Natalie Cullen 19/11/12 Supporting and promoting Children and Young People’s positive behaviour Part 1: Behaviour Policy Charles Saer primary school’s behaviour policy is for all who are involved in the school. A few examples of who these people are pupils‚ staff‚ volunteers and school governors and even parents to name just a few. These rules are equal to all. This ensures all who attend the school know what behaviour is expected of them and what behaviour will not be tolerated. The policy
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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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Karolina Przednikowska Unit1 Childcare. The first statutory childcare setting I chosen is primary school. Primary school children are age’s between5-11. Schools exists because there is a law that states that all children should be educated from ages 5 to 16 years and this education is provided by the government if the school is public‚ for private school you have to pay fees. Primary schools follow Early Years Foundation Stage and the National Curriculum; primary schools follow the NC of
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Unit 512 Lead practice in promoting the well-being and resilience of children and young people Understand how different approaches to promoting positive well-being and resilience in children and young people. Explain the importance of well-being for children and young people. "Child well-being and deprivation represent different sides of the same coin. From a child rights perspective well-being can be defined as the realisation of children’s rights and the fulfilment of the opportunity
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Years Register (EYR) and the Ofsted Childcare Register (OCR). Settings which provide daycare for children under five have to be registered on the EYR. The OCR has a compulsory part‚ which applies to childminders and providers of childcare for children of formal school age up to eight years old‚ and a voluntary part for providers of services to children over the age of eight and also for younger children that are exempt from compulsory registration. Meeting registration requirements means that a setting
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Develop professional supervision practice in health and social care or children and young people settings Understand the purpose of professional supervision The principle of supervision in my setting is a set of questions and statements asked by the supervisor to supervise. It has the purpose of identify any good or bad practice and identifies any current training needs. The scope of the supervision builds relationships between the supervisor and supervisee. This has recently helped me build
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Effective communication helps to build positive relationships. We build relationships by communicating positively‚ being approachable and understanding the issues that are important to children and young people. This results in them feeling valued and secure in the school environment. The Government prospectus Common Core of Skills and Knowledge describes communication as ‘not just about the words you use but also the manner of speaking‚ body language and above all‚ the effectiveness with which
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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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Level 3 Diploma for the Children and Young People’s Workforce (CYPW) Who is it for? The Level 3 Diploma is aimed at those who work in the Children and Young People’ Workforce in England at an un-supervised level. The Diploma will help learners build the knowledge and skills that are required to work with children and young people from birth to 19 years. Due to the optional units it covers a diverse range of jobs and roles within this occupational area All mandatory units must be part
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Unit 030 Outcome 1: . 1.1. Describe the social‚ economic and cultural factors that will impact on the lives of children Look at the factors below how will could they affect a child’s life; * Education; poor education could effect future goals and aspirations * Disability; unable to access certain services or activities * Poverty; poor health and hygiene‚ lack of activities and experiences being accessed * Housing; poor health‚ unable to develop fully. * Offending behaviour;
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