Unit 23-2.2 Essay
SHC 23
2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role.
The Disability Discrimination Act 1995 & 2005 states that all people including children have the right to take part in all of society & not be excluded because of their disability.
Children’s Act 1989 & 2004 – That we have to give equal opportunities to all children regardless of their religion, race and cultural or linguistic background (Every Child matters – the Unique Child – EYFS), Care Standards Act 200. Disabled Persons Act 1989. The Equality Act 2010. Racial & Religious Hatred Act 2006. Sex Discrimination Act 1986
Special Educational Needs & Disability Act 2001, UN convention on the rights of the child.
2.3 Describe how to challenge discrimination in a way that encourages change.
We should never ignore …show more content…
or excuse any discriminatory behaviour even if it is very slight, if it is hurtful, it must be challenged because it will give the message to the person that it is acceptable to speak or behave that way. We have to explain to them why their remarks or behaviour was offensive. We need to change people’s attitude toward other races, sexuality, religion etc. by trying to educate children about different cultures, disabilities and encourage them to think of other people’s feelings and also give them the opportunity to think about what it is like for other people and ask them to think about themselves in other people shoes.
MU 2.2
1.2 Identify different observation methods and know why they are used.
Narrative - Detailed account of behaviour as it happens.
Anecdotal Records - Told by another person.
Diary. Time sampling – Over a period of time.
Event sampling
Rating scales
Checklists, Photographs, Filming, Voice recording.
4.1 Explain how a work setting can encourage CYP’s positive behaviour.
Build an interesting and stimulation environment; allow lots of opportunities to make choices about the resources they use so they don’t get bored very easily. Children need to understand the impact their actions & behaviour can have on others. When dealing with disputes children we can discuss how they feel & encourage each child to listen to each other, talk about their feelings. Read books on behaviour & feelings and ask question like “How do you think they feel when everyone was laughing at him”. It is important that we become good role models, be polite, smile, show delight and excitement when a child achieves. Listen to them, give them attention, and value their contributions. Should praise positive behaviour, make example of children behaving well and reward them. Be fair and consistent when dealing with behaviour.
4.3 Reflect on own role in promoting positive behaviour.
When I notice that a child is rude to someone, I intervene and assess the situation first and tell him that is not the way to talk to our friends as we are hurting their feelings. Say things like “I don’t want to be your friend anymore” or calling someone “hey”
5.1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person.
5.2 Review effectiveness of own role in supporting the CYP’s development.
5.3 Identify changes that can be made to own practice in supporting CYP’s development.
TDA 2.16
2.1 Describe own role in supporting CYP’s play and leisure activities. As a practitioner, I have to provide resources for play and help them to extend their skills and ideas to enable to create their own work and ideas. Give them plenty of time to play and develop their games.
Intervene when there’s a problem such as behaviour, sharing.
Supervise children while playing as it may involve risk. Support them reach their full potential, develop good self-esteem and be a good role model and just be a friend to them joining in with play but not overtaking it.
3.1 Outline the value of risk and challenge in CYP’s play and leisure.
Risks and challenges helps children know their own capabilities, what they can and cannot do, what is acceptable and what is not, explore their emotions.
They also gain practical experience of taking responsibility for their safety. It helps children improve their motor skills, balance and coordination and gain confidence in being physically active.
Should be encouraged to try new activies to put them out of their comfort zone. Actions have consequences.
3.2 Describe with examples what is meant by unacceptable risk and challenge in CYP’s play and leisure.
When a child is put in a situation which is beyond their understanding, a child cannot be expected to cross the road on their own as they cannot judge the speed of the cars. Information about danger needs to be repeated, wait for the red light to come on and the green man to cross the road. Need of supervision. When children are unsupervised, there can be accidents, letting a 1 yr old play with scissors or 1.5 yr on a climbing frame.
No health & safety or risk assessments.
3.3 Describe why it is important for CYP to manage risk and challenge for
themselves.
There is always a certain degree of risk and challenge involved in play. Children challenge themselves to learn new skills such as walking, riding a bike. Each new challenge that a child conquers, builds their motivation to learn, confidence in their ability to learn and knowledge of their capabilities. Have to let children some risk & challenge to help them grow into independent confident and capable adults, to learn by the consequences of taking risks. We have to encourage them to think of the risks and how to keep themselves safe.
4.1 Reflect on all aspects of own practice in supporting CYP play and leisure.
4.2 Identify own strengths and areas where practise could improve.
4.3 Describe how own practice has been improved following reflection.
OP 2.17
2.1 Identify the types of equipment and activities that are used to support creative development.
3.1 Review how own working practice has contributed to children’s creative development.
I sit with children at their level, eye-to-eye contact, praise them, display their work, provide them with resources, be there if they need my help. Observe how my colleagues work, how they ask them open end question, support the children. Very bad at creativity and so I attend local library to learn.
