Group Living for Children and Young People 1.1‚ 1.2‚1‚3‚1‚4. The concept of “children’s rights” is something that some people find difficult‚ and many people fail to understand. It is easily trivialised‚ and yet it addresses issues central to the safety‚ well-being and development of our youngest citizens‚ and indeed our society as a whole. Children’s rights and interests are often forgotten and the very rationale for the Convention on the Rights of the Child was that children require special protection:
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teaching and learning in schools Unit 2 safeguard the wellbeing of children and young people. Task 1 Any individual that comes into contact with children or young people should establish and maintain a safe environment and have the duty to safeguard and promote the welfare. Child protection policies and procedures are set to safeguard‚ detect and prevent child abuse and neglect. This also includes helping children and young people to protect themselves from abuse and dealing with bullying. Currently
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Different Ways In Which You Would Establish Ground Rules With Your Learners‚ That Underpin Behaviour And Respect For Others. The definition of ground rules is “the basic rules or principles on which future actions or behaviour should be based” www.dictionary.reference.com. In any teaching or learning environment it is important to establish ground rules to set boundaries for all participants and to create an ideal learning atmosphere‚ as ’no group can work successfully without rules that govern
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Name________________________ Assessment Plan 304 Promote children and young people’s positive behaviour Evidence requirements | Complete() | 1.Signed completed assessment plan (in plastic wallet) | | 2.Review of City and Guilds | | 3.Discussion with Assessor | | 4.Completed assessment form | | 5.Reflective journal | | 6.Checklist signed and completed | | Assessment plan issued date by: | Assessor:Learner: | Date: | | Assessment plan submission plan agreed by: | Assessor:Learner:
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birth children develop their behaviour and social skills from what they experience at home. This experience should be caring‚ loving and supportive‚ it should provide children with the opportunity to develop and interact as much as possible. Children need to be exposed to as many experiences as feasible‚ so that not only can they learn and develop‚ but they can have their main carers/parents support. This will allow a child to learn to deal with different situations. Sadly‚ for some children their
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1.4 Establishment of Ground Rules with learners Q. Explain the ways in which you would establish ground rules with your learners‚ and which underpin behaviour and respect for other. Ground rules have been defined by Amerton (2005) as the minimum necessary conditions required for learning to take place in a classroom. “Setting ground rules helps everyone know their limits” (Gravells 2008) and “Without ground rules‚ disruption may occur and affect the learning of the group” (Gravells‚ 2008:7)
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Unit 028 Develop Positive Relationships with Children‚ Young People and Others Involved in their Care Outcome 1 Be able to develop positive relationships with children and young people The learner can: 1. Explain why positive relationships with children and young people are important and how these are built and maintained Positive relationships with children are paramount as a child enjoys being with you and feels valued will respond better. They are more likely to enjoy both playing and learning
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teachers/trainers establish ground rules with their learners? Students differ when it comes to behaviour and respect for others‚ therefore establishing ground rules will need to reflect this difference. Group discussion of expectations and incorporation of all views ensures that every student feels heard and included. This form of inclusion facilitates a memorable establishment of ground rules which are individually as well as collectively meaningful. When discussing ground rules with learners it is important
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WITH CHILDREN AND YOUNG PEOPLE By: Xharie Ramadani Table of Contents How to communicate with children and young people. 4 Give chance to talk. 4 Make eye contact and use active listening. 4 Use body language and facial expressions. 4 Respond and observe on what they are saying repeat language 5 How to check that the children and young people understand what is communicated. 5 Explain how to establish rapport and respectful‚ trusting relationships with children and young adults
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TDA 2.9: Supporting Children and Young People’s positive behaviour. 1.2. Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting. Boundaries: These are the limits within which behaviour is acceptable or what may‚ and may not be done. Boundaries are there to guide children and young people’s behaviour in the setting and it is very important for
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