Unit 3 Assignment: Supporting Children-Resubmission
Unit 3 Assignment: Supporting children- Resubmission
E1 E2 A1- There are many legislations today linked with working settings for children. One of these is The Health and Safety at Work Act 1974. This legislation covers the health and safety for work throughout Great Britain. It states on legislation.gov.uk that The Health and Safety at Work Act is ‘an act to make further provision for securing the health, safety and welfare of persons at work, for protecting others against risks to health or safety in connection with the activities of persons at work, for controlling the keeping and use and preventing the unlawful acquisition, possession and use of dangerous substances, and for controlling certain emissions into the atmosphere; to make …show more content…
further provision with respect to the employment medical advisory service; to amend the law relating to building regulations.’(http://www.legislation.gov.uk/ukpga/1974/37, 31-01-2014). This legislation is to ensure all adults and children are safe whether it be using equipment or the environment that they are in. In every setting there must be a health and safety policy. A way in which my setting follow this legislation is that they have a health and safety policy. From having this legislation parents staff and the children can feel safe within, when entering and leaving the setting as they know that they are within a safe environment. Also parent have the sense of relief as they know their children are safe with into he setting. From this legislation procedures are put into place for staff so when an incident has happened they can deal with it calmly and know exactly what to do. An example in which they follow this is all tools are stored correctly were children cannot access. It states in my settings policy that ‘All tools are stored appropriately in a commercially purchased storage unit sited in the technology recourses.’(St Aidan’s Catholic Primary School, Health and Safety Policy, page 9) Legislation is The Children Act 2004. This legislation was updated from Children Act 1989 due to the Victoria Climbe incident. This act is to improve the communication of professionals for children’s well being and for the interests of the children. From this legislation Every Child Matters was also brought into place that has five outcomes for children. These five outcomes are: Stay safe, Be healthy, Enjoy and Achieve, Achieve economic well being and Make a positive contribution. The purpose of The Children Act has four key themes, C.Meggitt states that these key themes are:
‘Supporting parent and carers.
Early intervention and effective protection.
Accountability and integration – locally, regionally and nationally.
Workforce reforms.’
(Child Care and Education, Second Edition, page 118)My setting put this legislation into place as they have a safeguarding policy and they follow procedures with all children. From having this legislation children know exactly what they are entitled to and also it tells staff exactly how to act and teach within the setting. Legislation is The Equality Act 2010. This act is aims to prevent discrimination within the setting. The Equality Act has 9 characteristics these are: Age, Disability, Gender reassignment, Marriage and civil partnership, Pregnancy and maternity, Race, Religion or belief, Sex and Sexual orientation. My setting follows this legislation by not discriminating anyone who comes into the setting. This act was replaced from the Disability Discrimination Act 1995. C.Meggitt states that this act was replaced to make the law simpler as she says ‘The act replaced previous anti-discrimination laws (such as the disability Discrimination Act 1995) with a single act to make the law simpler and to remove inconsistencies. The Act strengthened protection in some situations.’ (Child Care and Education, Second Edition , page 119) from having this legislation parents children and staff feel welcomed into the setting as they know that they will not be judged. Also the parent’s staff and children can act themselves with into the setting as they will not be discriminated against. Legislation is Data Protection Act 1998. This act is set out to keep all information within the setting about the staff and children safe so no person can get a hold of this information that is not necessary to them. It states on BBC bitsize that ‘The 1998 Data Protection Act was passed by Parliament to control the way information is handled and to give legal rights to people who have information stored about them.’(http://www.bbc.co.uk/schools/gcsebitesize/ict/legal/0dataprotectionactrev1.shtml, 2-2-2014). Information is either kept under lock and key or stored on a computer. This legislation links with the data protection policy that is mandatory in every setting. The data protection policy tells practitioners what they can do with the information and tells them what they can and cannot give to other people for example they cannot give other parents or staff a person’s address. My placement does this by having the data protection policy and they follow the policy by only telling people information on a need to know basis. Also by keeping all information locked in a filing cabinet with in the office. From this legislation parents and staff can feel safe within the setting also when they are in their own homes as they know that no one who doesn’t need to know have their information. Also the parents can look at the data protection policy at anytime, from this parent can reassure themselves by knowing that their information if safe. Legislation is Control of Substances Hazardous to Health Regulations (COSHH) 1994.COSHH is set in place for the safety of everyone who is in the setting. This legislation outlines what people should do when handling substances. This legislation also tells employers what substances are. Hse.gov.uk tells us what substances are ‘Most businesses use substances, or products that are mixtures of substances. Some processes create substances. These could cause harm to employees, contractors and other people. Sometimes substances are easily recognised as harmful. Common substances such as paint bleach or dust from natural materials may also be harmful.’(http://www.hse.gov.uk/coshh/basics.htm, 2-2-2014). My placement does this by not having any substances that may harm a person in the classroom and all substances are checked before they can come into the setting. From this legislation parents know that their children cannot b harmed by any substance with in the setting. Also staff knows that they can also not be harmed as they know what they can and can’t handle and how to use the substances.
