Child Development and Practitioner Roles: An Evaluation Report

This report provides a comprehensive overview of child development, focusing on the responsibilities of practitioners in early childhood education. It delves into various aspects, including cognitive, physical, emotional, and social development, and how practitioners can foster growth in these areas. The report analyzes the roles of practitioners with staff, evaluating responsibilities like mentoring, leadership, and wellbeing, and the importance of partnership working. It examines the requirements of frameworks in relation to developing practices and evaluates the effectiveness of partnership work between practitioners, parents, and carers. Furthermore, the report addresses safeguarding and child protection, explores pedagogical approaches, and compares different teaching methods. Finally, it demonstrates knowledge of assessment in early years and reflects on learning settings to improve practices. The report emphasizes the significance of creating secure, positive environments and the use of various strategies to enhance children's learning and development, from literacy and numeracy skills to emotional and social abilities.

Assessment

Table of Contents
INTRODUCTION...........................................................................................................................2
ACTIVITY 1 ...................................................................................................................................3
Explain practitioner responsibilities in challenging babies and advance learning and
development. .........................................................................................................................3
ACTIVITY 2....................................................................................................................................5
Evaluate responsibilities of practitioner in relation to their role with staff............................5
ACTIVITY 3....................................................................................................................................6
Analyse requirements of framework in relation to developing own practices.......................6
ACTIVITY 5....................................................................................................................................7
Evaluation of partnership work between practitioners, parents and carers to enable babies to
learn and develop....................................................................................................................7
ACTIVITY 6 ...................................................................................................................................9
Evaluate the four safeguarding and child protection cases....................................................9
ACTIVITY 7....................................................................................................................................9
Explain pedagogical approaches and how they influence practices. .....................................9
ACTIVITY 8..................................................................................................................................13
Evaluate comparison and similarities between these two approaches.................................13
ACTIVITY 9..................................................................................................................................14
Demonstrate knowledge and knowledge of assessment in early years................................14
ACTIVITY 10................................................................................................................................15
Reflect on learning setting on your own practices...............................................................15
CONCLUSION..............................................................................................................................16
REFERENCES..............................................................................................................................17

INTRODUCTION
The child learning and development is defined as changes that influence growth in
physical, emotional, social, thinking, behaviour and communication skills. The starting stage of
life are important for a child, as functions are highly developing in first five years of life. The
children learn various things at this stage of life such as hearing, smell, sees as their brain
process in making of connections. The learning and development can be occurred through
various methods such as play, etc. The early child development is necessary to be consider as
great risk and impact of things are mostly occurred in this stage. It is essential to consider
learning and development of a child as in this stage any disturbances can cause short term and
long-term effects (Banire, Jomhari and Ahmad, 2015). The early years are vital part of a child
life as it depends on health, growth and shapes children life among all communities and family
members. Its responsibilities of health care workers, families and others to deliver protected life
to them. From this, self-confident, self-esteem, learning and listening ability can be increased.
So, it is necessary to develop their learning quality by furnish a clear idea and explanation about
an activity. The care givers can use various strategies which help in raising their behaviours and
manner among others. With effective learning and development, ability of managing feelings and
attitudes can be raise in a child. This also develops understanding of relationship of a child with
others.

ACTIVITY 1
Explain practitioner responsibilities in challenging babies and advance learning and
development.
It is the responsibilities of early year practitioner to develop and encourage children in
their learning and development process. They can enhance learning by teaching and play with
children. The practitioner can create a secure and positive environment for children from which
they can easily understand about things. They also help children and babies to raise literacy and
numeracy skills by applying different activities among them. The care practitioners focus on
some areas from which they can influence development of child.
Cognitive development: this refers to development of thoughts from which a child can
think about their surroundings. This includes various skills such as remembering, problem
solving and others which are necessary to build in a child. It enhances ability of a child to
manage information that they are happening on a daily basis (Brooks And et. Al., 2015). The
care practitioner can raise growth of cognitive by using various activities such as use of specific
language at time of social interaction. With this, they can develop motivation in young children
from which their literacy, language and numerical skills can be developed. As most of the
children highly perceive things at this stage through playing with different things that help in
developing concept of things in their mind. For example, the indoor and outdoor activities for
cognitive development of children includes practice the alphabets, identify different noises in the
playground, practice counting by counting flower, chairs, benches, pencils & pens, draw shapes
and fill colours, visiting interesting places like coo, museums etc.
Physical development: this development includes physical growth of a child in which
ability of muscles is controlled. This is necessary to be develop as it leads to healthier life which
includes strong muscles and bones. In early stages, children are most sensitive and they can
perceive benefits from various physical activities (Cook And et. Al., 2015). There are lots of
physical activities from which young children can play with other children. As physical activities
can help in developing thinking and concentration skills of a child. There are various benefits as
it focuses on mental ability. The care practitioners can create healthy habits of a child from
which their different skills can be raised. There can be both indoor and outdoor activities from
which they can build well-being of a child. The indoor activities includes some examples such as
designing of room, use of presentation that help in developing learning of children. The example

