Unit COMPLETED

When profession bothy judgeed, the juvenility individual testament be valueed against a nationally key out level and comp bed against these to assess their onward motion. Factors to be taken into aim when assessing a pip-squeaks breeding allow be their health whether they be intimate from an economically deficient scene that whitethorn need impaired their early sirement beca function of a over cypher of a healthy diet. If in that location is a history of cordial or disability deep d aver the birth family that is having an effect on the childs capability to progress in education and comprehend full the surroundings and situations they ar in. perhaps they atomic number 18 tangiblely dis up to(p)d and toilet non fulfil certain every daylighttime functions and activities they may come normally to any other child or early mortal. This may have an buy the farmed up bearing and need to be taken into account when assessing them on their ontogeny. AGE Physical Intellectual Language Emotional kindly 3 Months eggs not strong yet to hold system of weights when erecting Visually marvellous and follows adults with eyes, moves head Stops crying to sizeable of rattle Quietest to sound of familiar illustration Stargons at p atomic number 18nt or guarder when being fed 6 Months FM. Uses palmary grasp to pick up objects. GSM.Held standing with feet touching hard surface. Manipulates objects attentively. Forgets about toy if hidden. More alert now. Turn to whither familiar role comes from, listens to voice Laugh, fork out excitement and displeasure. depart reach out to be picked up. Show preference for primary explosive chargeer. palsy-walsy with strangers on most occasions. 9 Months Rolls along, wiggles and may crawl Recognizes names, points at pictures and books. Splashes deliberately. Laughs onwards action toy works, remembers the action. Babbles, will shout for attention, wait and rep take in. Copies simple sounds. unperturbed cry for attention, just now ill also call their voices.Have become aw ar(p) of other raft signifi freightert to them. Copies facial expressions 12 Months Controls legs and feet, can stand Throws toys on purpose. Says first real word Responds to possess name. outhouse eat finger food after being weaned. 15 Months Walks unaided Understands more an(prenominal) words, simple phrases, and directions. Repeats words Really loves books now and will pat the pages when face at pictures. Feeds him/herself-importance. 18 Months Walks very well without holding on to furniture, necessitate arms for balance. Uses objects to imitate everyday activities. Will build a 3 brick tower. Scribbles bad ND fed, can make dots.Sounds very(prenominal)(p) speech but not yet understandable. Will chatter a vogue whilst buncoing. Uses 6-20 words. Pretend play, dolls and municipal scenarios. Still of necessity familiar adults to be close by. No whizz of danger. plunder feed self and drink from a cup. T hrows toys but doesnt look where they drop. Can undress self. 2 old age FM. Picks up objects and places down neatly. GSM. Runs on whole foot. Can negotiate obstacles and stairs. Turns pages cautionfully, notices finer points of picture. Identify a picture. Can name well known objects No understanding of need to tabularise immediate satisfaction of wishes. Enjoys ole-play.Finds sharing difficult. Can spoon feed self with no problems 3 years Can balance on adept foot for a moment. Name colors, build small brick tower. Inquisitive questions. Can recite numbers, but lone(prenominal) count 3 objects. Show inwardness to sibling. Will now wait for needs to be complete. Will share, will play with others and alone, has best friends. Tidies up. 4 Years Walks on tip-toes, uses pedals and can steer. computable special awareness. Skilful at holding pencils. Able to have a conversation with. Can recite rhymes and songs, and has favorite stories. Begins to show understanding of ultimo and model. Uses humor.Can be cheeky to an adult, can use a spoon and a fork to eat. Can manage personal hygiene. 5 Years FM. presentation signs of skill with construction toys. GSM. Energetic, plays ball games. Counts fingers, can match well. Can imitate letters. Confuses S with HTH or F. Enjoys stories and will repeat them in their play. Reassures friends when they are upset. better friends, sense of humor increases. Lots of complex play, using lots of imagination. 6-12 Years Significant differences between childrens physical appearances due to heredity, nutrition and normal learningal variation. Strength, hand-eye coordination & stamina progress rapidly.Puberty for some girls can start. Rapid development of mental skills. greater ability to talk about thoughts and opinionings. moderateing to protrude ahead. count much(prenominal) logically. Developing mathematical and literacy skills. Reading and writing become more articulate, being able to relate convolute accounts of events. Hold adult conversations. Learn by watching and talking to each other. Give nurture in times of stress. Begin to see things from other childs point of view. Still may require help to express their feelings in enchant ways. More independency from parents and family. Stronger sense of right and wrong.Beginning awareness of the future. More attention to friendships and teamwork. Growing impulse to be liked and accepted by friends. 12-14 Years Puberty for twain sexes. Rapid musculoskeletal growth. The adolescent can put together all the possible outcomes before beginning the problem. Sizes actions more than words to express themselves. Moodiness and shyness. Feels like nothing bad can happen to them. Revisits childish fashion. Spend more time with peers. Begin to stratum their identity exploring clothes music and hobbies. affect limits. 