘Birth to five years’, Mary Sheridan describes each of the stages. An example of this is for a new born baby that ‘the first few days of a baby’s life are usually composed of long periods of sleep interspersed with short periods when the baby is awake.’(Sheridan, M. (2014) Mary Sheridan’s from birth to Five years: Children’s developmental progress. 4th edn. London, United Kingdom: Routledge.) Prenatal care is also essential because this will judge whether the child has birth defects or

Personal Child Health Record (PCHR, 2009) for guardian/youngster reference and multidisciplinary experts getting to data whilst working with the kid.

Returning back to the idea of observations, they are vital for a practitioners planning as they show a child’s interests, difficulties and needs. Referring to the appendices A and B, characteristics of effective learning and the possible lines of development (plod), by completing an observation the practitioner can plan for the child to progress and

Policymakers, the early childhood profession, and other stakeholders in young children's lives have many shared responsibilities regarding effective assessment (NAEYC & NAEC/SDE, 2003, p. 4). Using the information presented on pages 3–6 of Assessing and Guiding Young Children's Development and Learning, explain the responsibilities of each of these groups in ensuring effective

They may be looking for tangible information and reassurance about developmental milestones. This includes cognitive, physical, motor, and social and emotional development. This essay focuses on the physical assessment of a toddler - Derby Dudley, who is 18 months, with a specific focus on the cognitive and developmental issues that could affect her physical assessment. The essay will also highlight the strategies that would facilitate the attainment of a comprehensive assessment of 18 months old.

Before starting the child observation I received permission from the child’s caregiver to observe him for at least an hour or more. Every age of development is different for every child it all depends on how the child has developed so far for his or her age. During the observation I noticed the child’s physical development, cognitive development, social and emotional development, and cultural influences.

Observation, is the first strategy to be examined by this essay, and in early year’s education describes the process of looking at children in settings, listening to them and taking note of what we see and hear. Observation, according the Early Years Foundation Stage (EYFS) - Effective Practice: Observation, Assessment and Planning (DfES, 2007), is a vital element in assessing children's progress and using this to inform planning based on their needs. Observation is the formal term for one of the most important

I suggest that when children are showing atypical development they and their families should be provided with information about the child’s difficulties, clinical reports when practical and show them

Observation and assessments can help students grow, across all domains of development and learning within an early childhood classroom. Gaining an understanding of the different types of assessments which learning of students will benefit teachers and understanding their students strengths and challenges. Students will benefit because they will be given lessons that are developmentally appropriate, being given the opportunity to display what the stress in these,

As a professional teacher observing and recording children’s learning requires being self disciplined, practised and systematic systems (Wylie 2009). As an Educator I think it is important to gauge the tempo of the group by listening. The Educator is an active member who is totally engaged with the children throughout the day (Wylie 2009).