Understand child and young person’s development CYP3.1.3 Understand the factors that influence children and young people’s development and how these affect practice. 3.3 Explain how disability may affect development Children or young person’s who suffer from any form of disability are more likely to have a delay in development‚ however it is important to remember that every child/young person is an individual and that disabilities can affect children / young person in different ways. There
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Kirsty Andrews | | | |TDA 2.1 |CHILD AND YOUNG PERSON DEVELOPMENT | CACHE Level 2 Supporting Teaching and Learning in Schools – Work book 1 Contents Learning
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Assignment 023 Understand Child and Young Person Development Table 1: Physical development Age range Explain the sequence and rate of development 0-3 months When born‚ babies show innate reflexes‚ such as swallowing and sucking‚ rooting reflex‚ grasp reflex‚ startle reflex‚ walking and standing reflex; in the first month babies become less curled up and the startle reflex is starting to fade; toward the end of the third month babies start lifting and turning their heads. 3-6 months
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are un employed in Pakistan. 2. 53.33% people are those who applied 1-3 times and then they get job .So we may conclude that people are ambitious. 3. Result shows that 68% people are those who done 1-2 jobs. 4. When asked that do their jobs match with their qualification 63% replied in negative. 5. 69% people told that they are satisfied with their pay. 6. 41.34% respondents are those whose duration of last job was more than 6months.. 7. 46.67% people quit jobs due to personal reasons in which
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Outcome 1 – Be able to contribute to assessments of the development needs of children and young people Outcome 1 – Be able to contribute to assessments of the development needs of children and young people (1.1) Share your EYFS assessment records and observations with your assessor For confidentiality reasons these records are kept in the office in a locked cabinet. Assessor to confirm that observations are carried out in all areas of development (1.2) List different observation methods and give
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ENS 303 Study Guide Power Gripgives strength required to maintain the grip (tennis racket‚ jumping rope) Hook Gripusing fingers in flexed position (carrying brief case‚ shopping bag‚ rock climbing) Key grip variant of precision grip to enable you to pick up or hold flat objects (key into lock‚ using cash card) Limbrical position involves the MCP joint Brings us back to original position (limb position) Boutonniere deformity Takes place in the PIP joint Mallet Deformity Takes place in
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Table of Contents Section 1: Background: 1.1 ) Tina’s story and possible effects of a traumatic experience 1.2) The effects of: 1.2.1) Child abuse 1.2.2) Sexual abuse 1.3) Possible effects of Masclow’s hierarchy of needs on Tina’s behavior Page 1 2 3 3 Section 2: Guidance for Tina: 2.1) Counseling and support for learning problems 2.2) Child trauma and the effects of trauma on Tina’s life 2.3) Parental involvement and parental counseling 2.4) Individual intervention learning program for
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Effects of Realistic Job Previews Introduction The theory that Realistic Job Previews which have been widely discussed in academia and accepted by multiple organizations has been proved beneficial for candidates to make better decisions and to reduce subsequent dissatisfaction‚ even turnover rate. This outcome can be partly attributed to review articles by Wanous (1977). According to his review about organizational entry‚ “For varieties of organizations‚ during the process of recruitment of new
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differences between source c&a is that source a doesn’t mention any deaths or people dead but source c gives us the amount of people who died and were presumed dead.in conclusion source b&c support what is written in source a because source a tells us the daily routine for the soliders and the photograph gives us a clearer understanding of the trenches and how the soliders set up on the trench source c shows us the people who were presumed dead which could have been because of the ‘no-mans land’
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SCH 33: Promote equality and inclusion in health‚ social care or children’s and young people’s settings. 1.1 Diversity: Diversity means that every individual is different and unique. No matter what your language‚ race‚ sexual orientation‚ gender‚ age‚ religion or physical ability‚ we all form one diverse group. You will never find two people exactly the same as everyone is from different backgrounds and walks of life. I see a diverse group in my setting as all the children are from different
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