E6 D1- There are many transitions that a child may face whilst going through life.
One of these is moving school. Whilst going through this transition schools can help support the child by arranging a pre visit for the child to attend the school before attending their first day, this will help the child as they will become familiar with the setting and not have the feeling of getting lost in the setting on the first day. Also the teacher could do a home visit so the child could get to know the teacher and feel comfortable with them before starting the school. It states in education.vic that ‘As an early childhood professional, you can support the children in your care and their families to make this transition as smooth as possible. It is important for you to understand that the transition experience starts well before, and extends far beyond, a child’s first day of school.’ (http://www.education.vic.gov.au/childhood/professionals/learning/Pages/transition.aspx?Redirect=1, 3-2-2014). Another transition that a child may face is bereavement. Adults can support the child by simply talking to the child about what has happened depending on their belief explain weather on that person has gone to heaven or that the child will see that person again. Practitioners can help support the child through this transition by reading books to the children about bereavement to help the child understand what has happened. Another transition that children face is puberty. Parents can help the …show more content…
child by talking to the child and explain what is going on in their body and what will happen. Practitioners can help by presenting classes about puberty to give the child an understanding. Whilst children are going through transitions practitioners and parent s should work together to help the child as the child may act differently in the setting them what they may act like at home so by the practitioner and parents working together they could find out how to resolve the behaviour.
E7 B1- there are many causes of discrimination.
One of these is a child having a disability, for example a child who is permanently in a wheelchair and the setting does not have a ramp for the child to accesses the setting or a lift for the child to move around the setting this is discriminating the child or any wheelchair user who visits the setting as they do not feel valued and do not feel welcome. This will affect the Childs confidence and self esteem. Another cause of discrimination is if there are children with a different skin colour in the setting there should be displays throughout the setting to make the child feel accepted and welcome for their families. If not it may affect the child’s confidence and make the child feel that they do not want to go that setting. Another cause of discrimination is stereotyping for example not allowing a boy play with dolls as dolls are seen to be a girl’s toy. From this it will give the child a lack of independence and lack in confidence as the child will feel they can’t do something because of their gender. Setting help prevent discrimination by putting policies and procedures into place they help practitioners by giving them guidelines for them to follow when talking to children and also parents that will not make them feel any different for any other person and to make them feel valued. Practitioners also prevent discrimination by presenting lessons on events that may be occurring in other religions or cultures e.g. Chinese new
year. Also practitioners prevent discrimination by differentiating activities for those that might be finding the activity difficult. Also practitioners have to think about the children’s needs for things such as allergies and religion when choosing food and so do the canteen in the school is a child chooses to have school meals. In all setting all children should be taught about most religions, cultures, about people having different coloured skin and also about how to deal with these entire thing. A new child or a new member of staff may join the setting and children may not know what to do so they can react in the wrong way in which this person can feel discriminated against and may not want to return to the setting and by this having an impact on the setting as no other person for the reason may want to come into the setting and the school may eventually be shut down due to discrimination. Also parents can have an effect on their child about how to treat other people who may not be the same as they are so for that reason there may be consequences for that child and that child may become very distressed about why they are in trouble for something that they have been brought up to do. In this situation the school should reassure both people and should explain to the child they may hurt the other persons feeling and that they are no different than them and they discuss the situation with the child’s parents and come up with a solution. Even though there may not be any other children with a different belief religion or skin colour there still should be displays around the setting so that visitors feel welcome into the setting also so that all children and staff get an understanding. Teachingideas.co.uk tells teachers strategies in which they can teach children about different religions, these are:
‘Storyboards - Use storyboards to reinforce what you have taught the children about different religious stories (worksheet included).
