Unit 3: supporting children and young people. P1. Describe how one activity/experience supports the communication and intellectual development of a child or young person. (P8) I recently sat with a group of children aged 2-4 years in the book corner during group time‚ the children were all participating in a story/singing activity also using puppets. There were two of these which the children participated in‚ they were; five little ducklings and the other was‚ There was an old lady who swallowed
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Your Body’s Response to Emergency How does the body prepare for emergencies? The answer lies in the Sympathetic Nervous System (SNS). It is the branch of the Autonomic Nervous System (ANS) that controls the body’s reaction to physical and emotional stressors. The sympathetic branch activates the glands and organs that defend the body against attack. It is called the fight-or-flight response. This is a primitive response designed to protect from danger. When danger is perceived‚ the sympathetic
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Example Fire and Emergency Evacuation plan (This is only an example. If you wish to use this document please amend and complete in relation to your own premises/procedures) For (Premises Name) Emergency instructions 1 The action employees should take if they discover a fire Immediately operate the nearest alarm call-point. Attack the fire if possible‚ with appliances available‚ without taking personal risks. 2 How will people be warned in there is a fire The electrical
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The Critical Incident Response Manual For Supervisors And Managers Lt. John Kane D-PREP‚ LLC. March 2004 CONTENTS INTRODUCTION 3 MAJOR POINTS 5 TWO KINDS OF CRITICAL INCIDENTS 5 SUSPECT ADVANTAGES 6 PLAN FOR THE UNEXPECTED 8 LACK OF OFFICERS & SUPERVISORS 8 TRAINING ISSUES 9 TEAM BUILDING 10 CLEAR SPEECH 11 CRISIS MEDIA RELATIONS 12 EVACUATION / EMERGENCY EVAC / RESCUE 20 RISK v. BENEFIT ANALYSIS
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English 151 April 27‚ 2014 Society’s Attitude towards Young People Why doesn’t society give people of young age a chance? Everyone is different. Not all are violent‚ wear hoodies‚ and are ignorant. Some of us are mature‚ do well in school and are on the right path in life; so to be stereotyped into one category by older adults is unfair. Young people in our society today are viewed in a negative way. They are often frowned upon by society based on
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writing this response. I must have re-read Hanging Fire by Audre Lorde over and over again‚ and I am still sadly stuck on what my starting point is going to contain. I have to start somewhere‚ so here it goes. What I can say is that I enjoy this poem greatly. It brings back memories and feelings I thought were buried in my mind everlastingly. The first stanza compares a lot to many experiences and emotions I have felt and endured throughout the 18 years I have been alive. I first pictured a young girl with
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Safeguarding of children and young people (for those working in the adult sector) P5 The UK Government has defined the term ‘safeguarding children’ as: ‘The process of protecting children from abuse or neglect‚ preventing impairment of their health and development‚ and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully.’ To be able to safeguard children effectively
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Below is a table with emergency situations and the procedures you would follow. Emergency situation The procedure that should be followed … Fire Phone the fire brigade. Ask the children calmly to line up. Take them quickly and calmly to your designated area. Stay with your class at all times Make sure you have all the children by checking the register. Wait for the all clear of your Fire Marshall Security incident (Intruder) Greet Intruder politely‚ introduce yourself and ask the purpose
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3:4 Support children and young people ’s health and safety learning outcome 1: Understand how to provide environments and services that support children and people ’s health and safety. 1:1Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. It is important when planning and setting up learning activities that indoor and outdoor environments are hazard free and that staff and pupils will be able to work safely. The following
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STLS Level 2 Award Please fill in in pen before handing in – NO tippex Main stages of development of children and young people Age Band Physical Development Communication and Intellectual Development Social and Emotional Development Birth – 3 years Little mobility to walking Lifts head on own Can grip (i.e. a rattle/bottle) Can rollover Puts things in mouth Raises arms for lifting Feeds themselves Starts to scribble with crayons Can kick a ball Start communication through smiling/laughing Making
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