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2.1 Explain Theories Of Development And Frameworks To Support Development.

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Frameworks to support development include: Social pedagogy Theories of development Are important as they help us to understand children’s behaviour and ways of learning. Constructivist A children from their experience and active learns can make their words sense. Behaviourist Children repeat actions in order to stimuli and reinforcement. Social learning Children can learning by imitate behaviour, actions, etc Psychoanalytical Personality and actions are determined by the unconscious mind which develops in childhood. Humanist Motivation and personality are to achieve certain needs. Below I’ve explained how we use the theories of development at my work place. Attachment theory The strong emotional bonds are linked children and young people …show more content…

They come together with a regular meeting to discuss the most appropriate plan for a child to progress effectively. To match a child individual needs, may need different professionals. They work together to remove barriers of development and provide training. SENCO has responsibility for organising appointments, that make it easy to monitor development. Also co-ordinates with professionals who work with the child. Every child matters is a programme that help all children age from 0 to 19. The programme helps parents to work together with a school to make sure every child has the best chance on life. Some examples that multi agency teams how work together to tackle any negative factor may effect development: Any issues with a child self-esteem, confidence and depression, family will work together with psychologist, SENCO and social worker. Health issues, Family works together with GP, nurses and hospitals. In some cases family also works with school and social worker. Disability, sensory impairment and learning difficulties, family works with social worker, SENCO, school and learning support

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It sets up a plan to make sure all the different services that help children work together smoothly. It holds councils accountable for making sure children get the help they need. There are rules in place for sharing information about children so that everyone can work in the same way. They have set up local groups called Local Safeguarding Children Boards to further safeguard children so the Children’s Commissioner can act as a leader towards safeguarding children. Assessment of children's needs - They're keeping a shared

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​ A SENCO plays an important role in a school in secondary and primary schools they monitor and ensure the educational support for children who have special educational needs. SENCO also has to have regular meetings with parent and other professionals like social workers and foster parents. A SENCO also make them self available to provide advice and support to teachers if they need help with the child. You also have a foundation stage manager how is required to monitor and manage the foundation years.

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Integrated working is where everyone supporting children, young people and families works together effectively to put them at the centre, meet their needs and improve their lives. Integrated working is at the centre of making a real difference to the lives of children, young people and their families and it is a central, key part of the Every Child Matters agenda and the One Children’s Workforce Framework. It involves everyone who works with children and young people, whether employed, self-employed or voluntary and it is important that we contact and utilise other professionals to help to gather all available information and expertise to fulfil the child’s needs and to meet the Every Child Matters outcomes. By working together with different sectors, professionals and agencies we can help improve the outcomes for children in their development and learning. If everyone involved in the child's care can share key information about the child such as their likes and dislikes, developmental stages and additional needs, it means that the child will have more consistency and feel more included and provided for at each setting.

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Working together to safeguard children, the key statutory guidance for anyone working with children in England from March 2015, states that effective safeguarding arrangements in every local area should be underpinned by two key principles: • Safeguarding is everyone's: for services to be effective each professional and organisation should play their full part; and • A child-centred approach: for services to be effective they should be based on a clear understanding of the needs and views of children. This means that everyone who works with children, across the full spectrum - including teachers, GPs, Midwives, Health Visitors, Early years professionals, Youth Workers, Police, Social Workers and voluntary and community workers - has a responsibility for keeping children safe. None of these professionals can have a full picture of a child's needs and circumstances therefore, if children and families are to receive the right help at the right time, the it is everyone’s responsibility that comes into contact with the to identify concerns, share information and take immediate and prompt action.

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Forming positive trustworthy relationships with the families to be able to work in partnership together; the practitioner and the family will need to agree upon an effective method that will enable them to share information. The role of the practitioner is to arrange to make a connection between home and school by setting up meetings, ensuring the parents receive important information by phone calls, letters, emails or translation support for parents with English as their second language (ESL) and daily dairies. 2. The practitioner and family will need to come up with organised structured targets and boundaries, this will guarantee that the family understand the importance of working with other services and about referrals such as why they are made. The role of the practitioner is to monitor the targets in placement and adapt changes to certain circumstances to ensure that the desired outcome is achieved.

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Other statutory roles e.g. SENCO work in schools to monitor and ensure that children with SEN are getting the best educational needs and assistance they require. The SENCO has a huge responsibility by working and communicating with parents with SEN children. They also work closely with social workers and other professionals. SENCO also offers advice and support for other staff member and ensure that the school keeps up to date with personal and other relevant information with SEN children.

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That depends on the size of the school and the responsibilities held by staff. SENCO is responsible for liaising with parents and other professionals such as social workers, parents, health workers. SENCO also provide advice and support for other professionals in school. For example, if a teacher has some concern about a particular childâ€TMs learning, they might seek advice from SENCO. They also write the individual education plan for SEN children and collect the relevant information about SEN pupils.

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The roles and responsibilities of different agencies and practitioners working to with children and young people.  The role of Local Safeguarding Children Boards (LSCB’s)  The process to

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I am able to discuss any work related concerns during my supervision as well and discuss my professional development. Staff is able to access courses, workshops and seminars that enhance the knowledge relating to the implementation of safeguarding policies. Weekly staff meetings improve working practice allowing staff to discuss child safeguarding issues. Nevertheless, not everyone in the team holds same level of safeguarding training, especially agency staff or volunteers that come in contact with children and families, creating great risk to their

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Strong emphasis is given on nurturing relationships with the families of young children and functioning collaboratively with other professionals. The program offers a series of coursework encircling infants, toddlers, preschoolers, and primary children. Through student teaching, field placements, and practical learning, students build up competence in the use of developmentally appropriate methods and practices. Major themes within the program comprises of understanding and admiring family diversity, supporting families in their roles with young children, and addressing the necessities of children with special needs in comprehensive

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Because it is complex, my role here would be to integrate a Student Support Group, and also construct Individual Education Plans, which would provide effective support and learning for Asim and the group (Primary Welfare Officer Service Delivery Domains,

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Introduction In early childhood education, it is important for teachers to always consider and understand children and the families’ needs. Early childhood teachers cannot only work with their colleagues to face children and the families’ needs but also need to work with multi-disciplinary to collaborate the ideas with each other and discuss the best outcome for the children and the families in early childhood education setting together. So, the more explanation about the multi-disciplinary team is that teachers with different professionals such as psychologists, child social worker, police, adult social worker, health visitor or court working together to provide different services and support for children and the families’ needs. They are diverse professional groups who work together in order to collaborate, reflect, access and support children’s development, health and learning and also families' needs.

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They also need to pay attention to behaviours, listening to the child and building a trusting relationship. It is key that children are involved

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Many of these factors relate to an additional component that are innate to human beings, which is, the desire to be loved, and ability to form an intimate bond with another individual. This Intrapersonal Reflective Theory believes that early attachment bonds and their impact are a topic of high controversy because many people were deprived of them during childhood and now argue that they turned out “just fine.” This Intrapersonal Reflective Theory stands firm behind the belief that, forming a secure and healthy attachment at a young age is detrimental to relationships later in one’s life. Wanting to feel secure and loved is innate is all individuals; problems can potentially arise when those desires and needs are not being met by those who are closest to the individual. The attachment relationship (or lack-there-of), which begins forming at a young age, is where we create the idea of trust vs. mistrust, and this concept is the foundation for all relationships and interactions throughout one’s lifetime.

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So, in this assignment I am going to talk about the four major developmental theories which focused on the development of the human. And also the relationship between the development theories and the learning and how to apply those theories on the real world teaching. The Four Major Developmental Theories It is very important

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