in work with children and young people 2.1‚ 2.2‚ 2.3‚ 2.4‚ 2.5 There are many ways in which children and young people can experience prejudice and discrimination in schools. Due to many pressures on children to fit in and follow the crowd‚ children can be discriminated against and bullied if they do not copy their peers and follow the same suit. This can happen right from when they first start school in reception and can continue throughout school in every year group. Children not playing
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TDA 2.2 Safeguarding the welfare of children and young people. Introduction Safeguarding the welfare of children and young people is a high priority in the workplace‚ and certain actions and procedures must be followed to ensure the safety of all children‚ both inside and outside of school. There are several different areas that must be addressed when considering safeguarding the welfare of children and young people‚ both within the school environment and the home environment. TDA 2
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When communicating with a child or young adult with communication differentiations the key factor is to remain patient and calm at all times. For example a deaf child may need extra time to respond so do not try and rush the individual into saying what they need to say or finish off their sentence for them. They may also need to use or find resources to talk back to you. A child or a young adult with English being their second language may need that additional time to translate in their head what
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relationships with children‚ young people and adults Area 1 - Principles Effective communication is the key for developing and maintaining positive relationships with others. It helps build trust and encourage others to seek advices and share relevant information. We can strengthen or weaken someone’s trust in us by what we say and do. To strengthen a relationship‚ be honest and open with them‚ and try to understand their point of views. Help develop a relationship with children by doing things
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wellbeing of children and young people 1. Understand the main legislation‚ guidelines‚ policies and procedures for safeguarding children and young people 1.1 Current legislation‚ guidelines‚ Policies and procedures UK Home Nation for safeguarding Children The United Nations Convention on the Rights of the Child 1989 • Children’s rights to protection from abuse • The right to express their views and be listened to • The right to care • Services for disabled children • Services for
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UNCRC is an international human rights treaty that grants all children and young people under the age of 18 years a set of comprehensive rights. The UK signed to this legally binding act in 1990 and rectified it in 1991‚ this means the UK is required to implement legislation to support each of the 54 articles. These included: 1. The right to life‚ survival and development. 2. The right to freedom of expression‚ thought and association. 3. The right to live with‚ and have contact with both parents
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Units STL 1‚ Communication and Professional Relationships with Children‚ Young People and Adults 1.1 Explain the principles of effective communication? Why are 1.2 effective communication skills important when developing 2.1 positive relationships with children‚ young people and adults? 2.3 1.3 What social‚ professional and cultural differences/factors may 2.2 affect the way we develop relationships with children‚ young 2.3 people and adults? 2.4 2.5 Explain how to manage
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Unit 16 Understand Safeguarding of Children and Young People (for those Working in the Adult Sector) 1. Understand the policies‚ procedures and practises for safe working with children and young people 1.1 Explain the policies‚ procedures and practises for safe working with children and young people A policy is a statement of what an organisation will do to safeguard a child or young person to keep them safe. A procedure will describe the actions the organisation will take to put the actions
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Do people deserve a second chance? The question may be easy to ask‚ but quite difficult to answer. In life‚ most people believe that they deserve a second chance. However‚ there are so many different factors that go into a decision on whether or not to give someone a second chance. In literary work‚ there are numerous examples of asking and sometimes receiving second chances. It’s usually better if the author has personal experience to draw upon when it comes to the material that they write about
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Relationships With Children‚ Young People and Adults. 1.1) Effective communication is vital in developing positive relationships in children‚ young people and Adults. For example: The parent’s evenings recently took place at the school where I work. During each appointment‚ the teacher had to explain to the parents of each pupil‚ exactly how their child was progressing in school. Some children had been doing very well‚ and so the teacher had many positive points to explain to happy parents‚
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