report is to look at what Rhodes‚ in terms of policies‚ procedures and programmes‚ offers the staff and students as regards to their well-being‚ that is‚ their health and safety. These programmes‚ policies and procedures must be looked at in light of legislative framework. Firstly‚ in the making of programmes‚ policies and procedures‚ the Constitution must be at all times kept in mind‚ most especially the Bill of Rights. This is because the Constitution is the supreme law‚ and any conduct inconsistent
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068 – Support Children’s speech‚ Language and Communication 1.1 SPEECH Is the vocalised sounds made by a human of their learned language‚ to communicate to others. LANGUAGE can be spoken‚ written or signed with hand communication skills. Each different language uses their own set of intricate rules which one must follow to make or read the appropriate sound and therefore for the words to make sense. The amount of sounds and letter/symbols will vary depending on the language. English has over 40 different
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attempted to speak out for what they believed‚ but very few were actually able to make a substantial impact. One person that successfully made accomplished ways of equality and unity in our society was an African American women‚ Ida B. Wells. Motivation From the time Ida Wells was born she took interest in the flaws of our society. She was brought
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FOR STUDENTS AT RISK. Monique Stewart AED/204 IDENTIFYING AT RISK STUDENTS • At risk students are considered to be at a higher disadvantage than others‚ & have a higher probability of not being successful in school due to circumstances thrown at them in life. • At risk students are considered to be at a higher disadvantage than others‚ & have a higher probability of not being successful in school due to circumstances thrown at them in life. FACTORS TO LOOK FOR IN HIGH RISK STUDENTS Girls •
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Speech‚ language & communication Speech‚ language and communication are all important to a child ’s overall development. They are used to interact with others‚ explore the environment‚ make sense of everyday experiences‚ access information and understand concepts‚ organise thoughts and make ideas and to express your feeling and understand the feelings of others. Speech is vocalised language. Usually this is learnt before leaning to write. We use speech to communicate and express ideas‚ thoughts
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Ages Social Emotional Behaviour Physical Intellectual Cognitive Communication 0-3 mths Startled by loud noises Can see‚ hear‚ feel‚ smell‚ taste Cries to indicate a need Cries Starts to smile Reflexes e.g curls toes when tickles feet Stares at faces Smiles Listens to voices Reacts to sound Follows objects Coos Quietens when lifted or comforted Lifts head when lying on tummy Laughs Grasps objects placed in hand Recognises parents Indicate need with differentiated cries Shows
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CU1535 Promote Children’s Welfare and Well Being in the Early Years 1.1 Welfare requirements have been part of the Early Years Foundation Stage since 2008. These requirements have been set in a way that ensures that all settings comply with the same standards. The general and statutory requirements are • The setting provides ensure all necessary steps are taken to safeguard and promote the welfare of children such as i.e. o The premises complies with health and safety and that there
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Teaching and Learning in Schools Unit 201 – Child and young person development Feedback to candidate: Action to be taken by candidate: Candidate Signature: Date: Assessor Signature: Date: Unit 201 – 1.1b‚ Unit 203 – 3.1 – Development of speech Match the developmental stage and age to the relevant picture 0 – 6 Months Begins to use vowels and consonants Example: ‘dada’‚ by ten months understands about 18 words‚ begins to point‚ and enjoys speech games such as ‘round and round the garden.’ 6
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Unit 024- Promote child and young person development Explain the factors that need to be taken into account when assessing development There are five factors to consider when assessing child development. They are motor development‚ social development‚ hearing and language‚ hand-eye co-ordination and practical reasoning. Assess a child or young person’s development in the following areas and explain the selection of assessment used. As I work in a semi-independent home‚ with our present clients
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stress has been defined. Stress in general terms is an emotive word which can be related to harmful and negative events. In psychological terms‚ individual differences make stress difficult to define as what is stressful to one‚ may not be stressful to another. Twining (1998) defined stress as “any situation or circumstance that threatens or that we believe will threaten our normal functioning and our ability to cope.” Personally‚ I think this is a good definition of stress as it takes into consideration
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