Learners should use the internet and relevant textbooks to source the information. Charts can be shared and compared to reinforce understanding.
The leaflet can include one page or a section for each age range.
Learners can use each spider diagram to show what the child will be expected to do at that age.
Learners can have relevant textbooks to support them. Ideas can be shared, and a collaborative document can be created by the whole group.
Learners could write bullet points as prompts for talking to this parent/carer. An explanation of the difference between sequence and rate is important. Reassuring the parent/carer that there is nothing ‘wrong’ with their child and a focus on the child’s actual development to date is also important.
Examples: Asthma – short- or long-term; can affect breathing and ability to exercise Autism – long-term; can affect social and communication development Downs syndrome – long-term; can affect social, cognitive and physical development.
This is not a case of neglect, but rather, a case where a child’s home life and life experiences may affect their development. They may get little or no fresh air and exercise, and they may live in cramped conditions with little or no stimulation, which may affect their language and cognitive development. Their social skills may be affected because of the overcrowded situation.
This activity reinforces the role the practitioner plays in supporting the holistic development of all children.
Learners should identify the importance of discussing any concerns with a supervisor. They may be asked to carry out observations to support the concern. They may then have specific activities to support the area of development. Learners could use actual examples from the setting while maintaining confidentiality.
Physical – co-ordination skills, serving, positive role models. Language and communication – talking about their day, modelling appropriate language. Cognitive – how many, how big, how much? Social, emotional and behavioural – manners, expectations, talking about feelings.
Learners will be able to identify a wide range of transitions, and this activity will get them to categorise these.
Learners should discuss how their routine supports children to cope with change. Some children get so engrossed in what they are doing, they are reluctant to move on. A consistent approach from all practitioners will help, and many settings have specific rituals or songs to help children to move from one thing to the next.
Learners should discuss this specific transition. Impact could include: change in behaviour, regression, clinginess, attachment issues, anger. It is important to regularly update the parent/carer on how the child has been at the setting, so that they are aware of any issues.
Learners could ask for a copy of the settling-in procedure and identify how they could help children with this transition.
Learners should use their own experiences of children who do not want to tidy up to create a rhyme that would engage them in tidying up.