Explain the skills needed to communicate with children and young people. To communicate effectively with children you need to be aware of their level of development and an understanding of cognitive and language ability. For example if a 4 year old was drawing at a table and wanted your help‚ you would need to sit and kneel beside her and make eye contact. To show an interest in what they were saying you would listen and restate what they had said to show that you understand. Whatever the age
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Unit 1: promoting communication in health‚ social care or children’s and young people’s settings. 1.1 Identify the different reasons people communicate. As a care assistant effective communication is a vital skill in the workplace‚ on an everyday basis. I use all of these below to help promote and ensure the wellbeing of all service users and my colleagues. People communicate to: ➢ express needs and wishes ➢ Share ideas‚ information and knowledge ➢ reassurance
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TDA31-2.1 You have been elected to be communication champion for your school. At the next staff meeting you are asked to explain the skills that staff need in order to communicate effectively with children and young people. Use the table below to record your thoughts and consider what each skill means in practice. Skill needed to communicate effectively with children and young people In practice this means.... • Find opportunities to speak to children. • Give eye contact and actively
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This paper will identify the political influences that contributed to President Truman’s decision to drop the atomic bomb on Japan. The reason this topic is important is because the decision to drop the atomic bombs on Japan during World War II has had a lasting impact on U.S. foreign policy. The information on the political influences affecting Truman’s decision will be from Truman by David McCullough; Code-Name Downfall by Thomas B. Allen and Norman Polmar; America’s Rise to World Power by Foster
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SOCIAL AND POLITICAL IMPLICATION OF SOCIAL MEDIA A SEMINAR PRESENTED BY ADEBAYO‚ SEGUN MATRIC NO: 173998 TO THE DEPARTMENT OF PHILOSOPHY FACULTY OF ARTS UNIVERSITY OF IBADAN COURSE: PHI 713- SOCIAL AND POLITICAL PHILOSOPHY LECTURER IN CHARGE PROFESSOR DIPO IRELE June 2013 INTRODUCTION: Communication is as old as humankind‚ it is the basis of social interactions and life blood of human societies‚ we can say without communication. Each individual would merely be an island
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In the world where we live in social influence plays a huge role. As humans we learn things from various resources such as society‚ observation‚ television role models and also imitating others the idea of this theory was as humans we pick up things from our interactions with others and we learn this from our environment “ A persisting change in human performance or performance potential as a result of the learner’s interaction with the environment” (Driscoll‚ 1994‚ pp. 8-9)
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Is it possible for one simple ballot to create such an incredible impact on Canada’s welfare? Or is it a tad bit exaggerated‚ opposed to the in-depth and precise political aspect of thinking? In regards to the most recent election‚ Canada’s political parties have many differing viewpoints on the political‚ economical‚ and social forms of the “True‚ North‚ Strong‚ and Free” country that we all live in. In terms of politics‚ Canada’s primary parties‚ like the Conservatives and Liberals‚ target
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Book Review: “Is Voting for Young People?” (2E) by Martin Wattenberg Watternberg‚ Martin. Is Voting for Young People? With a Postscript on Citizen Engagement‚ 2nd edition. Harlow: Longman‚ 2007. In this concise work of political science‚ Professor Wattenberg of UC Irvine sketches the outline of a potentially serious problem facing modern democracies: the ever-declining political awareness and participation among youth. Wattenberg analyzes election surveys and public opinion polls in order to ascertain
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Developmental milestones 0-19 years Child Development Guide (nd)‚ Foster Parent Training Programme‚ Department of helath and Social Services‚ Washington State http://www.dshs.wa.gov/ca/fosterparents/training/chidev/cd06.htm Developmental Tasks 6 -12 months 1 Developmental Tasks 0-6 months 3 Developmental Tasks 1-2 years 4 Developmental Tasks 2-3 years 7 Developmental Tasks 3-4 years 8 Developmental Tasks 4-5 years 11 Developmental Tasks 5-7 years 13 Developmental Tasks 6-7 years 15
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Elizabeth Millington Page 5 TDA 2.2: Safeguarding the welfare of children and young people Task 1..... 3.1 Identify the characteristics of the different types of child abuse.. (L2 book LST page 27/28/29) There are 4 types of ABUSE... .NEGLECT:.. This can be difficult to recognise and seen as less serious as the others‚ but can still be very damaging to child development both physically and mentally... PHYSICAL signs to look for : .Hungry. (possible stealing food from others) .Unkept. (clothes
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