This guide will help you answer 2.7 Describe how to refer concerns the Early Years Practitioner may have about a baby or child’s development.
Identifying developmental concerns early is crucial for a child’s overall well-being. As an Early Years Practitioner, you play a key role in recognising and referring concerns related to a baby or child’s development. This process involves several steps and understanding how to effectively communicate these concerns is essential. Let’s break down the process for you.
Observing the Child
Observations are your starting point. Keep track of each child’s progress in different areas: physical, social, emotional, and cognitive development. Use your day-to-day interactions and structured observation methods to gather data.
- Physical Development: Look at milestones such as crawling, walking, and motor skills.
- Social Development: Notice how the child interacts with peers and adults.
- Emotional Development: Pay attention to emotional responses and regulation.
- Cognitive Development: Observe problem-solving skills, language acquisition, and understanding of concepts.
Note any patterns or behaviours that deviate from the norm for their age group.
Document Your Observations
Documentation is vital. Keep detailed records of your observations. This could include:
- Descriptive notes.
- Checklists.
- Videos or photographs (with parental consent).
These records provide concrete evidence to support your concerns.
Identifying Concerns
Identify specific issues based on your observations. Common developmental concerns could include:
- Delayed physical milestones.
- Difficulty in forming relationships.
- Emotional regulation problems.
- Delayed language and communication skills.
Use recognised developmental guidelines as benchmarks to pinpoint what might be worrying.
Discuss with Colleagues
Share your observations with other staff members. Collaboration helps to validate your concerns and provides different perspectives. These discussions can also highlight if the issue is consistent across different settings and times.
Make sure to:
- Respect confidentiality.
- Be open to feedback.
- Ensure all discussions are documented.
Engaging with Parents
Parents know their child best. Communicate your concerns empathetically. This helps in gaining their cooperation for further steps.
- Arrange a private meeting.
- Use clear and non-technical language.
- Provide specific examples of your concerns.
- Offer support and suggest next steps.
Some parents might be defensive or anxious. Approach the conversation with sensitivity and reassure them of your shared goal – the child’s well-being.
Making the Referral
When concerns persist, or you realise additional support is needed, making a formal referral is your next step. Follow these guidelines:
Internal Procedures: Every setting will have its own internal procedures. Adhere to them.
- Fill out required forms.
- Submit documentation to your designated safeguarding lead or SENCO (Special Educational Needs Coordinator).
External Agencies: You might need to refer to external services, such as:
- Health Visitors.
- Speech and Language Therapists.
- Educational Psychologists.
- Social Services.
Consent: Obtain parental consent before making referrals. Exceptions include safeguarding concerns where the child might be at risk.
Writing the Referral
Your referral document must be clear and precise.
Include:
- Child’s identifying information (name, date of birth, setting details).
- Detailed observations and documented evidence.
- Specific concerns.
- Any steps already taken within the setting to support the child.
- Parental views and any consent obtained.
Following Up
Referral isn’t the end. Follow up on the referral:
- Communicate regularly: With parents and professionals involved.
- Review meetings: Regularly scheduled to discuss progress and update plans.
- Update records: Keep comprehensive records of all actions and communications.
Collaborating with Professionals
Work closely with any professionals involved post-referral. Share insights and collaborate on creating supportive strategies. Follow their advice and integrate recommended practices into your daily routine.
Reflecting on Practice
Reflect on the whole process to improve your approach. Consider:
- What worked well?
- What could be improved?
- Any training needs identified?
Regular reflection supports professional growth and enhances the quality of care.
Case Study Example
To put theory into practice, let’s consider a realistic scenario:
Scenario: Mira’s Developmental Delay
Step-by-Step Process:
- Observation: Mira, a 2-year-old, isn’t engaging in pretend play and has limited speech for her age.
- Documentation: Comprehensive notes and video clips demonstrate her developmental delay.
- Colleague Discussion: Shared findings with the team; all agreed on concerns.
- Parent Meeting: Held a sensitive and supportive meeting with Mira’s parents, discussed observations, and documented their views.
- Referral Action: Completed the setting’s referral form; obtained parental consent for referral to a speech and language therapist.
- Follow-Up: Regularly updated parents, attended multidisciplinary meetings, and integrated suggested activities into Mira’s routine.
- Reflect: Reviewed the case process, identified strengths, and discussed areas for internal procedural improvement.
Conclusion
Identifying and referring concerns about a baby or child’s development requires keen observation, clear communication, and a collaborative approach. Always prioritise the best interests of the child while respecting the family’s role. By following these steps diligently, you ensure that every child gets the support they need to thrive.
