Summary Of The Sussex Journey To Parenthood Study

* Pre - birth conference was held to establish the issues surrounding the mother, her pregnancy and her parenting skills. Mother did not attend. The pre – birth conference attended by the CDAT key worker, safeguarding midwife, health visitor, GP, social worker. The pre – birth conference took place as mum was concealing her pregnancy and that she was heavily

It is an important part of a practitioner’s job to observe and assess children in order to establish where a child is at with regards to their development, health and well being and if they require extra support. The factors that need to be taken into account when assessing development are:

Early childhood is the most important phase of development in one’s lifespan as the experiences during childhood sets the course for later stages of development. It has been noted that a mother’s actions during pregnancy may influence the development of an infant. The developmental influences include prenatal, perinatal and neonatal environments. (Santrock, 2002) Although babies come into the world with no say or control over which family they will be placed into, or the environment in which they will begin to live in, theorists agree that the first two years are crucial, with early emotional, physical and social development influenced by the infant’s biological and environmental factors (Sigelman, Rider, & De-George Walker, 2013). The

In order to apply theories and models of child development to support children’s development we must get to know each individual child by building a good relationship with the children through play, communication and answering to their personal needs. Observation and assessment is also key so that we know what each child is capable of and what they are working towards/could be encouraged towards. Good communication with parents is also beneficial as it helps the carer to see what the child is doing at home and to identify if there are things they do or don’t do at nursery that is different from home. It also helps to work out ways of encouraging development at home and at nursery.

* Babies and young children are vulnerable and very dependent on their parents and carers. Therefore as well as provide and children’s learning and development it is also essential that we support the physical care, keep them safe and meet their nutritional needs.

A two year assessment is carried out between the ages of two and three. Parents/carers/guardians are provided with a short written summary of the child’s development in the prime areas. Within the progress

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 022, Understand Child and Young Person Development.

1.1. When assessing development some factors need to be taken into account one of these is confidentiality, this means that you will need permission from a child’s parents/carers before doing observations, also when information is wrote down about a child is important that it is kept in a safe place were only the relevant people can access it. Also making sure that information about a child is only shared with parents/carers or colleagues and professionals that have the right to know. Another factor to take into account is a child’s wishes and feelings, this means to take into account the child’s wishes when doing an observation or assessment. The child may not want to be assessed at

From birth, a child develops physically. They firstly develop their reflexes, for example rooting, sucking and swallowing. At one month a baby should startle less. At 3 months a baby should lift and turn their own head. At 6 months a baby should be able to lift their hands and feet into the air. At 9 months a baby should be able to use their fingers to feed. At one year a baby should be able to stand holding onto furniture. At 18 months a child should be able to sit, and ride toys using their legs to push. At 2 years a child should be able to run and climb. At 3 years a child should be able to walk up stairs independently. At 4 years a child should be able to use their hands for tasks such as using scissors. At 5-6 years a child should be able to kick and control a ball. At 7-9 years a child should be able to draw and write neater, and cut out more accurately. At 9-11 years a child should have better coordination in fine and large movements. At 11-13 years a young person should have growth and changes to their body. At 13-19 years a young person’s body shape will be changing.

By bringing together information from a health visitor, the early years practitioner and the parent in a TAC, an assessment of needs can be made in areas such as development of the child, parents and carers and family

The Pre-Birth to Three document that I work with highlights that responsive and caring adults are essential for babies and young children to develop and thrive. Practitioners must be aware of attunement which means having the skills needed to enable them to tune in to babies and young children. This determines needs by close observations of the sounds, movements, expressions and body language displayed. We already know that babies are born ready to make connections with the outside world and we must be ready to read these signs in order to develop the skills needed to interact with the wider community. This is something that I have at the forefront of my mind whenever I am working with the children. I am an avid believer that

Participants: The participants will be two hundred and fifty mother child dyads (250 moms, 250 babies). The clinical sample will be recruited from an area that is a high-risk environment for a child. Risk factors include, socioeconomic status, low educational level and chaotic living conditions. The reasoning for this is because, as mentioned previously, around 85% of children from this type of community

Although the process of giving birth and recovery is different for every woman, the human body must withstand many physical and psychological changes after having a baby. The federal

Edinburgh Postnatal Depression Scale (EPDS; Cox et al. 1987) scores between 12–19, suggestive of major depression (Gibson et al. 2009), spoke English or French, 16–45 years-old and within 24 months since delivery. Mothers with twins, a history of mental illness, or who were taking medication or psychotherapy for depression were included. Two versions of the EPDS were used for initial depression screening. Nurses working in a ‘tele-care’ service, a free provincial telephone-based health advice and information line to advise, screened with the shorter three item EPDS-3 which detects the presence depression (Kabir et al. 2008). Public health nurses working in Toddler Clinics that focused on child health (dental, vision, hearing, development, growth,

From my experience, these meetings offer an opportunity for the practitioner and parents to gather information, share their observations and to consider the implications of these in terms of planning for the child 's learning. They are conducted in an atmosphere of mutual respect and practitioners should act as genuine listeners, responding to what they hear from the parent and not allowing discussions to be driven by a pre-set agenda based on what has been observed in the nursery.