expected for children and young people from birth-19 yrs.’ Explain the sequence of development that would normally be expected in children and young people from birth to -19 years. See Table below Children’s Development Table 0-19 1.1 Child development is commonly divided into four areas: physical‚ cognitive‚ social-emotional‚ and language and literacy. These four areas are closely related and often overlap. Physical development refers to the development of large muscles (gross motor)
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BTEC HEALTH AND SOCIAL LEVEL 3 DIFFERENT TYPES OF ABUSE BTEC HEALTH AND SOCIAL LEVEL 3 DIFFERENT TYPES OF ABUSE Physical Abuse * Hitting * Slapping * Pushing * Kicking * Misuse of medication Signs and symptoms: The person can be very inactive there will be a noticeable change on the person’s appearance. For example bruising in unusual places such as thighs or under the arms. Secret falls or major injuries that they won’t tell you about. Bruises or
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This will also help their concentration. While doing this activity I’m going to write down the story that they have made up so they can look back on it or show their parents. Special Considerations - When doing this activity I may come across a child that is
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This keeps him mentally fit. E (Emotional) – He is emotionally disturbed because he had an affair with Sian‚ his wife‚ but he still shares love with both his kids Zack and Madeline. Jez then dumps his wife and now she is his ex-wife which he doesn’t care about at all anymore. So I don’t think he has met his Emotional Needs. He has love and belonging. S (Social) – Jez is very good at socialising with his students and gets along easier with other staff members around the school‚ he seems to have met
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Craig Spencer Assignment 303 Principles of diversity‚ equality and inclusion in adult social care settings. Task C Reflective Account Ci) I believe it is possible for your own personal preferences‚ attitudes‚ beliefs and heritage to impact on your working practice if you allow it to. There could be a number of different issues that could cause this such as: Upbringing Culture Religious Beliefs Trauma Re-affirmed Belief Systems Learnt Behaviours The above issues could
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Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Facilitate person centred assessment‚ planning‚ implementation and review HSC 3020 Three 6 45 30/04/2015 H/601/8049 Unit purpose and aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to facilitate person-centred assessment‚ planning‚ implementation and review. Learning Outcomes The learner
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Minett P. (2010) page 240(E8) says Education in Britain is compulsory from the age of 5 years. Children are legally required to attend school full-time from the beginning of the term after their fifth birthday or to receive suitable education elsewhere‚ for example to be educated at home. Some schools take them earlier‚ either full time or part time. This supports my description of a statutory setting. The setting does not only support the child with their education‚ but how they develop. The setting
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CU298P Principles of Safeguarding and Protection in Health and Social Care Credit: 3 Level: 2 GLH: 26 Aims This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged.
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How to Support Positive Outcomes for Children and Young people Learning outcome 1 – Understand how the social‚ economic and cultural environment can impact on the outcomes and life chances of children and young people 1. 2. As a social care worker‚ part of my role is to understand and be aware of the issues that can have positive and negative influence on the young peoples lives that I support. Economic Issues – Poverty can have a huge impact on a Young Persons life. A family living
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to manipulate and grasp and can begin to mark make. 18 months – 3 years * Can begin to use 2 and 3 words sentences and make simple statements‚ using language to widen contacts‚ share feelings‚ experiences and thoughts. * Can join in with simple rhymes and songs‚ using intonation. * Begin to question why things happen and can repeat‚ simply‚ using key words the reply e.g. car broken‚ water gone. * Can respond to 2 – 3 words in an instruction e.g. “put the car in the box”. * In
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