053.1.2 Consequences of discrimination Scenario | Potential effect | | Family | Individual | Those who inflict | Paul is playing with the tea set in the role play area. Jasmine and Katy laugh at him and say he must be a girl because only girls play with the tea-set. | Not very happy that their child is being bullied and left out | Being left out of the play activitie.‚ feeling sad may feel bullied | Happy to tell him he cant play‚ may feel a sence of power | Heather uses a wheelchair
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‘’It is important to plan to meet the care and learning needs of all children.’’ External research CACHE LEVEL 3 DIPLOMA IN CHILDCARE AND EDUCATION Introduction Criteria 1 - Criteria 2 - The first stage of the learning cycle is planning and this is where you plan for the children activities that will be carried out throughout the time at placement and these activities need to be planned for the needs of all children. When practitioners are planning the activity they need
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Unit 5 E1 In professional relationships practitioners have the responsibility to follow the laws and legislation; they can do this by following setting policies and procedures. Practitioners should maintain and respect the principles of confidentiality. They must ensure the child’s safety and development is paramount‚ and be committed to meeting the needs of the children. They should also respect the parents and children‚ and their views. Understanding the importance of teamwork is also essential
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Disclosure Pass 5 There may occur a time when a child tells you they have been abused or are being abused‚ this is known as a disclosure. If this occurs it is important that you are aware of the settings policy. All information a child discloses to you must be kept confidential unless the person you are telling needs to be informed of this for example‚ supervisor‚ social worker or the police. “Disclosure or concern for a child is the only occasion where there may need to divulge information” According
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Unit 5 – Principles underpinning the role of the practitioner The practitioner will develop many different relationships whilst in practice. They will hold relationships with first and foremost the children‚ parents‚ colleagues and other professionals. According to the EYFS “Successful relationships between parents and educators can have long-lasting and beneficial effects on children’s learning and well-being” http://www.keap.org.uk/documents/eyfs_eff_prac_parent_partner.pdf This means practitioners
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stories and celebrating other cultures events like Chinese New Year. We also treat each child as an individual – not all children develop at exactly the same rate as each other ‚ this is also an important aspect of an inclusive setting. 053.3 3 Discrimination should obviously be challenged‚ but we should try and do so in a way that can help change the discriminators behaviour so they desist from doing it in future. An example could be within the setting. If an activity is clearly designed
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Page 2 of 13 C2 - Demonstrate knowledge and understanding of different approaches to planning for children’s care and learning Page 3 of 13 C3 - Explain in detail the professional skills needed to plan. Analyse why practitioners need these skills Page 5 of 13 C4 - Demonstrate the application of relevant theoretical knowledge
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Task 3 Signs and symptoms which may indicate that a child or young person is unwell: • Raised temperature • Diarrhoea • Vomiting • Refusing food • Coughing for long periods of time • Discharge from ear • Bumps‚ bruising‚ bleeding • Changes in usual behaviour • Refusing to play • Pale looking • Quiet or withdrawn behaviour • Crying‚ unsettled‚ clingy Signs that urgent medical treatment is needed: • Chocking • Fitting
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Bibliography: Date accessed – 5/3/13 Stacey Neal(2012) “Children are sometimes spontaneous‚ sometimes reserved; joyful now‚ sad later; friendly and reserved; competent and naïve; talkative and quiet
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CHILD DEVELOPMENT CHART Age Physical Development Intellectual/Cognitive Development Language Development Social/ Emotional/ Behavioural Development Moral Development Birth to 3 months Reflexes – Swallowing Rooting - Grasp – Startle – Walking & Standing – Falling Moves head deliberately –waves arms – kicks legs vigorously. Grasps finger. Visually alert – follows adult movements within visual field – watches movement of own hands engages in finger play shows excitement at
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