3. Know how to support children and young people experiencing transitions

3.1 Describe the different transitions children and young people may experience The main transitions in a nursery setting are room moves meaning as the child gets older they will need to move up in rooms, they will also experience school moves i.e. nursery to school, school to secondary school, secondary school to college. There are many other transitions children and young people may experience these include moving house, parents separating, carer changing and swapping schools/nursery etc.

3.2 Explain how to give support for each of the transitions Cares can give plenty of support by these transitions. For a room move they can visit the child to make sure they are settling in ok and buy passing on the right information to the new carer they can support the child how they are used i.e. using their comforter (bears, blankets, toys etc). If the child is moving house they can talk to the child about past experiences if they have any or speak through the changes that he/she will see and speak about the advantages of moving giving the child confidence. With the parents separating the carer could discuss why this happens and once again support through it with both parents and children making them knowledgeable to the situation of what is happening.

4 Be able to support children and young people’s positive behaviour

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4.1 Explain how a work setting can encourage children and young people’s positive behaviour A work setting can encourage positive behaviour by praises what the child have done so the children can continue to show it as they will like the praise they receive. Also it is important for the staff to follow the same behaviour management strategies so that the children will understand what will happen if they show negative behaviour. The carers will need to communicate with the parents to see what strategies they use at homes to support positive behaviour so they can relate and reflect of both home and nursery strategies where possible.

4.3 Reflect on own role in promoting positive behaviour in children or young people In my own roll I set a good example of positive behaviour so the children can reflect and look up to what there carer is doing. I also praise fairly with all children and I’m consistent with how I mange unwanted behaviour to ensure the children don’t get confused with what is expected.

5 Be able to use reflective practice to improve own contribution to child and young person development

5.1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person-5.2 Review effectiveness of own role in supporting the child or young person’s development

In my setting I feel I contribute to the assessment of the children’s development in many ways. I do weekly observations on my individual key children, which I then evaluate. I then plan activities for the children’s next stage of development. Every 3 months I also do summative assessments which cover all areas of development. These help to monitor which areas the children are progressing in and which areas may need to be focussed on. In the children’s learning journeys we also have learning and development audits which keep track of the areas to ensure we are planning a variety of activities which cover the different areas. I feel these are effective ways on monitoring the children’s development as it makes it easier for us to keep track of which areas we are covering and how the children are developing in these areas.

5.3 Identify changes that can be made to own practice in supporting child and young person development I feel I could develop my own practice by using different ways to approach observations i.e. tracker observations. I could also develop by adding more photos and evidence of work into my learning journeys so the parents can see what they have been doing rather than just reading about it.