CYP Core 33 6.1 Explain how to support children and young people’s self-confidence and self-esteem It is important to support children’s confidence and self-esteem because it will help them grow into confident adults. Support will add value‚ faith and confidence and they will be more likely to lead a happy and productive adult life. Self-esteem is a way a child feels about themselves. Everyone has it in different degrees. A child with high self-esteem generally feels good about themselves
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CYP Core 3.2 4.2 Explain how institutions‚ agencies and services can affect children and young people’s development. Multi agency teams work together to improve a child’s development. Initially a health visitor or clinic would identify problems when a child is taken for check ups. Depending on the action needed the child could be referred to a speech therapist such as SALT. If the child/young person was of school age then the SENCO (special educational needs coordinator) would be well aware of
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[CYP Core 3.1.1] Understand the expected pattern of development for children and young people from birth - 19 years. This is an explanation of the sequence and rate of development from birth to nineteen years. When giving an example of the rates of different types of development it must always be taken in to account that children develop at different times and at their own pace‚ any information provided here should only be used as a general guide. The difference between the rate and sequence of
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17/04/12 Cache Pin Number CYP Core 3.2 : Promote child and young person. 4.1 Case study A Feroza’s approach will make Jack feel more confident in attempting to complete the puzzle and with all the praise given to him from Feroza this will make him feel very pleased with his-self. This approach will help build up Jack’s self-confidence and self-worth. This approach affects Jack’s Communication development‚ Intellectual development and Social & Emotional development. Case study B The comment
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CYP 3.1 3.1 Assessment Frameworks The assessment framework is used to determine whether a child is in need and if so the nature of their needs. Once the needs have been established then interventions can be put in place. Observations These can be carried out formally and informally. Information from observations on a pupil’s progress is passed onto the teacher who will then report it to the parent/carer. Information observations These are carried out daily when working with a pupil and
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3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring whistle blowers and those who practice or behaviour being questioned are protected. The whistle blowing policy states that it is committed to openness‚ probity and accountability. The policy gives a voice to employees and others who have concerns about malpractice or feel that someone is not doing their job in school. In policies provide help and support if a member of staff for others need to speak up and
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activities such as pouring and using scissors. Cooperative play between children and they enjoy the company of other children and are developing friendships. Mainly do things for adult approval and respond well to adult praise and recognition. • At 5-6 years‚ have most likely begun formal education therefore increased fine motor skills for a more legible handwriting. They have the ability to count and do simple calculations and are more familiar with words and have a larger vocabulary basis. Keen
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3‚ CYP Core 3.1 Assessment task: Understand child and young person development Task 1: Assessment criteria 1.1 Age | Physical | Communication | Intellectual/cognitive | Social‚ emotional & Behavioural | 0-6 months | Reflexes‚ turns head‚ hands tightly closed‚ reacts to sounds‚ turn from side to back‚ arm and leg movements jerky‚ gaze attentively at carer‚ plays with his/her own fingers‚ everything starts to be taken to mouth‚ rolls from back to side‚ reach for objects. | Cry when
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CYP 4.1/4.2/4.3 Hearing impairment Signs * limited attention span * daydreaming * slowness of responses * breathing through the mouth * Irritability. Four categories of hearing impairment are generally used: mild‚ moderate‚ severe and profound. Some pupils with a significant loss communicate through sign language such as British Sign Language (BSL) instead of‚ or as well as‚ speech. Conductive deafness This is when sound cannot pass efficiently through the outer and
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Understand how to safeguard the well-being of children and young people. 2.1 It is important to safeguard children and young people in a setting to ensure they can feel safe and secure. We must protect children and young people from abuse or neglect‚ ensure they stay safe and healthy and continue to develop well. 2.2 It is important to have a child centred approach so that the child’s feelings are experiences are taken into account and therefore any further distress can be avoided. 2.3
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