Unit 2: development from conception to age 16 years‚ Task 1: P2.1 – describe two activities or experiences‚ Activity 1 – children’s self-reliance and self-esteem‚ Topic: Name this house Year: 1 Date: Time: 1pm No. Of pupils: 4 Length of session: 1hr Intended learning Recourses: Children will be able to - Housey housey sheet * Discuss the different types of homes‚ Seven sheets of A4 card * Identify the type of homes they live in‚ * Discuss
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Unit 20: Children Parents and Family needs E1 Explain the needs of families which may require professional support. Families may have a variety of needs‚ in which they need professional support. Families with a large number of children may not have the required amount of living space‚ this could mean that children are sharing beds‚ or parents are not sleeping in a room. Children will lack of sleep are proven to concentrate less and develop slower. Families that are suffering with poverty may
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Unit 3 assignment E1- Five peices of current legistlation are: Children Act 1989 Equality Act 2006 Disability Discrimination Act 2010 Childcare Act 2006 Sex Discrimination Act 1975 E2- As a result of the United Nations Convention on the Rights of the Child‚ the Children Act 1989 came into effect in 1991. The act attempted to ring together various peices of legislation. The act covers child protection‚ parental responsibility and inspection of settings. The act is known for its
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Unit 13 Child For the 2 methods that are used to monitor the development of children I shall be looking at developmental screening and also growth monitoring. The developmental screening is regular visits that the child takes to go see doctors and nurses so that they can monitor and track that child’s health and development throughout their younger years‚ to see if they are meeting the correct milestones and has the average health throughout their life. By doing the screenings they can see if
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social care or children’s and young people’s settings Unit reference J/601/1434 Level 3 Credit value 3 GLH 10 Unit aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit explores the central importance of communication in such settings‚ and ways to meet individual needs and preferences in communication. It also considers issues of confidentiality. Learner name: CACHE Centre no: CACHE PIN:
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Unit 2 – Development from conception to age 16 years. E1. Describe the development of children in a selected age range and in two areas of development. Stages of physical development The First Month From age’s birth to three years‚ the child should be able to lie supine‚ lie with head turned to one side‚ and by one month can lift the head. If pulled to sitting position‚ the head will lag‚ the back curves over and the head falls forward. Also the child should be able to turn his or her head towards
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CACHE Level 2 Diploma for Children’s Care Learning and Development (QCF) Qualification Specification Unit title: Contribute to the support of the positive environments for children and young people Unit number: MU 2.8 Unit reference: H/601/3496 Unit level: 2 Unit credit value: 3 Unit aim: The purpose of this unit is to develop the learners understanding of why a positive environment is important to the individual needs of children and young people and the skills required to support
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E1&2 Throughout Wales there are a variety of services available that aim to provide support for children and their families. These services may be offered in either a statutory‚ voluntary or private setting. Statutory “Statutory services are usually free of charge. A good example of this is schools” Tassoni et al (2007) pg.4 Their main aim is to provide education to all children between 5-16 yrs. old. “The state is required by law to ensure that all children‚ including those with
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Unit 15 Developing Children’s (3-8 years) Mathematical Skills E1 There are different national frameworks and policies that are used for the development of mathematical learning from 3 to 8 years old. One of these is the Childcare Act 2006. The Childcare Act is an update on the Children Act 2004. It basically makes sure that local authorities reduce any inequalities in their individual areas by providing an ‘integrated’ service for children and their families. They make it so that each local
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understanding of their child‚ if they have good relationships with the practitioner they are more likely to want to share this knowledge and then they will feel valued and the child will benefit. A practitioner should always be diverse and engage in inclusive practice. A practitioner should respect every child as an individual‚ and it’s important the family knows that their child is being taken care of properly when they are not at home. The families know a lot about the child and working with them
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