Unstructured Preference Assessment

When I am planning work an individual I will observe them and assess how they liked the activity, if it kept their attention and if they were able to do it and if not what they require practice on. By observations and assessments I can plan work for the child I know they can achieve and enjoy. The child’s interests are paramount so what they enjoy is essential to my planning.

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:

A/c 1.2 The benefit of using a child centred model of assessment and planning is that you concentrate on the person and their specific and individual set of needs and circumstances. A child centred model promotes the rights of the child and allows them to communicate and say what they want for themselves. When children are moved to make the correct choice and take a lead using this type of assessment they tend to succeed as they develop their needs. Children and young people’s needs can be identified through observation and the sharing of information between those that are involved in the care of the young people or children. The parents and class teachers are the best places to identify individual needs because the young people spend more time at school and home than they do anywhere else. School/ home visits, review meetings, hospital consultations are some of the

As early years practitioners our resposnibility is to provide unconditional love and express love both physically and verbally by holding, rocking, and stroking and by using soothing words to calm, comfort, and encourage the child to calm himself or herself. We gently enforce rules for children, and use removal of privileges and other forms of discipline that do not belittle, harm, or reject the child. Wemodel behavior that communicates confidence, optimism, and good results for children two and three years old. We praise the childre for accomplishments such as toilet training, calming self, talking, or creating something. We encourage the children to try things and do things on his or her own with minimal adult help. When acknowledge and label the child's feelings and so encourage the child to recognize and express his or her own feelings and to recognize some feelings in others (for example: sad, sorry, happy,angry);this can be through activities and songs such mr happy, how do you feel today etc. We use also use language to reinforce aspects of resilience for example encouragment `I know you can

| Good way of seeing where the child is with their development – do they need encouragement in a certain area?

Ability to listen effectively so that views of the children and their parents /carers effect appropriate involvement in care planning

When considering a child’s needs and routines in your setting, it is important that we communicate with the parents and find out a little about the home setting so we can carry it on when they come into our care, the more we talk to the parents the more we can help the child’s emotional needs and routines.

Being able to communicate with parents/carers will also help to gain information on the individuals likes dislikes

Anything that does not work as well would be changed or developed to improve the lesson/activity ensuring that the Childs needs are always catered for.

In the first stage we need to complete an assessment in form of a reinforcer sampling, which is an inventory of the items and activities favorites of the student. This information will help us to motivate our student in his/her path during the implementation of PECS.

To consider David’s support requirement within my placement setting, I have used the P.I.E.S. method. This means assessing his: Physical, Intellectual, Emotional, and Social need (Oxford Cambridge and RSA, n.d.).

Some people are very accepting of other and some people are not. When I took the Understanding prejudice quiz I got the result saying I had a slight automatic preference for white people. The result did not shock me very much because I was raised in a house where we were taught to treat everyone equal. I was raised with a sister who is half African American. However, I know there are still things I do or say on occasion that can be considered prejudice. It surprised me how high the percentage of Strong automatic preference to white is. I was thinking in today's culture many more people would have grown to accept everyone equally. It is amazing to me that the top 73% all have some form degree of automatic preference towards white people. I

4. to identify and prioritise targets for intervention. Conducting interviews with parents, teachers and the child.

A behavioral interview was conducted, and the client was asked about her history of the flossing (P. 50). This was to determine if flossing was a behavior that needed to be changed. During the first reinforcer preference assessment the client was asked questions of what activities she enjoyed doing (p.276). She answered hiking, watching T.V shows, watching movies, hanging out with friends and that she loves going out to eat.

Interests, and goals and the parents insights into what can best help the child move beyond the immediate task to development of a better skilled task. The quality of adult-child interaction promotes cognitive development. Providing referrals that will assist the parent in how to improve the development of their child effected by FAS, social workers can concentrate in measuring the dynamic, future-oriented results instead of human cognition – what the child can do with the assistance of others and therefore as the potential to learn. (Abma,