of outdoor activity includes explaining direction of compass in order to teach them about
directions. The visualization of any topic by using various things as a part of learning that can
help in learning process. For example, the indoor and outdoor activities for physical development
of children consist keep the balloon up, puddle jumping, digging objects for treasure, playing
game of run away from a monster, leaf play, hopscotch, fly a kite, throw snowballs, ball kicks,
balance beam, mini sticks, dance party etc.
Emotional and social development: this development consists of experience and
management of feelings. This can help a child in expressing their emotions which assist them
ACTIVITY to develop relationship with others. The children have various mood swings from
which their expression of mood swings occur rapidly (Dias and Seabra, 2017). The care
practitioner can build emotional and social skills of a child by observing and sharing their
gratitude towards others. The motivation about their activities can assist in developing growth of
emotions. According to understanding, the children react among others by expressing their
behaviour. For example, it consist activities like using story time for teachable moments, work in
partnerships, play in a group, painting task in a team, game of starfish & tornadoes, turtle time,
taking turn taking charge game, plastic egg faces, robot flashcards, emotion volcano, mood meter
and so on.
The care practitioner can plan different activities which help in raising literacy and
numbering skills of a young child. They can use both indoor and outdoor activities from which
they can make understand about skills effectively. For example, they can raise literacy skills by
using visual representation in indoor in which they make understand about anything by visually
represented. In outdoor activities, they can use different things from which a child can easily
visualize a thing by numbering them. This is easier method to remembering them about their
subject especially in schools.

ACTIVITY 2
Evaluate responsibilities of practitioner in relation to their role with staff.
Responsibilities Examples
The mentoring role If a staff does not have appropriate idea about who to
conduct activities than it is responsibility of practitioner
to mentor staff so that they can conduct activities.
Leadership and management
responsibilities
If any staff members are lacking confidence then
practitioner can motivate them (Drigas, Kokkalia and
Lytras, 2015).
In some schools, various staff members found difficulties
in engaging with children so practitioner can manage
barriers between them.
Coaching, delegation and motivation If staff members do not have proper guide to motivate
children then practitioner can motivate and provide
coaching to how to handle and engage with children so
that their learning can be develop.
The wellbeing of staff If one of the staff members are not have appropriate
wellbeing then it is cause impact on child then in this the
practitioner need to care staff members so that their well-
being can enhanced.
Management duties If any one of the staff members does not have appropriate
skills of managing policies and record keeping then the
practitioner manages these with effectively (Entwisle,
2018).
Partnership working The practitioner needs to develop partnership with staff
members so that they can deliver effective learning
process to child.

ACTIVITY 3
Analyse requirements of framework in relation to developing own practices.
The Continuing Professional Development (CPD) is a major part of life as it can critically
alter the performance level of people working in any organisation. In child such skill must be
incorporated from initial, it can be ensured by taking particular screening test which make
incorporate logical questions (Fowler, 2017). The people who are regular training and making
questionnaires and few clinical practices they can get ensure. Machines and equipments which
are part of their learning must be utilised thoroughly during their assessing period. Lack of cost
and time may be a potent barrier in enhancing such skill. By keeping the CPD up to date, one can
attain necessary knowledge for delivering better quality of care.