14-17 years Continued physical activity important to maintain bearing and fitness.Youth begins to question family and school rules and c hallenge parents. Believe nothing bad can happen to them, risk takers. Use language to campaign for what they believe in. Maybe reluctant to speak to adults directly preferring anonymity. Displays mixed feelings about breaking away from parents. dissipated youth may act out to express emotional spite (drug use/skip school/ fights) May select adults other than parents as role models. 17-19 Years Fully developed and completed puberty. Males growing facial hair. Either finished full-time education and seeking employment, or chronic with Geiger education.Interests are stable. Can set finishings and follow through. Expresses feelings in words. Shows emotional stability. Greater concern for others. Starts listening to parents advice again. Greater concern for the future. Concerned with serious relationships. crystallise sexual identity. Self esteem is based on the adolescents view of him/herself, sooner than other pile. More self reliant and independent. Peer group not as important a s few good friends. Accepts mixer institutions and cultural traditions. long time One must also consider their cultural clogground and ethnicity.Does this present a language barrier that is impeding their ability to mix with their peers and develop at a normal and satisfactory rate and maybe hindering their ability to attend education or there are not the facilities available to help them with education. Are the cultural and religious beliefs of the birth family having a negative effect on the development of the child or infantile person creating social and moral barriers to their development. The table above shows an indication of what is pass judgment of a child and person to achieve in an emotional and physical way in a normal environment without negative crooks upon them.W. Q. 1. 2 Assess a child or late persons development in the following force fields Physical Communication Intellectual/con dive Social, emotional and behavioural Moral There are many ways to assess t he development of a child or childlike persons development, and a startle point is to consider what reading is needed and how the information will be used to assess accurately. This should be done holistically (upholding that all aspects of batchs needs including mental physical social spiritual should be taken into account and seen as a whole).Developing activities that will involve the child or recent errors so that they can be viewd in the areas above and thence these observations can be enter for evidence when formulating a development plan. There are many ways and tools used to memorialise information in the care setting- Free description, or narrative description -? the childs behavior is enter during a in brief period of time and allow ins what the career sees during specific tasks or activities. Checklists and tick charts this method is used by health visitors when assessing, in the care setting this may be used by the LACK carry on routine health visits to the care folk.Time sample seed to observe a child over a longer period of time, fetching snapshots within that time period, and is a way of assessing more than one area of development. Filming, photographs a good way of record the child or vernal person in real time which can be played sanction and re-analyses several times to observe completely different aspects of the child and how they interact. breeding from parents and colleagues such information gained from questionnaires or sitting down and having get togetherings to discuss topics germane(predicate) to the child or three-year-old person their experiences they have had with he green person.At motivations we record information on a daily base of operations, this in the form of our Daily/Weekly record. As part Of the care team record my observations and then share this with the social workers involved, the Line manager and the Head of treat within our company. The information recorded will cover how the child or puppyish person coped with activities, day to day routines, new experiences and family contact. Included in this will be there emotional state and behaviors and reactions to moral problems and situations, helplessness and successes and how they have benefited, learnt and progressed.Recording their educational achievements and gathering information from schools and colleges on a hebdomadally basis all forms important data to include in the judging of the infantile person towards formulating a Review report and in-depth Care platform for the future development and progression for the young person. W. Q. 1. 3 Explain the survival of the mind methods used. It is important that assessment methods used are justifiable and recognize that there are limitations to these methods but that we can justify our conclusions and nutriment them with germane(predicate) and appropriate information.Free ascription -? is an unobtrusive way of recording information, is flexible and we are able to carry this method out many times during the day/week. However, it can be hard to record everything that we see and that if several flock are contributing to the narrative then citizenrys bias may influence what is being recorded. Time sample possible to see what is happening over a longer period Of time and the observers can see many different aspects Of the child or young person through wide-ranging activities.Filming/photographs more information can be gained, but the child or young person will be aware f the recording method and those recording choose what to be recorded and so may accidental miss important actions or reactions that the child or young person may do. Information from parents/colleagues important that parents and colleagues know that the child is involved in activities that are developing them, but again may show bias as to how well they have performed previously in the same or similar situations.W -Q. 1. 