Children and Young People’s Development.

There are many social, economical and cultural factors that impact on the lives of children and young people. In my role as a Young Carer’s Support Worker, I work with a number of families living with the consequences of these factors. Every Child Matters (ECM) aims to improve the outcomes and life chances of every child and young person, therefore, it is important we understand and do all we can to help them achieve the 5 outcomes of the ECM, stay safe, be healthy, enjoy and achieve, make a positive contribution, and, achieve economic well-being.

* The baby turns its head towards light and stares at bright and shiny objects (1 month old)

I always try to respect race, religion and cultural identity as there is the need for continuity and security, This is one of the reasons why I always address each young person by his/her name.

2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

2.1 Explain how children and young people’s development is influenced by a range of personal factors

There are 2 kinds that I’m going to talk about and they are Home and School environments of development.

The area a child grows up in has an effect, for example if a child is brought up on a council estate in poor housing they are more likely to have health problems. If parents are not working or have low income jobs they are likely to buy cheaper food and usually this means lower quality which can lead to health problems. Children and their families may have lower expectations. They might settle for the life that id mapped out. If a child lives in high rise flats or appartments they have less oppportunities to play. In poor quality housing there may not be a garden or safe playing area. This is reducing the childs opportunities to develop their physical gross motor skills. This of course is not always the case

|Theory. |their second year they will start to walk and be able to |Social, emotional and behavioural development – Slower to |

Children and young people often experience many things which have a direct impact on their development; things such as their family environment and structure, personality, hospital visits, childcare arrangements, and culture.

It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.

The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered.

Communication plays a massive part once building a relationship in the work setting. By regularly keeping effective communication between practioners, parents/careers and children makes a positive working environment. The relationships are mostly based on the type of communication between one another, communication is not just by verbally but also the body language we show, facial expressions and our gestures.

At this stage any activities will have an impact on their intellectual development as they become aware of the different activities they do.

for example in my setting before the half term the new children that would be attending flying start came in for a day with their parents to become familiar with their surroundings and new daily routine. They then came in for another day but their parents didn’t stay so the children could become familiar with the fact that their parents will not be staying with them while they are in the setting. For children who find it hard with their parents leaving the start had to be flexible for them to settle in at the right pace for them. This is where a key person is vital to the child because they will not have their first attachment in the setting with them so they have to make a new attachment with a practitioner in the setting. Bowlby believed that children interact with one main carer who is more than often the mother who is the most important.

The attributes of such a relationship are the parent must have a positive perspective of the child. They must acknowledge and be fulfilled by, even commend, the youngster for who they are. The paternal must get delight from the association with the child. The caretaker must feel skilful in the relationship. Entry into the Early Intervention Program Short of having your child bite the dust, there is nothing more pulverizing to a parent than to be informed that there is something "the matter" with your child; your youngster is "not ordinary." Parents’ contribution is a faith in the estimation of association that is imparted by administration suppliers and families. The admission methodology is a troublesome time for families as they are requested that distinguish and location their youngster 's deficiencies. A few highlights