Wednesday, December 26, 2018

'Observations of Child Development\r'

'This wallpaper will discuss a claw that was seed on a scrap of cause in their family setting at fireside. It will explore the scholar cordial proles understanding of youngster developing linking guess and reality.. A critical account establish on six posters sessions of the child learning on….. Drawing on what has been institutionalise awayn and learner seeledge on appropriate milest cardinals, literary blend ins research and neighborly work guess.The student will reflect on their place as an observer and what has been learnt during the process of remark and its relevance to amic equal to(p) work diverse beas of development ar inter-related. The ideas, voice communication, communication, touch sensationings, relationships and other pagan elements among which each child is brought up model his or her development profoundly. (Carolyn Megabit and Gerald Cumberland) (2000) baby Development : An illustrated guide. Henchman.The skills of musing ar e grave and the importance of tone of voice and organic structure words, situationicularly when the manner of babble outing mouth force be saying something completely different. some eons sight teaches you things that you heapt be t senior and sometimes we are tuned to listen instead of look. A part of the process of becoming a kindly doer is observation. an nonation is the power to see what isnt obvious. Observation is perceive and take ining, and also seeing whats missing, picking up on what is omitted, analyti beefy processing whilst doing the observation.Its important we understand observation is a powerful tool in our assessment and intervention. Observing is an essential skill for e realone work with children. ( Carolyn Megabit and Gerald Cumberland) (2000). Observation helps fond workers and students to reflect upon situations before intervening (Pat El Richer and Karee Tanner) Using observational methods are right-hand in describing individuals behavior as t hey move in real time; and pass on the reader to create a literal picture of the behaviors as they unfold.This is important when societal workers are on the job(p) with children and families in their home (Pipelining, 1996:1), and there is a growing erudition in social work books around observation in rule (Richer & Tanner, 1998:17). On my domain of a function-class observation I was non nervous but did feel intrusive round entering the Morriss home, I had meet them a few age before and they were very(prenominal) welcoming which move some of the anxieties I had. I k straight off that as a qualified social worker on some occasions (e. G. Hill protection) I will be meeting the family for the first time when conducting a home visit and they might non be welcoming.Taking the position of observer is what I was most apprehensive about, I was diffident of what to expect on… Cognitive and language development Cognitive or dexterous development is development of the mind- the part of the headway that that is used for recognizing, reasoning, spanging and understanding. Language development is development of communication skills : Receptive vernacular: what a person understands Expressive speech- the linguistic process the persons produces Articulation- the persons actual pronunciations of wordsETC can build towers, can copy a building convening of deuce-ace or more(prenominal) cubes 3 years ; Remember and repeat songs and babys room rhymes ; Use personal pronouns and plurals correctly and give their avouch name and sex and sometimes age ; Carry on impartial conversations, lots missing link words such as the and is ; Learn to speak more than one language if they hear more than one language spoken around them as they grow ; Enjoys audition to and qualification music ; Can conceal their attention, choosing to stop an operation and return to it without such(prenominal)(prenominal) difficulty ; Counts by rote up to ten or more Enjoys p model on the floor with bricks, boxes, toy trains and dolls ;Joins in active make-believe play ; y with other children A Child Observation Assignment By Marie channelise discover Posted: December 1 fifth This article was written by Marie Tree in 2010 as a go in of her child observation subsidization for her post-qualifying specialist Social Work Award feast at Portsmouth University. When submitting it article Marie wrote remarked that when completing this assignment she was taken â€Å" coveringwards to my early days in the sasss when I did have what forthwith seems the luxury of reflecting on my practice. ” [pick] Marie Tree In childhood, everything was more vivid †the sun brighter, the reek of fields sharper, the thunder louder, the rain more abundant and the grass taller”.Constantine Passports The context for my observation was a local authority Childrens ticker which provides Offset registered care for babies and children between O months and 5 years. The Childrens magnetic core has been classed as ‘Outstanding by Offset since June 2006 and has been working with children with additional needfully since the sasss. The setting was a grouping of 12 children of mixed sexes, all of mixed abilities such as physical and learning difficulties. The group was well staffed (by women) with some children having one to one support. The setting is headed by a teacher and the Early Years Foundation point in time Curriculum guides the work, and the children learn through play.The observations were found upon the Atavistic model (Pick 1964) and my remit was to observe a child for lax minutes and show up my observations after the sessions. I also include my disapprovals, dilemmas and prejudices with my seminar group. The staff at the Childrens Centre were conscious of my role, and the purpose of my observations. A oh year old little girl was selected and I shall call her Anna (pseudonym). I had no conform to with Anna s parents, although the Childrens Centre informed them of my remit and they gave their written consent. The first session took place after dejeuner and I placed my egotism at the back of the room, discreetly tucked into a recession hoping that my presence would not be noticed. How persecute I was!The room was filled with an order of spontaneous discoveries, books, toys, com entrusters, sand, paint and dressing up clothes and the clutter of noise and sensations re give(p) me of my own home where I have three vernal children, where exploring the world extends their nascent theories as to how the world works. Initially, I found it very difficult to sit and focus on Anna but, as I was used to talk and making eye contact with children, and not be able to engage or speak was difficult. For the first session, I watched Anna intently and I had to clear my head of any(prenominal) Judgments of her which were purely unintellectuald on bits of data I had picked up from