they are doing. The law and polices are not being observed to keep children safe from harm and abuse. Members of the public should be encouraged to report suspicious dealings to the authorities. REFERENCE. Tassion‚ P. and Baker‚ B. (2012) BTEC level 3 National in children’s play‚ learning and development student book 1. Edited by Gill squire‚ Harlow: Pearson
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Outline current legislation‚ guidelines‚ policies and procedures within own UK home nation affecting the safeguarding of children and young people. For example‚ include brief information on: Working together to safeguard children 2010; Children Act 1989 & 2004; Laming and Bichard Inquiries; Every Child Matters; Children (Northern Ireland) Order 1995 There are many guidelines and legislations affecting the safeguarding of children. Information on protecting and safeguarding children can be found
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CYP 33-1.1 Outline current legislation‚ guidelines‚ policies and procedures within own UK Home Nation affecting the safeguarding ofChildren and young people. Nspcc Nspcc is providing help and support for children who are in poverty or in danger and make a difference for all children. UK is registered with Nspcc and gets help for children who are in the country. They provide service‚ advice‚ support‚ campaigning and education activities for children. The NSPCC’s local services will concentrate on
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CYP Core 3.3: Understand how to safeguard the well-being of children and young people 1. Understand the main legislation‚ guidelines‚ policies and procedures for safeguarding children and young people. 1.1 Outline current legislation‚ guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989‚ carried out for the most part on 14 October 1991‚ introduced comprehensive changes to legislation in England and
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Assessment task – CYP 3.1 part A Understand child and young person development Child Development and factors/influences affecting development The opportunity for children and young people to develop in a loving caring environment is vital to their development. It is important that professional practitioners know the expected aspects and rate of development to ensure that individuals in their care are given the best opportunity to thrive. The following tasks will help you to understand the
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Unit CYP 3.4 – Understand appropriate responses to accidents‚ incidents‚ emergencies and illness in school and during out of school activities 3.4/4.1 In our school we have policies and procedures in place in how to respond to accidents‚ incidents‚ emergencies and illness and procedures for reporting and recording these incidents. If an accident does happen‚ and it results in an injury to a child‚ the teacher will do all she/he can to aid the child concerned. The school keeps first aid boxes
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Explain how theories of development and frameworks to support development influence current practice (CYP 3.1.2.3) Jean Piaget is the most widely known of all educational theorists and perhaps the main contributor to current practice of education. Piaget made vast contributions to the direction‚ meaning and understanding of contemporary constructivism. Examples of Piaget’s contributions include his ideas that knowledge should be actively constructed by a child and learning activities should match
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Question 1) Understand the main legislation‚ guidelines‚ polices and procedures for safeguarding children and young people. 1.1 There is no single piece of legislation that covers child protection in the UK‚ but rather a collection of laws and guidance that are continually being amended‚ updated and revoked. Laws are amended by new legislation passed by Westminster‚ the Welsh Assembly Government‚ the Northern Ireland Assembly and the Scottish Parliament. This is known as statutory law‚ but laws
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Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern. 3.1 Explain how to monitor children and young people’s development using different methods. Methods: Observation. Children can change according to who they are with and whether they know that they are being watched. This means that you will need to observe children in a range of different situations‚ e.g. with other children‚ playing by
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example‚ the statement “The child cried “ is objective‚ but to say “ The child is sad “ is subjective‚ as you do not know what the child is feeling; children can cry for a variety of reasons e.g. to draw attention to themselves or to show discomfort. 3. Remember equal opportunities. Consider children’s disabilities‚ learning needs‚ cultural backgrounds e.g. children may be very competent at communicating in their community language‚ but may have more difficulty in expressing themselves in English;
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