4 -? Develop a plan to fit the development needs of a child or young person in the work setting Developing a plan to invite the development needs of a child or young errors in the work setting can be completed once the assessment stage has been completed or it is agreed that passable information has been gathered to proceed further. When a new referral enters Motivations, it is standard practice that a mean Meeting is held within five working days of the date of arrival.This happened belatedly at Victoria Rd (where I am Acting Deputy Manager) the social worker involved with the young person will visit the home and discuss aims and objectives to promote the welfare of the young person. In attendance will be the House Manager, the young person for some Of the meeting and a representative Of senior management. In this Case, the person with parental responsibility was inefficient to attend but was invited as this was a re-scheduled meeting (24. 01. 13).Elements covered in the Planning meeting will be Date for review Timescale Aims a nd purposes Targets or criteria for success Suggested activities Resources and costing Location and suitability Roles and responsibilities Of those involved 2. Be able to promote the development of children or young people BOB. 2. 1 follow out the development plan for a child or young person according to win role and responsibilities, taking into account that development is holistic and interconnected BOB. 2. Evaluate and revise the development plan in the demoralize of implementation W. Q. 2. 3 Explain the importance of a person refer and comprehensive approach and regress examples of how this is implemented in own work It is very important to have a person centered and inclusive approach when developing the plans for the child and young person. They should be included in the reviews and planning meetings wherever appropriate as they should be able to voice their opinion in matters hat directly affect them long and short termed.The young person is capable then Of voicing the ir opinion at a time that is most relevant and when the most important decisions are made for their future, it may also be that their opinion is not silent or has not been correctly recorded in the day to day record and assessment taking. The young person may feel that it is only during Review Meetings when there is an independent reviewing officer present, that they feel they can voice their own opinion and it is listened to in an UN-biased manner. During my work setting this is achieved on a weekly axis by having regular Client Meetings and Group Meetings held within the home.The young person is able to talk to staff on an schedule based format or ad-hoc depending on the circumstances and events. These meetings are recorded and the minutes are given to the Line Manager for review and auctioning when necessary. During a placement period, there will be regular reviews held which will assess the young persons placement and how their needs are being met. A plan will be formulated ba sed on outstanding requirements and to fulfill the developing needs of the young person, from his their Placement Plan can be updated to inform all those involved in the care of the young person changes that have been made. Attached example is a Placement Plan I updated on young person that was in our care). Information changes and requests will then be passed on to staff through the process of handovers and team meetings (which are held every month). BOB. 2. 4 Listen to children or young people and cash in ones chips in a way that encourages them to feel valued BOB. 2. 5 set ahead children or young people to actively participate in decisions touch their lives and the operate they chive according to their age and abilities 3. Be able to support the provision of environments and services that promote the development of children or young people W.Q. 3. 1 Explain the features of an environment or service that promotes the development of children and young people Planning an envi ronment that promotes the development of children and young people requires a lot of thought and experience, and is not just a case of move in nice furniture and preparation a big TV for the residents to watch The features of the environment relate to the entire running and ethos of the setting. Features to be considered are Stimulating and Attractive young people learn through their senses, so an environment needs to be stimulating and interesting, and also attractive.It should include opportunities for play and activities. Planned and Organized a structured system with boundaries that help the young person feel safe and secure, individuals will have their needs, interests and personality fulfilled and developed. Encouraging participation trying to make the young person feel valued and part of the group environment and not excluded. Promoting equality, diversity and inclusion. method ARQ reorients -? the setting must et the minimum standards require by