these are common sense but you need to remember that everyone is an individual and may have different needs. There are several points to take into consideration when planning safety: · Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities. · Some children have specific needs such as sensory impairments. · The different needs of families and careers must be considered. · Always be clear about why you are using
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Unit3 Equality‚ Diversity & Inclusion in Work with Children & Young People 1.2‚ 1.2 & 1.3 In England Every Child and Young Person Matters. This outlines the Children‚ Young People and Family commitment to equality‚ diversity and inclusion. It outlines how we will improve outcomes for all children and young people and prepare them positively for living in a diverse society. This commitment underpins all directorate plans‚ policies‚ protocols and practices‚ and together they form the Equality‚
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www.maxpapers.com Cambridge International Examinations Cambridge Ordinary Level *1277370613* COMPUTER STUDIES Paper 3 Alternative to Coursework 7010/32 May/June 2014 1 hour 30 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number‚ candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams‚ graphs or rough working. Do not use staples‚ paper
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My observations enhance this procedure as a key worker as I am continually assessing my key children’s progress and the effectiveness of the learning environments. By attending regular training‚ it improves my skills and knowledge and develops a positive attitude that enhances the general upkeep‚ tidiness and cleanliness of personal contributes to the general well being of the team. My own role would link to the wider sector via liaison with professional agencies‚ if through my observations‚ a
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Cache Level 1 – CFC 17 – Supporting Babies to play How can a baby’s development be supported through play? (1.1 &1.2) Area Activities How it supports development Physical (gross motor) Play mat Helps baby’s reach out and grasp the toys. The baby can explore the mat with their hands and feet and star to lift their heads up. Physical (fine motor) Nursery rhymes Nursery rhymes help babies because they are copying your actions with their fingers and hands Social Building blocks Helps babies
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counselling skills it is necessary to recognise that many different theoretical models exist. Understanding of the theoretical knowledge behind these models assists the counsellor to employ effective counselling skills. Carl Rogers’ Humanistic approach believed in the innate ability of individuals to find their way through their problems given the correct environment to do so. In order to do this successfully however‚ Rogers professed that three core conditions: empathy‚ congruence and understanding must
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as Health Visitors‚ Social Workers‚ Speech Therapists and Teachers to ensure that all needs of a child are met. Childminders work within the Every Child Matters Framework which states that a child should be healthy‚ safe‚ enjoy & achieve‚ make a positive contribution and achieve economic well-being. The EYFS says that all professionals must work together for the best outcomes for the child. If a Childminder realises that the child’s speech and language is delayed they may be referred to a Speech
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PROMOTE CHILDREN AND YOUNG PEOPLE’S POSITIVE BEHAVIOUR UNDERSTAND POLICIES AND PROCEDURES FOR PRMOTING CHILDEN AND YOUNG PEOPLE’S BEHAVIOR 1.1 SUMMARISE THE POLICIES AND PROCEDURES OF THE SETTING RELEVANT TO PROMOTING CHILDREN AND PEOPLE’S POSITIVE BEHAVIOUR When managing pupil’s behavior‚ all staff will need to be aware of school policies. The majority of children/young people do not present challenging behavior‚ and they attend a range of educational settings in environments which are
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List of the different types of behaviour which are inappropriate for schools Hitting – using a hand or arm with a closed or open fist to hit (make forceful physical contact) with another person. Kicking – using the foot or leg to kick or hit another person Head butting – using the head or face to hit (make forceful physical contact) with another person Scratching – using the nails of the feet or hands to break the skin of another person. Pinching – using the fingers to squeeze another
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cause by incitement * Subsiding: To sink to a low or lower level * Coax: To attempt to influence by gentle persuasion * Faltered: To hesitate or waver in action‚ purpose‚ intent‚ etc. * Ravages: To work havoc upon * Assertion: A positive statement or declaration‚ often without reason or support * Tresses: A plait or braid of hair * Ardent: Having‚ expressive of‚ or characterized by intense feeling * Dandy: A man who is excessively concerned about his clothes and appearance
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