The Child's World, Third Edition by Jan Horwath Dendy Platt

Author:Jan Horwath, Dendy Platt [Jan Horwath, Dendy Platt]
Language: eng
Format: epub
ISBN: 9781784503826
Barnesnoble:
Publisher: Kingsley, Jessica Publishers
Published: 2018-12-06T00:00:00+00:00

Child-centred assessments

Professionals completing assessments may not have personal life experience of the damage and debilitating effects of abuse or neglect on a child, and so they may have some difficulty understanding them. It is important, therefore, that they familiarise themselves with the possible impact of maltreatment. They should also consider the impact of living with issues such as family violence, alcohol or other substance abuse, or mental illness, as described in Chapter 12. This insight should assist in the attempt of the member of staff to put themselves into the position of the child rather than the adult. For staff to begin to understand the day-to-day experience of the child it is important that the focus is firmly placed upon the child, whose account is of paramount importance. The views of the parent must also be considered, but not at the expense of the child’s. It is important that the setting is a listening school or college and that staff use and hone their skills in this area to accurately hear and understand the life experience of the child.

This point is well made in the serious case review following the death of Daniel Pelka (Lock 2013). Professionals working with Daniel relied on the word of his mother rather than considering what it was like to be Daniel living in that household. It would have been preferable for them to talk to Daniel and his sibling to discuss his experiences rather than rely on their mother to tell them. Simple questions such as ‘Did you have tea last night?’, ‘Where do you sleep?’ and ‘What did you do before you went to sleep last night?’ can easily be included in the whole-class experience in a morning news slot, and would have given a clearer picture of what Daniel’s life was like without singling him out. Table 16.1 considers expected behaviours against a chronological or developmental stage and some behaviours which may cause concern. It is necessary to be aware of the parameters of expected behaviours in order to make an informed comparison. The table is intended to complement the information provided in Chapter 14 on child development.

Table 16.1 Assessing educational needs by age and stages of development

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