Posted, and also be compl iant to Health & Safety legislation and other legislation involving safeguarding, rampart of their human rights.High-quality policy and procedures as well as legislative requirements, there is an important need to have policy and procedures for staff to follow which are reviewed, updated and evaluated on a regular basis to check their effectiveness in the workplace. Varied up to date working practices implemented with current thinking. Providing appropriate risk and challenge provide a care setting where the young errors is capable of making mistakes in a safe environment.Children and young people must be able to learn from their mistakes in a plus way, if they are wrapped in cotton-wool and stifled they will be ill-prepared for when they extend care and the safe environment they are in presently. Involving parents the ultimate goal is that where and when possible we return the child or young person back to their home environment, and therefore we need to include parents and family as much as possible so that they are prepared and skilled in the care of the child to effectively manage this happening.This achieved by organizing regular contact, discussing the young persons development and having the parents involved in planning and review meetings. BOB. 3. 2 Demonstrate how own work environment or service is organized to promote the development of children or young people 4. Understand how working practices can fix on the development of children and young people W. Q. 4. 1 Explain how own working practice can affect children and young peoples development I understand and realism that my own working practice can have a significant effect on the development of the children and young people in my care.Questions that ask myself about my working practice may include Am I and my colleagues within the care home aware of the developmental needs of the young person in our care, IS relevant and important information handed over in a proper manner that is inform ative and of a quality standard. Are the systems that use ensuring that everyone gets the information needed if not what can I do to effectively change this in a affirmative manner. Are the activities plotted for the young person collateral and salutary to the young person, could alternatives be employed or are they biased towards the needs of the care staffActivities need to be specifically planned to meet the needs of the individual in a positive manner. Are activities equilibrate positively to meet the needs of the young person? Are they gaining anything from spillage to the cinema three times a week? Do activities planned cover the key areas of the educational curriculum and build in a positive developmental way. Do work with the young person enough to gain a proper insight into their developmental needs and requirements, if not then why not?Is the young person engaging fully in their activities or routines to develop themselves fully and take full good Of the opportunitie s presented to them? W. Q. 4. 2 -? Explain how institutions, agencies and services affect children and young peoples development Institutions, agencies and services affect children and young people in a positive way by being able to provide a varied and positive development experience that a single agency like ourselves would not be able to provide.We at Motivations are currently using an out-of-door education agency called Inconsiderateness to support us in supplying educational support off-site to a young person in our care who is permanently excluded from main-stream Tate education. They are able to deal with challenging behavior and satisfy the Local Authority with full-time education which was planned during the initial Placement Meeting. Without this outside agency, educational needs for the young person would not have been met at a very important stage in their life aged 13.Other agencies provide support for the young person in times of crisis in their life NSP can give supp ort to the young person as well as Childlike. Another service that we use at Motivations is Ability in Clotheshorse they supply a very specialised outward bounds service run y professionals experienced in emotional and behavioral challenging young people. Without such agencies, the activities available to young people to challenge and develop them would be limited. 5. Be able to support children and young peoples positive behavior BOB. 5. Demonstrate how they work with children and young people to encourage positive behavior W. Q. 5. 2 -? Evaluate different approaches to load-bearing(a) positive behavior There are many different approaches that we use at Motivations to support and encourage positive behavior. Initially, we attempt to treat the child as normal as possible, creating surroundings that reward good and positive behavior, either by words of encouragement during day to day activities, or initiating positive rewards that culminate in a material goal for the young person o r child depending on their age etc.During the course of a normal day words of encouragement, a positive glance or smile, to a thumbs up or a comforting hand on a young persons shoulder is all that is needed to show support and give encouragement for the young person to put a little particular(a) effort into an activity and achieve their goal. So support positive behavior and compliance in a day to day house routine, here appropriate we use a Daily Points Scheme the child or young person is scored out of ten on a daily basis on five key factors which we want the young person to make better in.