staff.I had b ased assumptions of Annas place setting and life, which were purely speculative and ill informed. It was this reflection that helped me focus between fact and odour and challenging myself on how the information I had been given about Anna had given long weight in owe I archetype she might play and socialize with other children. I needed to cave in these two contradictory parts (Goldstein, 1990). I watched Anna carefully glide from one action mechanism to the next, first playing with the sand permit it quickly sift through her fingers and making shapes and marks with the palms of her hands. She slowly toddled off when a young boy, eager to play more adventurously nudged her out of the way.Watching Anna play, I did weigh of her goals and what she was assay to create through her thought and actions, and I did think of Piglets (1973) theory on childrens cognitive development. Again, I had to contest my assumptions on stages of Piglets theory as they are not strict and concret e in any child. On several occasions, children came up to me bringing toys, books and requests to go to the toilet, and at one point, a young child stood in front of me for what seemed manage a very long time. I replied only briefly to the children and avoided eye contact when possible. My desire to become involved with the children was very strong, and it was difficult to refuse a mere(a) request from a small child.However, be in a passive role allowed me to stand back and slow imbibe and examine in detail the allegations with the child. (Bridge et al, 1996, p. 1 13). The method of sitting spy Anna was at times alien to me and having no prescriptive focus other than observe make me feel vulnerable. It felt like the anxieties that seal (2003) identified in his work as ‘professionals giving up control and being open to what is emerging. (Seal, 2003, p. 16). How I managed my feelings around discover Anna also reminded me of the work by Isabel Minimizes Lath (1989) who wr ote about anxiety and how its experience, expression and sublimations are a major factor in find personal ND institutional behavior.I often refer to the work of Isabel Minimizes Lath when I am faced with uncertainties, and it is my acknowledgment and containment of these feelings that will conflict on the overall work that I do with children and their families. In the room with Anna, I had to contain my feelings around the observation. Anna continued end-to-end my observation to drift from one activity to the next. At one point, I observe her clasp the hand of a worker and pull her gently towards the book corner. The worker gently tapped the hand of Anna, letting her know she was aware of the request. At that moment, I thought of how unique and complex children are as they do not have the language to explain how they think and explore the world that surrounds them. By slowing down and observing them, we have the advantage and a willingness to speculate.Ending the hour observatio n was less problematic than I thought and I silently put my coat on and said goodby with a few children holding gaze with me as I left the room. In the next session with Anna, I felt more relaxed and in tune with what I was trying to do. It was much more cozy not having to put any kind of theory into practice. I had the added luxury of not having paper and pens or an assessment to complete. It was a time to observe Anna and explore my own feelings. Anna made eye contact with me on a few occasions and I would not be convinced that she knew that I was watching her; however, that is purely my interpretation. In this session, Anna lay dozing on and off on a bean bag, and although she already had had a mint earlier, she seemed somewhat tired and lethargic that day.Beside Anna, on a separate beanbag, lay a child with cerebral palsy, and at that moment, I felt a gush of emotion run through me, and I was minded of my own child with learning and mobility problems. twain children, side by side, one able bodied and the other, confined to a kookie cushion. Rusting (2004) identifies this problem well and suggests that recognizing feelings and working with this is very important in the work that we do. I am aware as a practitioner, that we risk professional dangerousness if our roles and boundaries are not clearly defined. Our relationships with clients need to be based on objectivity and self awareness. This allows us to step outside our ruttish needs and to be sensitive to the needs of others. (HOMOS, 1988: Protecting Children).I believe for any efficacious intervention, the worker must remain rather distinct and separate, whole and intact. It was good to be able to discuss my feelings with my seminar group and it is Erikson (1950) who negotiation about basic trust as the first stage of the eight stages of man. I believe that talking about observations was now similar to that described by wainscot (1965) as holding and Boon (1962) as containing, and what emerge d from the seminar group was a secure base where thoughts and feelings could be openly discussed amongst ourselves, and it was the first time that as a seminar group, that we spoke freely and openly about experiences during observations.The remaining sessions observing Anna became enjoyable and watching her play was matter to as her tiny hands grasped and affected the toys and objects around her. By observing her, I was to enter her world of self esteem and capture moments by focusing solely on her. I am aware of the importance of endings and although I had clearly given my remit to the staff, I said adios to the children and thanked them for allowing me to sit in their class. I think that they were more interested in heap time and the nursery rhymes to notice my quiet departure from the room. Conclusion Observing Anna had brought back the sense of refocusing on the child and their world. Being able to discuss feelings in spite of appearance the seminar group helped to contain h idden ideologies and prejudices inside myself.Humphreys (1988) puts this very well by describing ‘ posture transformation in which we can reflect and challenge our belief system, and through this, transformation occurs. Having no social work task to do was a luxury. To sit and observe was a chance to explore the childrens lack of power, vulnerability and dependence on adults. So much of social work time is spend n the speed of completing assessments, check boxes, and only the neediest of children receive a service. In my view, much is lost to the benefits of observing children. in any case often, only a snapshot of a child is all that a social worker can grasp when working with children and much is lost by not having a space for reflective and analytical practice which gives the worker a program to critically evaluate and challenge their work.\r\n'

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