A Special Banner - Make a very special banner to encourage children to think about what makes them special.
Expressing Faith - A worksheet which asks children to think about how people from different religions show how they belong to a faith. Contributed by Louise Catterall.
Rules and Laws - A complete scheme of work for you to use, based on the topic of Rules and Laws. Also has links with Design and Technology.
Matching Game - Use this great matching game to reinforce children 's knowledge of religious events, places and people.’ (http://www.teachingideas.co.uk/re/contents.htm , 7-3-2014).
E4- fair means to treat everyone the same and not to have favouritism or discrimination. Settings do this by having an equality policy and everyone in the setting following this policy to make each child feel valued as they do not get treated different to any other child. It states in the oxford dictionary that just means ‘based on or behaving according to what is morally right and fair.’ Inclusive means including everyone in the environment without discrimination and if so differentiate the activity for some individuals. By following all of these meanings settings are following the Disability Discrimination Act and The Equality Act. From these acts polices are put into place and procedures to help practitioner by giving them guidelines which tells them not to have favourites’ in the setting and not to treat any child different from another. This makes all the children in the setting feel valued as they know that they are getting the same affection as all the other children.
E5 D2 C1- To empower a child means to give a child the power to do something. A way in which a practitioner can do this is by giving a child the ability to choose an activity this is commonly known as free play or choose. This gives the children independence and gives them the feeling that they can make decisions. Another way in which a practitioner can empower a child is providing challenges as this gives the child a goal and once that goal is achieved the child has the feeling that they has accomplished something and develop the child’s self reliance. Bruner’s scaffolding theory links with this as the scaffolding theory is where the practitioner helps the child at first steps back to give the child independence and when the child needs support the practitioner is there to offer it but not help as much as necessary, and when the child has achieved the challenge it will give the child self reliance as they know that they can do thing on their own and then the children know their own capabilities. Wisegeek.org tells us what teachers and parents should do to help the independence development for children that Bruner’s theory implicates ‘Bruner’s scaffolding theory is that children need support and active help from their teachers and parents if they are going to become independent learners as they mature. According to Bruner’s scaffolding theory, children are somewhat dependent on those who have more knowledge or competency than they do in certain areas, such as reading or calculating square roots, when they begin learning. As students gain more independence and confidence, the help from teachers and parents decreases until the students are independent learners, much as scaffolding used to support construction workers and their materials is removed as a building project nears completion.’ (http://www.wisegeek.org/what-is-bruners-scaffolding-theory.htm#didyouknowout, 6-3-2014). A way in which schools can help the development of autonomy is by giving the children choice by simply giving the children the choice of what they would like for dinner instead of their parents making that choice, this gives the children choice. A way in which schools can help the development of self reliance is by having a school council; from this children are making their own decisions, this also links with Every Child Matters- make a positive contribution. Another way a school can help the development of both autonomy and self reliance is by presenting lessons on internet safety about things such as CEOP as in the world we live in today it is easy for children to access the internet in their own room whilst being isolated whilst no one can see what they are doing. From doing these lessons it will give the children the knowledge of how to stay safe on the internet and to know their own capabilities and to know that they have a choice of what they may access on the internet and how to react with it.
E3- Policies and procedures must be followed when working with children for the safety and welfare of both children and adults in the setting. Following the right procedures are essential when dealing with the safeguarding of a child as the child’s life may be in danger and yourself may be the only one to notice so knowing the correct procedure could save that child’s life. Practitioner have a duty of care and often when practitioner have a gut feeling it is best to enquire about it rather than leave it and not do nothing than investigate, by doing this the practitioner has the child’s welfare at mind. Another procedure that must be follows is for infection control as if an infection were to be crossed them the practitioner should know what actions to take to keep the other children in the setting safe and infection free. Another policies that practitioner must know is if a child were to go missing them they should follow what the settings polices says in the correct order just in case the child is still in the building and they inform the police and parents when in fact the child is still on the premises.
Bibliography:
Books used: Bruce.t. Greniner.j. Meggitt.c., (2012), Child Care and Education, Second Edition, Hodder Education, London.