ACTIVITY 5
Evaluation of partnership work between practitioners, parents and carers to enable babies to learn
and develop
The partnership working among practitioners, parents and carers plays an important to
provide an appropriate learning atmosphere to children which helps in their development. It
includes that needs and behaviour of a child is well known by their parents the carers should
communicate with them to use correct decision making to facilitate effective learning of kids of
age 0 to 5 years (Iruka, Durden and Kennel, 2015). Meanwhile, it consists the fact that parents
are capable to support their kids in outdoor settings including crèches, playgroups, pre-schools,
childminding settings and primary schools. It is necessary to build a healthy and comfortable
learning environment for children which become possible by partnership working of parents,
carers and practitioners. Basically, it has been analysed that early education & care of babies,
toddlers and young kids should be a shared attempt among families, childcare practitioners &
parents. It is observed that partnership approach is very important to perform together along with
communicating information because it facilitates to boost up learning outputs of children.
On the other hand, there are several ways through which parents and practitioners
become capable to perform together for welfare of children. It includes number of aspects such
as sharing information, contribution, making decisions & advocating different approaches and
course of action as well as supporting learning & development. However, it includes the various
reasons behind partnership working approach among parents, carers and practitioners which are
mentioned here (Nippold, 2016). It includes trust, involvement, shared expectation and keeping
up-to-date. Initially, collaborative working is beneficial to make parents comfortable to leave
their child with carers and practitioners at much young period of age which helps them to feel
secure about their kids. Secondly, it facilitates proper involvement of parents in every
developing stage of their child and this technique to supportive for them to know about type &
level of care their child is getting out of the home. Thirdly, collaborative working between carers
and parents results into achievement of shared expectations in regards to child learning as well
as development.
Utilisation of partnership working helps to use appropriate methods, equipment’s and
tools which helps to enable babies to learn new aspects of surrounding environment. It includes
the use of interesting and creative tools which facilitate to encourage babies to learn about them

which helps to achieve their development properly (Rashid and Gregory, 2017). However,
implementation of interesting and enjoyable methods of learning make kids capable to grab new
concepts easily which impact positively on their entire development. For example, the carer
uses different colours through a drawing of scenery to make 4 years old child understand about
colours of sun, tress, flowers, mountains, rivers etc. which helps to them understand and
remember easily. For instance, a carer utilises the favourite teddy bear of 2 years old kid which
make him understand about his time of rest or sleep. For example, the carer uses recorded sound
of a child's mother with age of 2.5 years old to make him calm when he stated crying out become
anxious. For instance, a carer utilises colours full balls for 4 years old kid to make them learn
about counting the numbers which is an effective approach for proceeding appropriate
development of them.

ACTIVITY 6
Evaluate the four safeguarding and child protection cases.
Summary of incident How this has affected safeguarding procedures
There are some child victims who are facing
sexual abuse which develops mental illness
among them.
This is ensuring that children are provide
effective care by different procedures and
legislation to them (Singer, 2017).
A child was abuse from his mother from
paediatric assessment
The early year practitioner develops some
policies and practices which enhance
safeguarding child.
Due to insufficient care, a child suffers from
cancer and after it die.
Some care prevention policies are need to be
implemented in order to safe child.
A dog attacked a small girl which lead to
various injuries on her body.
The care step needs to be taken when a home
having an animal.

ACTIVITY 7
Explain pedagogical approaches and how they influence practices.
Pedagogical
approach
Critical evaluation of the approach and influence on childcare practice
Reggio emilia They consider student as centred as they use direct and experiential
learning process in their school environment. They motivate children to in
their self-expression, thinking and communication skills. Their classroom
environment is developed according to children interest from which they
apply best suited projects among children. Their projects are occurred by
identifying interest of children in way of learning process. Thy also uses
presentation in different forms that have new concept and ideas such as art,
puppetry, drama, etc. This can help children in exploring various things so
that they can easily connect with concept of a thing (Tayler, 2015).
TE whariki They have vision of influencing learning ability of a child as they focus on
developing learning, knowledge and skills. They develop some theories
from which various theories are implemented in learning system of school.
This develop a strong document for early year practitioner from which they
can provide well learning ability to children. They use different approach
in which appropriate content are deliver by considering cultural values of
them. The early child practitioner uses narrative method in schools from
which a child can build picture about it a can effective use their own
thinking skill. This help in developing reflective practice of care
practitioner. It represents an effective way of developing holistic
environment in which a child can easily grow.
Forest schools This school based on long term approach which can be sustained for longer
period. They basically use outdoor learning in which their aim is to
motivate children through outside environment. With this, they can inspire,
encourage and develop motivation among children. They consider student
as centred as they use direct and experiential learning process in their
school environment. They motivate children to in their self-expression,

