Supporting Children and Young People Essay Example for Free

Supporting Children and Young passel EssayP1. Describe how virtuoso employment/experience documentations the communication and keen suppuration of a electric shaver or young person. (P8)I recently sat with a group of squirtren fourth-year 2-4 years in the book corner during group succession, the tikeren were every(prenominal) participating in a story/singing activity also using puppets. there were two of these which the tiddlerren participated in, they were five slender ducklings and the other(a) was, There was an old noblewoman who swallowed a fly. For the activity one child held the book, a nonher child held the main puppet and the other children in the group each had a puppet or two to hold. The children then all sang the birdcall There was an old lady who swallowed a fly ,the lady also swallows other animals so the children make love letting there puppet get eaten by the old lady.This activity would translate communication and dexterous victimisation, b eca manipulation the children all need to draw near with each other deciding who is going to befool what role the yell/story also helps develop listening skills. The children need to listen and think or so what get ins next and specify when it is their turn to either hide their duckling or let the old lady swallow their animal this is the expert part of the activity. Every child is different but this activity whitethorn cover a particular proposition aspect to stick out a childs individual communicational or intellectual development need.P2. Describe how one resource or type of equipment delays the physical development of a child or young person. (p8)I have chosen to set up an obstacle course for the children to complete qualification decisions about ship authority to travel from one end of the number line to the other, they will be fetching the risk to balance along tyres endeavoring not fall off. They will then need to walk along the wooden bridge implement the ste ps collecting a conker from the bowl, posting it down the drain pipe, watching it roll out into the empty container. This activity is aimed to support a specific Childs interests and call for aged 3-4 years. This activity will support physical development by dint of two fine force skills and gross motor skills allowing them to take a risk and challenge within the health and preventive boundaries. By this I mean that I have not created something that will be dangerous yes they whitethorn toddle and take a tumble but the obstacle course I have created is within safety regulations.The fine motor skills will be completed by picking up the conkers and using their sacrifice to roll them down the drain pipe. The gross motor skills will be completed through their movements both crosswise the tyres and bridge as well as using there travelling techniques such as hopping running jumping across the number spots. During this activity the children will also be using their intellectual skil ls to think about the ship canal they will travel along and judging how risky it is to go across the tyres. Here is a plan I have drawn of how the obstacle course would look.P3. Identify ways the practitioner can support the delirious development of the child or young person.(P8)Practitioners can support the steamy development of a child by building up a relationship with the parents. They could carry home fact sheets and all about me books for the parents and children to create including photos, pictures, drawings and information about the childs strike interests. This could be information about their favourite things such as what they resembling to eat, characters they are interested in, what they identical to do at home , where they like to drama for example outside or in the rachis pit. Practitioners have the important role of qualification sure that all childrens needs are met as every child is different not all children will need the similar support. It is the practi tioners job to support the Childs emotional development they may use singing and stories, whilst comforting the child as a distraction from creation upset and thinking about home.Each child is given a practitioner who is known as their key driller. The key worker is the practitioner who has majority of responsibility of making sure the childs development needs are being met but also having a strong bond with the child to be able to give one to one attention to for emotional support. Further more(prenominal) the practitioner can use the information found from the parents about the child to help them to jog , they can take their key interests into consideration and plan activities based almost the key interest to support the development of the child. For example when the child has to separate from carer they may be rather emotional but you could take a key interest such as likes to play with works into consideration and get out the train set using this as a distraction. as well use appropriate vocabulary such as mummy will be back by and by lunch dont worry , colloquy about the fun things you have planned to do that day makeing the child what they would like to where they require to play.P4. Describe ways the practitioner can use care routines to support the development of children aged 0-3 years. (P8)There are several ways Practitioners can are routines to support the development for children aged 0-3 years. It is important that you communicate with a child whilst changing them. Discuss what youre doing Im going to wipe your dawn make sure that it is nice and clean so its not sore. When dressing them say what your doing allowing the child to know whats going on. Sing songs to the children, if they are slightly older have a communication with them. Practitioners use encouraging language during step by step daily routines such as, originally sting and meal times dont forget to wash your hands with soap. Sometimes we use little rhymes and songs to e ncourage and help the children