Websites used: http://www.legislation.gov.uk/ukpga/1974/37 http://www.education.vic.gov.au/childhood/professionals/learning/Pages/transition.aspx?Redirect=1 http://www.hse.gov.uk/coshh/basics.htm http://www.wisegeek.org/what-is-bruners-scaffolding-theory.htm#didyouknowout
E1 E2 A1- There are many legislations today linked with working settings for children. One of these is The Health and Safety at Work Act 1974. This legislation covers the health and safety for work throughout Great Britain. It states on legislation.gov.uk that The Health and Safety at Work Act is ‘an act to make further provision for securing the health, safety and welfare of persons at work, for protecting others against risks to health or safety in connection with the activities of persons at work, for controlling the keeping and use and preventing the unlawful acquisition, possession and use of dangerous substances, and for controlling certain emissions into the atmosphere; to make …show more content…
further provision with respect to the employment medical advisory service; to amend the law relating to building regulations.’(http://www.legislation.gov.uk/ukpga/1974/37, 31-01-2014). This legislation is to ensure all adults and children are safe whether it be using equipment or the environment that they are in. In every setting there must be a health and safety policy. A way in which my setting follow this legislation is that they have a health and safety policy. From having this legislation parents staff and the children can feel safe within, when entering and leaving the setting as they know that they are within a safe environment. Also parent have the sense of relief as they know their children are safe with into he setting. From this legislation procedures are put into place for staff so when an incident has happened they can deal with it calmly and know exactly what to do. An example in which they follow this is all tools are stored correctly were children cannot access. It states in my settings policy that ‘All tools are stored appropriately in a commercially purchased storage unit sited in the technology recourses.’(St Aidan’s Catholic Primary School, Health and Safety Policy, page 9) Legislation is The Children Act 2004. This legislation was updated from Children Act 1989 due to the Victoria Climbe incident. This act is to improve the communication of professionals for children’s well being and for the interests of the children. From this legislation Every Child Matters was also brought into place that has five outcomes for children. These five outcomes are: Stay safe, Be healthy, Enjoy and Achieve, Achieve economic well being and Make a positive contribution. The purpose of The Children Act has four key themes, C.Meggitt states that these key themes are:
‘Supporting parent and carers.
Early intervention and effective protection.
Accountability and integration – locally, regionally and nationally.
Workforce reforms.’
(Child Care and Education, Second Edition, page 118)My setting put this legislation into place as they have a safeguarding policy and they follow procedures with all children. From having this legislation children know exactly what they are entitled to and also it tells staff exactly how to act and teach within the setting. Legislation is The Equality Act 2010. This act is aims to prevent discrimination within the setting. The Equality Act has 9 characteristics these are: Age, Disability, Gender reassignment, Marriage and civil partnership, Pregnancy and maternity, Race, Religion or belief, Sex and Sexual orientation. My setting follows this legislation by not discriminating anyone who comes into the setting. This act was replaced from the Disability Discrimination Act 1995. C.Meggitt states that this act was replaced to make the law simpler as she says ‘The act replaced previous anti-discrimination laws (such as the disability Discrimination Act 1995) with a single act to make the law simpler and to remove inconsistencies. The Act strengthened protection in some situations.’ (Child Care and Education, Second Edition , page 119) from having this legislation parents children and staff feel welcomed into the setting as they know that they will not be judged. Also the parent’s staff and children can act themselves with into the setting as they will not be discriminated against. Legislation is Data Protection Act 1998. This act is set out to keep all information within the setting about the staff and children safe so no person can get a hold of this information that is not necessary to them. It states on BBC bitsize that ‘The 1998 Data Protection Act was passed by Parliament to control the way information is handled and to give legal rights to people who have information stored about them.’(http://www.bbc.co.uk/schools/gcsebitesize/ict/legal/0dataprotectionactrev1.shtml, 2-2-2014). Information is either kept under lock and key or stored on a computer. This legislation links with the data protection policy that is mandatory in every setting. The data protection policy tells practitioners what they can do with the information and tells them what they can and cannot give to other people for example they cannot give other parents or staff a person’s address. My placement does this by having the data protection policy and they follow the policy by only telling people information on a need to know basis. Also by keeping all information locked in a filing cabinet with in the office. From this legislation parents and staff can feel safe within the setting also when they are in their own homes as they know that no one who doesn’t need to know have their information. Also the parents can look at the data protection policy at anytime, from this parent can reassure themselves by knowing that their information if safe. Legislation is Control of Substances Hazardous to Health Regulations (COSHH) 1994.COSHH is set in place for the safety of everyone who is in the setting. This legislation outlines what people should do when handling substances. This legislation also tells employers what substances are. Hse.gov.uk tells us what substances are ‘Most businesses use substances, or products that are mixtures of substances. Some processes create substances. These could cause harm to employees, contractors and other people. Sometimes substances are easily recognised as harmful. Common substances such as paint bleach or dust from natural materials may also be harmful.’(http://www.hse.gov.uk/coshh/basics.htm, 2-2-2014). My placement does this by not having any substances that may harm a person in the classroom and all substances are checked before they can come into the setting. From this legislation parents know that their children cannot b harmed by any substance with in the setting. Also staff knows that they can also not be harmed as they know what they can and can’t handle and how to use the substances.
