Learning Partnerships, Unit Catalogue 2008/09 |
AS20189 Supporting the development of a positive sense of self in children under three |
| Credits: 5 |
| Level: Intermediate |
| Semester: 1 at Wiltshire College |
| Assessment: EX 100% |
| Requisites: |
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Aims: The aims of this unit are to:-
* Extend knowledge and understanding of the theories and principles of how children under three develop socially and emotionally and the implications for carers. * Explore a variety of methods to provide effective routines, activities and interactions that promote a positive sense of self and meet the needs of each child. * Analyse, evaluate and apply knowledge and practice of effective ways to support and promote a positive sense of self in children under three. * Apply the professional practice skills specified in the Sure Start Statement of Requirement for work with children 0-3 for these outcomes. Learning Outcomes: On completion of this unit the learner will be able to: 1. Effectively assess each child's sense of self and individual needs. 2. Provide routines, activities and interactions that promote a positive sense of self and meet the needs of each child. Skills: Intellectual skills. * Extend existing knowledge and understanding of the theories and principles of how children under three develop socially and emotionally and the implications for carers. * Critical analysis and evaluation of the knowledge and practice of effective ways to support and promote a positive sense of self in children under three. * Reflection of the applications of the professional practice skills specified in the Sure Start Statement of Requirement for work with Children 0-3 The professional practice for this unit is that the learner must demonstrate whilst working as a Senior Practitioner that they can: A Assess each child's sense of self and individual needs, for this they must: 1) observe each child under three during everyday routines and experiences 2) interact with the child and observe the child interacting with other children, their parents, your colleagues and visitors 3) collate notes from your observations and cross reference your records with parents comments and observations about the child 4) discuss each child's social and emotional well being over time 5) assess the needs of each child regarding: self reliance, self image and identity 6) identify any child requiring special attention in terms of their development level, age and developing sense of self 7) check your conclusions with other workers and the parents of the child sensitively and constructively 8) maintain accurate and up-to-date records on each child's social and emotional development according to the security and confidentiality requirements of the setting B Provide routines, activities and interactions that promote a positive sense of self and meet the needs of each child, for this they must: 1) use observations and assessments and each child's developmental record as a basis for individual routines and activities that will meet their needs and promote a positive sense of self 2) evaluate the routines, programmes and activities scheduled for use with the group of children within which the child has been placed 3) adapt and modify plans to meet the needs of each child 4) ensure that the provision for each child under three is enjoyable and rewarding and recognises the variable attention of children under three 5) identify appropriate routines, and activities that will develop the child's self reliance, self image and identity 6) involve staff and parents in decisions and discussions about the development of programmes and activities to meet the personal, social and emotional needs of the child 7) evaluate and revise your proposals in light of discussion. Content: 1. Significant and emerging theories and principles of: a) different theoretical perspectives and milestones of how children under three develop emotionally and socially b) developing: * a sense of self, personal identity, self reliance, self image and how * these can affect a child's development in a positive, neutral or * negative way * trust and confidence in self and others * early attitudes, values, beliefs and norms c) the importance of the child's social world, family, environment and culture in promoting a positive sense of self d) how different cultures may vary in their views and emphases e) effects of the awareness of gender, race and other significant differences on the child's developing sense of self f) the effects of discrimination, abuse or negative attitudes of parents on the child's developing sense of self g) the possible effects of disability or sensory impairment on the child's developing sense of self h) patterns of behaviour in children under three which may be symptomatic of poor self-image, or a negative or disturbed sense of identity i) the role and attributes of the adult carer or parent in the creation of a positive sense of self j) provision of consistent behavioural frameworks 2. Methods, techniques and processes relating to: a) interactions and processes that promote a positive sense of self b) providing a positive and inclusive environment, routines, activities and equipment that: * are conducive to providing enjoyable experiences for the child * encourage positive social and emotional development * meet the needs of each child * promote a positive sense of self c) the development and implementation of a flexible, sensitive and stimulating curriculum which promotes a positive sense of self d) the sensitive promotion of social skills that encourage independence and help children to become empowered e) encouraging independence, according to stage of development f) staffing systems that support development of positive social and emotional development in children g) the policies and procedures of the setting that support positive social and emotional development in children h) techniques for managing children's behaviour which supports a positive sense of self i) the evaluation of yourself and the provision in promoting a positive sense of self in the children j) observing children including, time sampling, target child, naturalistic, etc. and the recording of them, for example, checklists, pre-coded categories, diagrams, etc. k) objective assessment l) the evaluation of your own experiences, values, beliefs and attitudes and how they can affect your own behaviour and objectivity 3. Information and facts about: a) how your own experiences, values, beliefs and attitudes can affect own behaviour and objectivity b) how the system of values, beliefs and assumptions with reference to race, culture, disability and gender affect the way people perceive and interpret the behaviour of others and how this could influence observations and assessments and explanations of child development c) range of equipment, activities, materials and books that promote children's self identity, image and esteem, and promote non-stereotypical views of children and adults d) local and national sources of specialist advice and guidance e) data protection, confidentiality and security of information. |