with the routine.For example wash, wash, wash your hands, wash, wash, wash your hands, lets wash the germs away. Do the same with drying their hands. This helps to support the childs independence allowing them to do it for themselves with a practitioners encouragement before collecting their own cups, plates and name cards for meal times. Practitioners can also support development through care routines by allowing the child to have a try at wiping their own bottom after going to the toilet, reminding them to flush the chain and wash their hands not forgetting to use soap. When potty training practitioners should give lots of praise and acknowledge that the child has tried to use the toilet even with help or if they have had no accidents, but also comforting the child if they do have an accident. Perhaps use sticker charts as encouragement.P5. Describe how the setting can in effect support the child through one alteration.(P8)I am currently in a positi on where I am supporting a child through a transition. They are moving from the baby room into the big room consisting of children aged 2-4years. Each child will have their own individual plan with information about ways we can support them through their transition. It will need to include care plans, routines, key interests and useful tips in ways which we can help and support the child through their transition. Practitioners will support the children through their transition on the understanding that every child is different and one transition may be more successful and the child may settle sooner than expected. However it could also be the total antonym and another child may take longer to settle than another, but this proves the differences between childrens development stages.I have experienced such ways of supporting a transition, rather than carrying the child around all the time allow encourage them to walk holding your hand. Allow them to come for cuddles and except that t hey may want to be with you whilst they are through into the new room. I have recently supported a child where when they were near the gate to the baby room they thought about going back in but I diverted their attention by using some of their key interests to engage them in an activity instead. To support a childs transition you need to prepare for them to be emotional and need 11 support.To begin with allow the child to come through and have meal times at the table with the big children, and then once they seem to settle encourage them to come through for half an hour to an hour a day increasing the length of the stay one they are stable in the room. Perhaps start with using their key interests allowing them to want to come through, play and engage with the older children. When the child is through into the new room allow them to explore give them options and choices ask them where they would like to play, who they would like to play with.P6. Describe how effective communication s upports all areas of development (P8). Practitioners and parents can support childrens all round development through effective communication. By this I mean being a good role model as children pick up on what you say and do. Also speak clearly to the children allow them to have their say and take time to listen to them, use eye contact ,facial expressions and dont interrupt when they are talking as this could is likely to knock their corporate trust and conceit.When talking to the child think about the tone of voice you need and the way you need to act to a situation but using a cross tone of voice all the time will affect the child and think that they have done something wrong causing their confidence and self-esteem to be lowered. Practitioners and parents need to have time to communicate whether it be a quick chat at drop off and collection times or a parent consultation, but it is important that they deal out relevant information about the child to help support the childs d evelopment.Furthermore practitioners try their best to support the childrens development in all areas to do this they need to think about the ways they say and do things and the way to respond to the child. If a child was to pronounce something incorrectly it is not appropriate for the practitioner to respond to the child by saying thats wrong you say it like this. As that will knock the childs confidence and put them off talking. The correct way to help them would be to repeat what the child has said but repeat it correctly for the child to happen upon how you say it correctly and then they will pick up on that.For example if a child was to say nana pwease you as a practitioner would say yes you can have a banana as you used your manners and said please. This helps the child to hear how you say the phrase correctly. It is down to the parents/carers and practitioners to effectively communicate with the children which will support them through all round development. Practitioners wi ll plan around the childs individual needs looking at their strengths and weaknesses selecting an area in which they will need to progress and ways in which the setting can support them as an individual.P7. Describe the role of three other professionals whom you may work with. One of the professionals whom I may work with would be a row and language therapist. Their role is to work with individual children who have been referred by doctors and early years workers due to parents and practitioners concern of their speech and language development, to improve their speech. Speech and language therapists are the people who alongside practitioners will use their skills to support the child needs. As a practitioner I use my knowledge and give the opportunity for all children to join in Mr Big mouth activity which is a sound game. Speech therapists will work with the individual child on a one to one basis maybe twice a week for an hour to help with the childs speech development. Another pr ofessional whom I may work with would be a health visitor.