E6 D1- There are many transitions that a child may face whilst going through life.
One of these is moving school. Whilst going through this transition schools can help support the child by arranging a pre visit for the child to attend the school before attending their first day, this will help the child as they will become familiar with the setting and not have the feeling of getting lost in the setting on the first day. Also the teacher could do a home visit so the child could get to know the teacher and feel comfortable with them before starting the school. It states in education.vic that ‘As an early childhood professional, you can support the children in your care and their families to make this transition as smooth as possible. It is important for you to understand that the transition experience starts well before, and extends far beyond, a child’s first day of school.’ (http://www.education.vic.gov.au/childhood/professionals/learning/Pages/transition.aspx?Redirect=1, 3-2-2014). Another transition that a child may face is bereavement. Adults can support the child by simply talking to the child about what has happened depending on their belief explain weather on that person has gone to heaven or that the child will see that person again. Practitioners can help support the child through this transition by reading books to the children about bereavement to help the child understand what has happened. Another transition that children face is puberty. Parents can help the …show more content…
child by talking to the child and explain what is going on in their body and what will happen. Practitioners can help by presenting classes about puberty to give the child an understanding. Whilst children are going through transitions practitioners and parent s should work together to help the child as the child may act differently in the setting them what they may act like at home so by the practitioner and parents working together they could find out how to resolve the behaviour.
E7 B1- there are many causes of discrimination.
One of these is a child having a disability, for example a child who is permanently in a wheelchair and the setting does not have a ramp for the child to accesses the setting or a lift for the child to move around the setting this is discriminating the child or any wheelchair user who visits the setting as they do not feel valued and do not feel welcome. This will affect the Childs confidence and self esteem. Another cause of discrimination is if there are children with a different skin colour in the setting there should be displays throughout the setting to make the child feel accepted and welcome for their families. If not it may affect the child’s confidence and make the child feel that they do not want to go that setting. Another cause of discrimination is stereotyping for example not allowing a boy play with dolls as dolls are seen to be a girl’s toy. From this it will give the child a lack of independence and lack in confidence as the child will feel they can’t do something because of their gender. Setting help prevent discrimination by putting policies and procedures into place they help practitioners by giving them guidelines for them to follow when talking to children and also parents that will not make them feel any different for any other person and to make them feel valued. Practitioners also prevent discrimination by presenting lessons on events that may be occurring in other religions or cultures e.g. Chinese new
year. Also practitioners prevent discrimination by differentiating activities for those that might be finding the activity difficult. Also practitioners have to think about the children’s needs for things such as allergies and religion when choosing food and so do the canteen in the school is a child chooses to have school meals. In all setting all children should be taught about most religions, cultures, about people having different coloured skin and also about how to deal with these entire thing. A new child or a new member of staff may join the setting and children may not know what to do so they can react in the wrong way in which this person can feel discriminated against and may not want to return to the setting and by this having an impact on the setting as no other person for the reason may want to come into the setting and the school may eventually be shut down due to discrimination. Also parents can have an effect on their child about how to treat other people who may not be the same as they are so for that reason there may be consequences for that child and that child may become very distressed about why they are in trouble for something that they have been brought up to do. In this situation the school should reassure both people and should explain to the child they may hurt the other persons feeling and that they are no different than them and they discuss the situation with the child’s parents and come up with a solution. Even though there may not be any other children with a different belief religion or skin colour there still should be displays around the setting so that visitors feel welcome into the setting also so that all children and staff get an understanding. Teachingideas.co.uk tells teachers strategies in which they can teach children about different religions, these are:
‘Storyboards - Use storyboards to reinforce what you have taught the children about different religious stories (worksheet included).
A Special Banner - Make a very special banner to encourage children to think about what makes them special.
