Self-Assessment on Leadership Competencies2 Directions: Please review the competencies listed below and rate your skills. The scale is: Clear Development Need 1 Strength 2 3 4 5 Character: Displaying high integrity and honesty 4 Avoids saying one thing and doing another (i.e.‚ “walk the talk”) 3 Acts consistently with their words 5Follows through on promises and commitments 4 Models the core values 4Leads by example Personal Capability: Technical and professional expertise 2 Is sought by
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To Support Social and Emotional Development and To Provide Positive Guidance Providing physical and emotional security for each child and helping each child to know‚ accept‚ and take pride in him or herself while developing a sense of independence is my responsibility as a child caregiver. Part of my responsibility is treating each child as an individual and promoting their own strengths and needs as they grow. To encourage growth in each of these areas I use books‚ pictures‚ stories‚ and discussions
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Task One. E1 & E2 Childcare Act 2006. This act provides the EYFS which all settings must follow. The act affects the adult to child ratio‚ the qualifications that all members need to have and the types of snacks and drinks that should be available to children within the setting. Special Educational Needs and Disability Act 2001. This act states that all settings should make places available to children with disabilities. Also they should not separate children with disabilities from their
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Name: Diki Paldon Class: Child development Birth 5 years (EDUC) Instructor: Lisa Poelle Date: 03/26/2013 I Support positive self concepts and social skill all day at arrival time‚ children are allowed to play table toys with friend‚ thus being Thus being able through gestures and speech‚ to have social interactions. Another activity that encourages social interaction is music time. Sometimes children hold a colorful parachute handle while waving it up and down. This is a
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Competency Goal #1 To establish and maintain a safe‚ healthy‚ learning environment. Functional Area #1 – Safe - In order to help provide an environment which is safe for the children in my care‚ I do the following to prevent and reduce injuries: • I keep all cleaning supplies and chemicals locked up and out of the children’s reach at all times to avoid any poisoning or other injuries. • I am certified in First Aid‚ CPR and AED use which gives me the knowledge to handle any injuries or
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I. Learning Competencies a. Listen to validate information‚ opinion or assumption in order to participate well in a specific communicative context or situation. b. Organize information illustrated in tables‚ graphs and maps c. Respond to information from a listening or reading selection through the use of oral or written short responses formats and differentiated group performance tasks. II. Subject Matter Topic: Outwitting a Crocodile Reference: Materials: Handouts‚ Chart III
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Introduction Competency-based education has gained attention in medical and health professional education‚ and it is a framework where the student proves that he or she is proficient in his or her ability‚ skills‚ and knowledge (Fan‚ Wang‚ Chao‚ Jane‚ & Hsu‚ 2015; Fastré‚ Klink‚ Amsing-Smit‚ & Merriënboer‚ 2014; Gruppen et al.‚ 2016; Fitzgerald et al.‚ 2016; Hawkins et al.‚ 2015; Leggett‚ 2015; ten Cate‚ 2015; Touchie & ten Cate‚ 2016). Several factors influence proficiency‚ and they are knowledge
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It is essential the nurse administering chemotherapy have completed a recognised training and assessment course‚ as per Cancer Care Alliance (CCA) chemotherapy education policy (2006)‚ In 1998 The Royal College of Nursing (RCN) produced clinical practice guidelines in the administration of cytotoxic chemotherapy‚ together with chemotherapy Nursing Practice Standards (CCA 2006) these set out safe working practices‚ thereby protecting both patients and staff from the risks associated with the handling
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CDA COMPETENCY STANDARD -1 Functional Area 1- SAFETY Children do not understand what is safe and what is not and therefore adults have the responsibility to teach‚ reinforce and protect children from risks. I look around the classroom for potential safety risks and hazards‚ ensuring that cupboards have child-safe locks put in place at all times; detergents and chemical cleaners are out of children’s reach by storing them on top of cabinets or locked away. Toys are regularly checked for broken
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practitioner’s main responsibility is to safe guard the child and make the environment safe for themselves and the children in the setting. By doing this the parents know their children are in a safe environment and the practitioner will safe guard them. This will build a trusting relationship between the parent and the practitioner. Also when the practitioner is dealing with the child they would have to look at all areas of the child. For example if the child has allergies they will need to have a meeting
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