thinking and communication skills. Their classroom environment is
developed according to children interest from which they apply best suited
projects among children. Their projects are occurred by identifying interest
of children in way of learning process. Thy also uses presentation in
different forms that have new concept and ideas such as art, puppetry,
drama, etc. This can help children in exploring various things so that they
can easily connect with concept of a thing.
Froebel They believe that simple and open-minded things which help children in
expressing their feelings, ideas and experiences to others. As they called
this as forms of knowledge in which they have concept that playing can
enhance learning of children. The playing refers to biological things from
which a child can identify new things by analysing the process of working
of things. They use hand on practices from which they motivate students or
children to play by themselves which raise their thinking skills. This can
influence child care practices as it helps in developing cognitive
development in a child (Van Der Veen and Van Oers, 2017).
McMillan They prefer that teacher have must fine variety of perception from which
they can enhance learning of a child. They must have trained so that they
can take forward outlook of any activity which can help children in their
learning process. This result in effective learning process as the early year
practitioner can understand behaviour of a child by observing them
properly according to their activities. They make an environment from
which physical development of a child can be increased. In this the brain
development occur as children are motivated to think out of the vision.
Steiner They use some different approaches in which they develop different
strategies in school system by changing curriculum broadly. This includes
changes in mode of education which includes music education. It also
consists of other education system such as art, physical, social and
emotional education. Their aim is to deliver all types of education system
from which they can develop thinking and other skills of a child. This

influence early year practitioner in practices from which they can influence
learning and development of a child. Their aim is to create well rounded
and good learner students from which a child can enhance. They consider
student as centred as they use direct and experiential learning process in
their school environment. They motivate children to in their self-
expression, thinking and communication skills. Their classroom
environment is developed according to children interest from which they
apply best suited projects among children. Their projects are occurred by
identifying interest of children in way of learning process. Thy also uses
presentation in different forms that have new concept and ideas such as art,
puppetry, drama, etc. This can help children in exploring various things so
that they can easily connect with concept of a thing (Vukelich and et. Al.,
2019).
Montessori In their approaches, they provide freedom to children in order to explore
their potentiality about doing and learning a work. Their learning method is
based on hands-on learning strategies in which a child makes choices about
their learning. They also provide collaborative between children from
which they can develop various activities according to their choices by
communicating with each other. The early year practitioner also influences
from this strategy as they can provide activities according to age which can
assist child in understanding the process of learning. This helps in
developing interest and needs of each child by resulting good learning
outcome.
Piaget The main aim of this is to understand the mechanism of a child's mind. As
their pedagogical approach based on psychology, biology and logic. In
this, their aim is to motivate children through impulsive interaction. They
do not prefer the idea of presenting ready knowledge to children as it does
not enhance learning and growth of development of a child. In this,
children are encouraging to take effective steps so that they can discover
their skills by identifying and performing in environment. This helps early

year practitioner in creating knowledge about children which can assist in
developing growth.
vygotsky They prefer that development of child is occur as construct, they consider
student as centred as they use direct and experiential learning process in
their school environment. They motivate children to in their self-
expression, thinking and communication skills. Their classroom
environment is developed according to children interest from which they
apply best suited projects among children. Their projects are occurred by
identifying interest of children in way of learning process. Thy also uses
presentation in different forms that have new concept and ideas such as art,
puppetry, drama, etc. This can help children in exploring various things so
that they can easily connect with concept of a thing typist. They have aim
to enhance children according to their social preferences. As each child
comes under social influences that occur through school and family
environment (Waite, 2017). They consider that cognition is lead to
development of mind which is necessary for a child in his future. This also
help early year practitioner from which they influence child to take
effective communication which help in developing their social
environment potentially. In this, they consider language as part of
development which should be clear and appropriate that can help in
development of a child.
ACTIVITY 8
Evaluate comparison and similarities between these two approaches.
There are two pedagogical approaches which have similarities and different from one
another. The two Reggio emilia and TE whariki approaches have same similarities as they both

promote children to think by themselves. As in Reggio emilia, they prefer to usage experiential
learning skills from which a child can learn by itself. This helps in developing their thinking by
their own. It also delivers effectiveness of learning process among children from which they can
build effectiveness of learning process among child. For example:- this approach can be
implemented in setting by using chalk, charcoal in their experiment including brushes, sponges
and pine-cones are provided to children. This also can applied by using sound and other
instruments in work settings. In TE whariki approaches, develop theories from which a child can
think with effort by imaging more things in their learning process. For example:- this approach
can be used by exploring new environment to children from which their confidence level
increases. The development of symbols and stories by children on their own. As with their
approaches the early year practitioner can build picture by their own. This can achieve high
development of learning process as children can think of their own. They both encourage
children to take self-evaluation that can help children in developing new ideas and concept
among them. There is difference occur between these two approaches as the Reggio emilia
consider child interest from which their aim is to apply best suited options of learning among
them. They use different methods such as art, puppet method according to age of a child. They
only apply options according to preferences or choices of a child. While TE whariki uses some
theories from which they narrate children about activity by encouraging them to think about it.
They prefer to use documentation process from which they enhance ability of a child to learn.
The holistic environment is also developed in environment of school which help in developing
learning ability in a child.