Children learn from watching adults and copying what they do.
2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role.
The Disability Discrimination Act 1995 & 2005 states that all people including children have the right to take part in all of society & not be excluded because of their disability.
Children’s Act 1989 & 2004 – That we have to give equal opportunities to all children regardless of their religion, race and cultural or linguistic background (Every Child matters – the Unique Child – EYFS), Care Standards Act 200. Disabled Persons Act 1989. The Equality Act 2010. Racial & Religious Hatred Act 2006. Sex Discrimination Act 1986
Special Educational Needs & Disability Act 2001, UN convention on the rights of the child.
2.3 Describe how to challenge discrimination in a way that encourages change.
We should never ignore …show more content…
or excuse any discriminatory behaviour even if it is very slight, if it is hurtful, it must be challenged because it will give the message to the person that it is acceptable to speak or behave that way. We have to explain to them why their remarks or behaviour was offensive. We need to change people’s attitude toward other races, sexuality, religion etc. by trying to educate children about different cultures, disabilities and encourage them to think of other people’s feelings and also give them the opportunity to think about what it is like for other people and ask them to think about themselves in other people shoes.
MU 2.2
1.2 Identify different observation methods and know why they are used.
Narrative - Detailed account of behaviour as it happens.
Anecdotal Records - Told by another person.
Diary. Time sampling – Over a period of time.
Event sampling
Rating scales
Checklists, Photographs, Filming, Voice recording.
4.1 Explain how a work setting can encourage CYP’s positive behaviour.
Build an interesting and stimulation environment; allow lots of opportunities to make choices about the resources they use so they don’t get bored very easily. Children need to understand the impact their actions & behaviour can have on others. When dealing with disputes children we can discuss how they feel & encourage each child to listen to each other, talk about their feelings. Read books on behaviour & feelings and ask question like “How do you think they feel when everyone was laughing at him”. It is important that we become good role models, be polite, smile, show delight and excitement when a child achieves. Listen to them, give them attention, and value their contributions. Should praise positive behaviour, make example of children behaving well and reward them. Be fair and consistent when dealing with behaviour.
4.3 Reflect on own role in promoting positive behaviour.
When I notice that a child is rude to someone, I intervene and assess the situation first and tell him that is not the way to talk to our friends as we are hurting their feelings. Say things like “I don’t want to be your friend anymore” or calling someone “hey”
5.1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person.
5.2 Review effectiveness of own role in supporting the CYP’s development.
5.3 Identify changes that can be made to own practice in supporting CYP’s development.
TDA 2.16
2.1 Describe own role in supporting CYP’s play and leisure activities. As a practitioner, I have to provide resources for play and help them to extend their skills and ideas to enable to create their own work and ideas. Give them plenty of time to play and develop their games.
Intervene when there’s a problem such as behaviour, sharing.
Supervise children while playing as it may involve risk. Support them reach their full potential, develop good self-esteem and be a good role model and just be a friend to them joining in with play but not overtaking it.
3.1 Outline the value of risk and challenge in CYP’s play and leisure.
Risks and challenges helps children know their own capabilities, what they can and cannot do, what is acceptable and what is not, explore their emotions.
They also gain practical experience of taking responsibility for their safety. It helps children improve their motor skills, balance and coordination and gain confidence in being physically active.
Should be encouraged to try new activies to put them out of their comfort zone. Actions have consequences.
3.2 Describe with examples what is meant by unacceptable risk and challenge in CYP’s play and leisure.
When a child is put in a situation which is beyond their understanding, a child cannot be expected to cross the road on their own as they cannot judge the speed of the cars. Information about danger needs to be repeated, wait for the red light to come on and the green man to cross the road. Need of supervision. When children are unsupervised, there can be accidents, letting a 1 yr old play with scissors or 1.5 yr on a climbing frame.
No health & safety or risk assessments.
3.3 Describe why it is important for CYP to manage risk and challenge for
themselves.
There is always a certain degree of risk and challenge involved in play. Children challenge themselves to learn new skills such as walking, riding a bike. Each new challenge that a child conquers, builds their motivation to learn, confidence in their ability to learn and knowledge of their capabilities. Have to let children some risk & challenge to help them grow into independent confident and capable adults, to learn by the consequences of taking risks. We have to encourage them to think of the risks and how to keep themselves safe.
4.1 Reflect on all aspects of own practice in supporting CYP play and leisure.
4.2 Identify own strengths and areas where practise could improve.
4.3 Describe how own practice has been improved following reflection.
OP 2.17
2.1 Identify the types of equipment and activities that are used to support creative development.
3.1 Review how own working practice has contributed to children’s creative development.
I sit with children at their level, eye-to-eye contact, praise them, display their work, provide them with resources, be there if they need my help. Observe how my colleagues work, how they ask them open end question, support the children. Very bad at creativity and so I attend local library to learn.
Children learn from watching adults and copying what they do.