Development‚ Planning‚ Observation and Assessment Task1 Q1 CYP 3.1‚ AC 3.1 Monitoring methods used for children’s development are observing in order to plan adequately to their individual needs and as early years providers following the EYFS framework which helps us monitor and assess the children. Q2 CYP 3.1 AC3.2 Reasons for children not following the expected pattern of behaviour could be due to a disability so find it hard to access the activities‚ the child may have a learning difficulties
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Gaynor Brookes CYP Core 3.3/LO 1.1 Current legislations guideline and policies: Children’s Act 1989 Education Act 2002 Children Act 2004 Working together to Safeguard Children (2010) What to do if you are worried a child is being abused (2006) E-Safety Safeguarding and Protecting Bullying The different agencies involved in safeguarding the welfare of Children and Young people are: NSPCC (national Society for the prevention of Cruelty to Children) The NSPCC’s work is focused on helping
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Built environment MEBS6011 Maintenance and management of building facilities MEBS6019 Extra-low-voltage electrical systems in buildings (Sub Class A) MEBS6002 Lighting engineering MEBS6017 Building intelligence Room: CYP-P4 Room: CYP-P4 Room: MW-T1 Room: MW-T2 Room: CB-A 7:00-9:30 pm 7:00-9:30 pm 7:00-9:30 pm 7:00-9:30 pm 7:00-9:30 pm MEBS6019 Extra-low-voltage electrical systems in buildings (Sub Class B) Room: TT-303 3:30-6:00 pm Environmental
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CYP Core 31 2.1 How children & young people’s development is influenced by personal factors There are many influences which can affect a child’s development‚ personal factors include influences before and at birth‚ health status and disabilities‚ sensory impairments and learning difficulties. Genetics affect a child’s development at conception where the sperm and egg determine sex‚ height and eye colour. If the genetics are faulty this can affect the child’s health and development. During
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TDA 3.1 1.1 Why effective communication is important in developing positive relationships with CYP & adults. To make communication effective – be clear/precise/simple‚ relevant‚ positive fun and calm. Consistent‚ repetitive – be able to rephrase if unclear using a different method maybe a white board. Be inspirational not negative. Constructive and positive criticism goes both ways (adults). Non-verbal‚ using facial expression‚ positive body language promotes an approachable and open communication
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TA level 2 204 Equality Diversity & Inclusion in work with children and young people‚ 2.1‚ 2.2‚ 2.5 Question 1 Case Study 1 1a) Who is being discriminated against? Sally has been attending nursery school for three months. Both Sally and her family; who are travellers‚ are being discriminated against. 2a) What kind of discrimination is taking place? The discrimination taking place for Sally and her family could be considered to be direct; Sally is being treated less favourably
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nitrosamine (10). BaP is activated by the phase I enzymes that are responsible for the metabolism of xenobiotics‚ the cytochrome P450 enzymes (CYPs) (13). CYPs detoxify a wide variety of xenobiotics but also is an enzyme that provides bio activation of carcinogenic compounds‚ such as BaP‚ that can bind to DNA after it is metabolized to form DNA-adducts. The primary CYPs that are involved in especially the metabolism of BaP are CYP1A1 and CYP1B1
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Children’s and Young People’s Improving Access to Psychological Therapies (IAPT) project. 2. Core competences for working with children and young people As part of the Children and Young Peoples Improving Access to Psychological Therapies service (CYP IAPT) functions/competences and levels of work of staff need to be understood. Roth‚ Calder and Pilling (2011) identified eight areas of core competencies for staff working with children and adolescents with mental health difficulties in CAMHS. They
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Always Usually Sometimes Never Understand child and young person development CT230 CYP Core 3.1 3 4 Promote child and young person development CU1520 CYP Core 3.2 3 3 Understand how to safeguard the wellbeing of children and young people CT231 CYP Core 3.3 3 3 Support Children and young people’s health and safety CU1521 CYP Core 3.4 3 2 Develop positive relationship
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Explain why resilience is so important CYP 3.3 6.2 SCMP2 1.3 CYP 3.3 6.1 CYP 3.3 6.4 CYP 3.3 6.3 What is resilience? Resilience is the ability to adapt to adversity and cope with living in spite of stresses. Building resilience is building the ability to bounce back and adapt to all kinds of adversity‚ including trauma‚ tragedy‚ threats‚ setbacks and stress. Children at some time in their lives will experience stress and trauma‚ but by building resilience‚ children are better able to manage
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