ACTIVITY 9
Demonstrate knowledge and knowledge of assessment in early years.
There are some requirements are necessary from early year foundation stage which help
in identifying early year practitioner of myself. This includes observation, planning, learning
stories, progress check, EYFS requirements, intervention and transition methods, partnership.
The observation consists of observing learning and development of child in their learning
process. The planning cycle refers to observing, questioning, planning, act and evaluation from
which they can enhance various developing programmes of child (Williams, Sheridan and
Pramling Samuelsson, 2019). The learning stories consider theories which enhance skills of
practitioner to develop skills from which understanding about things can be made clear to
children. The early year foundation system has some requirements which are needed to be
accomplish as they ensure that child care can be promoted by keeping them safe. The
intervention method can be planned according to consider of family and friends. The transition
method is also used by changing situation from one to another. It is necessary to work with
parents and cares so that idea of early year development can occur properly.

ACTIVITY 10
Reflect on learning setting on your own practices.
I have come across that by working together or collaboratively the learning of children
can be improved to great extent. After evaluating the students’ performance, I have altered some
basic learning and developmental program by incorporating more digital way of learning and
making their personality better. The safety and their emotions are also very necessary in my
opinion which further help in shaping their future and developing major skills that are essential.
The process of evaluation and assessments was very crucial in my journey as well as for the
children.

CONCLUSION
From the above assignment, it has been concluded that child learning and development is
an important aspect towards which their parents and carers should remain more careful. It
includes to use of various innovative and interesting tools which can be used to make them learn
effectively. However, it includes several other techniques including mentoring role, leadership,
partnership working etc. which impact positively on development of children.

REFERENCES
Books and Journals
Banire, B., Jomhari, N. and Ahmad, R., 2015. Visual hybrid development learning system
(VHDLS) framework for children with autism. Journal of autism and developmental
disorders .45(10). pp.3069-3084.
Brooks, B.A. And et. Al., 2015. Extracurricular activities and the development of social skills in
children with intellectual and specific learning disabilities. Journal of Intellectual
Disability Research .59(7). pp.678-687.
Cook, R.E. And et. Al., 2015. Adapting early childhood curricula for children with special
needs. Pearson.
Dias, N.M. and Seabra, A.G., 2017. Intervention for executive functions development in early
elementary school children: effects on learning and behaviour, and follow-up
maintenance. Educational Psychology .37(4). pp.468-486.
Drigas, A., Kokkalia, G. and Lytras, M.D., 2015. ICT and collaborative co-learning in preschool
children who face memory difficulties. Computers in Human Behavior .51. pp.645-651.
Entwisle, D.R., 2018. Children, schools, and inequality. Routledge.
Fowler, R.C., 2017. Reframing the debate about the relationship between learning and
development: An effort to resolve dilemmas and reestablish dialogue in a fractured
field. Early Childhood Education Journal .45(2). pp.155-162.
Iruka, I.U., Durden, T. and Kennel, P., 2015. Changing Faces: Parenting, Culture, and Child
Learning and Development. Zero to Three .35(4). pp.10-18.
Nippold, M.A., 2016. Later language development: School-age children, adolescents, and young
adults. PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897.
Rashid, N. and Gregory, E., 2017. Learning to read, reading to learn: The importance of siblings
in the language development of young bilingual children. In One child, many worlds
(pp. 107-121). Routledge.
Singer, E., 2017. Child-care and the psychology of development. Routledge.
Tayler, C., 2015. Learning in E arly C hildhood: experiences, relationships and ‘L earning to B
e’. European Journal of Education .50(2). pp.160-174.
Van Der Veen, C. and Van Oers, B., 2017. Advances in research on classroom dialogue: learning
outcomes and assessments.
Vukelich, C. And et. Al., 2019. Helping young children learn language and literacy: Birth
through kindergarten.
Waite, S. ed., 2017. Children learning outside the classroom: From birth to eleven. Sage.
Williams, P., Sheridan, S. and Pramling Samuelsson, I., 2019. A perspective of group size on
children’s conditions for wellbeing, learning and development in preschool.
Scandinavian Journal of Educational Research .63(5). pp.696-711.