Promote child and young person development
Task 2
1.1
When assessing a child’s development there are various factors that may affect them.
These could be:
Emotional wellbeing
Physical impairment
Learning difficulties
Health Status
Home life circumstances
Genetic influences
It is important to be able to adapt the tasks to the child’s abilities. For example, if a child were not engaging in an activity because they are upset it would be better to assess the child on another day, as they are unlikely to perform it to the standard they would normally be able to.
In the same sense, someone that has a physical disability may need to have extra equipment provided to perform tasks.
1.3
There are various methods of assessment used these are:
Method
Description
Narrative
Descriptive/running record
Video recording
Tape recording
Tape and transcript
Diary description
Anecdotal record
Target child
Most common.
Attempts to record everything that happens as it happens in lots of detail.
Time sampling
Using a prepared chart
Making a sequence of short observations in the hope that you can see a various areas of development.
Event Sampling
Using a prepared chart
Used to observe a certain area of a child or young person’s development when ever it occurs
Checklist
Using a prepared list of skills
Carried out using a prepared list which could use scales such as cannot, can do, can do well
Diagrammatic charts
Pie charts, flow diagrams, sociograms, bar charts and growth charts
Easy and accessible. Can be used to plot height and weight etc.
Standardised tests
They are used to assess every child at EYFS level and in various ages and subject such as literacy, maths and cognitive skills.
Information from parents, carers and colleagues
Parents and carers will know best as to how their child plays and performs at home but it can be subject to bias.
Task 4
2.3
Children have their own thoughts and feelings and therefore it is important to take a person-centred and
1.1
When assessing a child’s development there are various factors that may affect them.
These could be:
Emotional wellbeing
Physical impairment
Learning difficulties
Health Status
Home life circumstances
Genetic influences
It is important to be able to adapt the tasks to the child’s abilities. For example, if a child were not engaging in an activity because they are upset it would be better to assess the child on another day, as they are unlikely to perform it to the standard they would normally be able to.
In the same sense, someone that has a physical disability may need to have extra equipment provided to perform tasks.
1.3
There are various methods of assessment used these are:
Method
Description
Narrative
Descriptive/running record
Video recording
Tape recording
Tape and transcript
Diary description
Anecdotal record
Target child
Most common.
Attempts to record everything that happens as it happens in lots of detail.
Time sampling
Using a prepared chart
Making a sequence of short observations in the hope that you can see a various areas of development.
Event Sampling
Using a prepared chart
Used to observe a certain area of a child or young person’s development when ever it occurs
Checklist
Using a prepared list of skills
Carried out using a prepared list which could use scales such as cannot, can do, can do well
Diagrammatic charts
Pie charts, flow diagrams, sociograms, bar charts and growth charts
Easy and accessible. Can be used to plot height and weight etc.
Standardised tests
They are used to assess every child at EYFS level and in various ages and subject such as literacy, maths and cognitive skills.
Information from parents, carers and colleagues
Parents and carers will know best as to how their child plays and performs at home but it can be subject to bias.
Task 4
2.3
Children have their own thoughts and feelings and therefore it is important to take a person-centred and