with children‚ young people and adults 1.1 Describe how to establish respectful‚ professional relationships with children and young people. To enable you to establish a respectful relationship with children and young people you need to maintain your professional distance at all times and remember you’re there to educate them not to be their friends. You must let the child know you’re interested in them and make time for them‚ each and every one of them. It’s important that children don’t
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All the rules for using library The following rules apply to the University Library‚ West Road‚ but not to the the Central Science Library‚ the Betty and Gordon Moore Library‚ the Squire Law Library‚ and the Medical Library. Rules for the latter are posted in the libraries to which they apply. References in these rules to `Regulations’ are references to the regulations made by the General Board for the use of the University Library (Statutes and Ordinances). Opening and closing Admission Borrowing
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Unit: 21 Support children and young people to make positive changes in their lives Evidence Ref:……………………………… Candidate Name: Jennifer Thomas-Grant…………. Assessor Name:……………………………. Observed by your assessor (O) Personal Statement (EPS) Product Evidence (EP) Professional Discussion (PD) Seen by Witness (EWT) Case History (ECH) Questioning (QC) APEL/RPL Unit/LO/AC Date of
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with children and young people. Unit code: SCMP1 Unit reference number: M/600/9760 QCF Level: 3 Credit Value: 5 Guided learning hours: 35 1. Understand how to place children and young people at the centre of assessment and planning. Current evidence that stands assured regarding effective methods of ensuring participation and engagement of children and young people of all ages and levels of understanding in assessment are: Baseline assessment (source 1) – month review of each young person
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inclusion in work with children and young people 1. Understand the importance of promoting equality and diversity in work with children and young people. 1.1. Identify the current legislation and codes of practice relevant to the promotion of equality and valuing diversity. Disability Discrimination Act 1995 Disability Discrimination Act 2005 Special Educational Needs and Disability Act 2001 Race Relations Act 2000 Human Rights Act 1998 Children Act 1989 Children Act 2004 Education Act
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communication are the same for adults as they are for children although how we approach communication may vary slightly. Communication is the most important component in any relationship. Effective communication creates positive relationships and allows children to participate and benefit. You should always think about how you communicate‚ demonstrate and respond to others and the messages you are giving. The principles of relationship building with children and adults are that if everyone is comfortable
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Name: Samantha Louise Jones Unit 113: Promote the well-being and resilience of children and young people. Unit code: SCMP2 Unit reference number: F/600/9780 QCF Level: 3 Credit Value: 4 Guided learning hours: 30 1. Understand the importance of promoting positive well-being and resilience of children and young people. Factors that influence well-being of children and young people are: •Attachment Attachments are formed in the very earliest months and years of life. These have
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CU1513 – Contribute to the support of positive environments for children and young people 1.1. Describe what is meant by a positive environment? Whatever age group or setting you are working with‚ you must plan an environment that encourages the development of the whole child. First of all you think about the different settings that children and young people aged 0-16 years may experience. These settings have both indoor and outdoor physical spaces that need to be considered
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Explain how you use effective communication in developing positive relationships with children‚ young people and adults. Why is this important? 1.1 In developing positive relationships we use effective communication in several ways. We use it to: • help us better understand a situation or person which can help to determine our approach when engaging
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How on earth did we come to this? We protect our children obsessively from every harm‚ we vet every carer‚ teacher or medic with whom they come into contact‚ we fret about their education‚ their development. Yet despite all this‚ one group‚ which in no way has their best interests at heart‚ has almost unfettered access. We seem to take it for granted that advertisers and marketeers are allowed to groom even the youngest children. Before children have even developed a proper sense of their own identity
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