CYP CORE 3.4 CRITERIA 1.1 When planning a activity you must take in to account the factors of children. There are 8 main factors to take into account. 1. The individual needs of the children and the age and ability of the children- when planning a activity you must think about this as children of a young age cannot do the same as a older child so more consideration has to be given. Make sure the children are under supervision at all times. When indoors planning is needed then think about the
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Ardelle Chapman. TDA 3.1 (2.2) 31/12/2012. An explanation of how to adapt communication for: The age of the CYP When working with children each age group requires a different level of support and also a best way to communicate‚ communication doesn’t just change on the age of the child but also the child themselves. When working with children in the foundation stage F-1 it is appropriate to speak
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Long day care is a more suitable option rather than prep or kindergarten. Long day care centres‚ also known as centre based care‚ can be located on their own grounds and are often in a busy situated place. Most long day care centres operating hours are 7:00am to 6:00pm but some centres operate longer days and also on weekends. All childcare workers should have a qualification of care. Having your child in a long day care centre will improve the child’s social ability as the child will be interacting
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Contents Page Page 1 - Contents Page Page 2 - 1.1 Page 3 - 1.2 Page 4 - 1.3 Page 5 - 7 - 2.1 Page 8 - 2.2 Page 9 - 3.1 Page 10 - 3.2 Page 11 - 12 - 4.1 Page 13 - 4.2 Page 14 - 4.3 Page 15 - 5.1 Page 16 - 5.2 Page 17 - 5.3 Page 18 - 6.1 Page 19 - 6.2 Page 20 - 6.3 Page 21 - Bibliography 1.1 Young children at the age of 3 and 4 are all entitled to 15 hours a week early years education of 38 weeks of the year‚ under every Child Matters Agenda and Childcare Act 2006‚ this can be spread
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CYP core 3.7 (1.2) Impact of poverty on outcomes and life chances of children It is widely acknowledged that the poverty has the greatest influence in children’s outcomes. Growing up in poverty has a profound impact on children’s health‚ education‚ aspirations and well-being. Limiting the chances to which they can realise the full extent of their human rights and often trapping them in a lifelong cycle of disadvantage and inequity. Poverty can influence a child’s physical health‚ emotional and
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CYP 3.7 : Understand how to support positive outcomes for children and young people 1. Understand how the social‚ economic and cultural environment can impact on the outcomes of life chances of children and young people 1.1. Describe the social‚ economic and cultural factors that will impact on the lives of children and young people. There is a chart on page 186 of your text book with outlines all the factors and the possible effect on the lives of children. When you read through them you can
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Assessment Recording Form Unit Title:…… CYP Core 3.7: Understand how to support positive outcomes for children and young people………………………………………………………………………………………………………….. Learners Name:………….. ……………………………………………………………..Date:……………………… Assessors Name:…Alda Bertoncini…………………………………………………………………………. Location:…………………………………………………………………………………………………………………. Assessment Methods: UsUse this form to record details of activities (tick as appropriate) Observation (O) Questioning of
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1.1 Terminal Diseases People who request death with dignity should have a terminal illness that will lead to death within six months. Terminal diseases can reduce a person’s quality of life‚ especially if it is undiagnosed or untreated. Chronic diseases include: 1.1.1 Obstructive Pulmonary Disease Chronic Obstructive Pulmonary Diseases (COPD) is a chronic inflammatory lung disease with no cure. COPD causes the lung to deteriorate which prevents breathing. People with this disease have cough
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3.4 Explain how practitioners can take steps to protect themselves within their everyday practice within the work setting and on off site visits. A element of a practitioner’s role in protecting themselves would be to read policies and procedures that are put in place to safeguard them and children or young people in their care. In a school setting a professional can protect themselves by. • Avoid situations where they are left alone with a child or young person. • Two members of staff must be present
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4.2 Compare‚ giving example‚ ways in which services for children‚ young people and their carers take account of and promote equality‚ diversity and inclusion to promote positive outcomes. Services for children‚ young people and their carers look out for opportunities for the child to develop and learn by providing a safe and secure environment for their physical and emotional well being. Services include LAC nurses‚ social workers‚ fostering social workers‚ teachers‚ CAMHS‚ befrienders‚ etc.
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