Expressing Faith - A worksheet which asks children to think about how people from different religions show how they belong to a faith. Contributed by Louise Catterall.
Rules and Laws - A complete scheme of work for you to use, based on the topic of Rules and Laws. Also has links with Design and Technology.
Matching Game - Use this great matching game to reinforce children 's knowledge of religious events, places and people.’ (http://www.teachingideas.co.uk/re/contents.htm , 7-3-2014).
E4- fair means to treat everyone the same and not to have favouritism or discrimination. Settings do this by having an equality policy and everyone in the setting following this policy to make each child feel valued as they do not get treated different to any other child. It states in the oxford dictionary that just means ‘based on or behaving according to what is morally right and fair.’ Inclusive means including everyone in the environment without discrimination and if so differentiate the activity for some individuals. By following all of these meanings settings are following the Disability Discrimination Act and The Equality Act. From these acts polices are put into place and procedures to help practitioner by giving them guidelines which tells them not to have favourites’ in the setting and not to treat any child different from another. This makes all the children in the setting feel valued as they know that they are getting the same affection as all the other children.
E5 D2 C1- To empower a child means to give a child the power to do something. A way in which a practitioner can do this is by giving a child the ability to choose an activity this is commonly known as free play or choose. This gives the children independence and gives them the feeling that they can make decisions. Another way in which a practitioner can empower a child is providing challenges as this gives the child a goal and once that goal is achieved the child has the feeling that they has accomplished something and develop the child’s self reliance. Bruner’s scaffolding theory links with this as the scaffolding theory is where the practitioner helps the child at first steps back to give the child independence and when the child needs support the practitioner is there to offer it but not help as much as necessary, and when the child has achieved the challenge it will give the child self reliance as they know that they can do thing on their own and then the children know their own capabilities. Wisegeek.org tells us what teachers and parents should do to help the independence development for children that Bruner’s theory implicates ‘Bruner’s scaffolding theory is that children need support and active help from their teachers and parents if they are going to become independent learners as they mature. According to Bruner’s scaffolding theory, children are somewhat dependent on those who have more knowledge or competency than they do in certain areas, such as reading or calculating square roots, when they begin learning. As students gain more independence and confidence, the help from teachers and parents decreases until the students are independent learners, much as scaffolding used to support construction workers and their materials is removed as a building project nears completion.’ (http://www.wisegeek.org/what-is-bruners-scaffolding-theory.htm#didyouknowout, 6-3-2014). A way in which schools can help the development of autonomy is by giving the children choice by simply giving the children the choice of what they would like for dinner instead of their parents making that choice, this gives the children choice. A way in which schools can help the development of self reliance is by having a school council; from this children are making their own decisions, this also links with Every Child Matters- make a positive contribution. Another way a school can help the development of both autonomy and self reliance is by presenting lessons on internet safety about things such as CEOP as in the world we live in today it is easy for children to access the internet in their own room whilst being isolated whilst no one can see what they are doing. From doing these lessons it will give the children the knowledge of how to stay safe on the internet and to know their own capabilities and to know that they have a choice of what they may access on the internet and how to react with it.
E3- Policies and procedures must be followed when working with children for the safety and welfare of both children and adults in the setting. Following the right procedures are essential when dealing with the safeguarding of a child as the child’s life may be in danger and yourself may be the only one to notice so knowing the correct procedure could save that child’s life. Practitioner have a duty of care and often when practitioner have a gut feeling it is best to enquire about it rather than leave it and not do nothing than investigate, by doing this the practitioner has the child’s welfare at mind. Another procedure that must be follows is for infection control as if an infection were to be crossed them the practitioner should know what actions to take to keep the other children in the setting safe and infection free. Another policies that practitioner must know is if a child were to go missing them they should follow what the settings polices says in the correct order just in case the child is still in the building and they inform the police and parents when in fact the child is still on the premises.
Bibliography:
Books used: Bruce.t. Greniner.j. Meggitt.c., (2012), Child Care and Education, Second Edition, Hodder Education, London.
Websites used: http://www.legislation.gov.uk/ukpga/1974/37 http://www.education.vic.gov.au/childhood/professionals/learning/Pages/transition.aspx?Redirect=1 http://www.hse.gov.uk/coshh/basics.htm http://www.wisegeek.org/what-is-bruners-scaffolding-theory.htm#didyouknowout