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6.2 Communicating need

Daisy could tell the difference between Mia's cries quite soon after birth. Some babies may not communicate their various needs quite so clearly as Mia, and carers have to work hard to interpret them. Carers who can make time to watch, listen and ‘be there’ for the baby can try different things, asking others if they are not sure. Most babies will tell you if their needs are not being met – by the way they know best: crying!

Below are extracts from accounts of two babies, observed
Author(s): The Open University

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2.2 What are babies able to do?

Activity 2

0 hours 30 minutes

The extract below is from a book written by UK child development teachers Carolyn Meggitt and Gerald Sunderland. It summarises what the majority of babies less than a week
Author(s): The Open University

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2.1 Babies' abilities

You may be studying this unit for one or more reasons. You may want to learn more about children out of general interest; you may plan to work towards a formal qualification in the future; or you may have been encouraged to look at the unit by friends, family or an employer. You may know quite a lot about babies and children through caring for your own or other people's. In this unit you will be finding out about very young babies' abilities, and the ways in which they interact with the world
Author(s): The Open University

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1 Small-scale qualitative research using observation

The first research paper for you to read in this unit is a small-scale qualitative study that uses observation as its central approach. In her paper Coates explores whether or not there is a relationship between what children talk about when they are drawing and what they actually draw. You should read this paper in stages and reflect on each part in turn as suggested below.

Good titles should reflect the content of a research paper and should give you enough information to decide whet
Author(s): The Open University

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3.3.2 Collaborative structuring (sometimes called ‘structuring situations and transferring re

Rogoff et al. argue that parents and other caregivers are active in structuring children's environment according to their perceived goals for development. There are several levels of structure. At a macro level is the overall timetable of the child's day (the balance of time for play, tasks, feeding, washing, resting, etc.), the opportunities for participation in specific cultural activities and the extent to which these activities are separated/integrated. At a micro level is the way
Author(s): The Open University

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2.2 Roles within agencies, projects and organisations

The next activity is intended to widen your understanding of the variety of roles undertaken in the field of‘work with young people’.

Activity 5 Variety of job roles with young people

1 hour 0 minutes

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2.1 The diversity of roles

So far we have looked at the roles that are taken in work with young people. Now we move on to discuss roles in relation to the ‘bigger picture’ of organisations and projects that are concerned with young people.

The aim of this section is to help you do three things:

  • gain an idea of not only the diversity but also the complexity of different roles involved in working with young people

  • consider what is meant by organisatio
    Author(s): The Open University

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1.7 Understanding Roles

Activity 3: Understanding roles

0 hours 30 minutes

Look back at the philosophical positions on work with young people described above and answer these questions:

    Author(s): The Open University

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