Communication and Professional Relationships with Children‚ Young People and Adults Study Pack Effective Communication and Professional Relationships with Children‚ Young People and Adults Study Pack 2011 Michelle Canning CACHE PIN: 30134483 CACHE No: 502.000 2011 Michelle Canning CACHE PIN: 30134483 CACHE No: 502.000 TDA 3.1 Communication and professional relationship with children‚ young people and adults. This pack has been produced to help people in a support role‚ raise awareness of the
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Unit 3.3.1 – How communication with children and young people differs across different age ranges and stages of development 0 – 6 Months By 6 months‚ usually children will: * Turn towards a sound when they hear it. * Be startled by loud noises. * Watch your face when you talk to them. * Recognise your voice. * Smile and laugh when other people smile and laugh. * Make sounds to themselves‚ like cooing‚ gurgling and babbling. * Make noises‚ like coos or squeals‚ to get
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safeguarding and protection of children and young people | |aged under 18 years. This policy‚ combined with the associated procedures‚ provides guidance to all staff who may come across concerns of| |this nature within the context of their work for Ofsted. | Age group: All Published: September 2010 Reference no: 100183 Contents Part 1. Safeguarding children and young people policy 4 Purpose of this document
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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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1.2 Explain child protection within the wider concept of safeguarding children and young people. Child Protection: is Part of the safeguarding process‚ where it is necessary to take action when there is reasonable belief that a child or young person is at risk of significant harm. Safeguarding: is about promoting children and young people’s welfare and putting measures in place to improve children’s safety and prevent abuse. When we think of Child Protection and Safeguarding‚ we automatically
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Children and Young People’s Core Unit CYP M3.7: Understand how to support positive outcomes for children‚ and young people |Title |Unit 3.7: Understand how to support positive outcomes for children and young people | |Level |3 | |Credit value |3
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CU1521- Support children and young people’s health and safety. 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. The factors that you would need to take into account include * Individual needs depending on their age or abilities‚ for example a child of two years may not be able to do the physical things of a child who id five years old. So you would have to set out different activities for different ages. * Specific
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Why effective communication is important in developing positive relationship with children‚ young people and adult An effective communication skill is very important to develop a positive relationship with people. It builds trust and confidence between members and helps share more information between parents‚ teachers and staff. Building a positive relationship with children‚ young people and adult helps teachers understand more about students and be able to help them in areas they need help
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(or any other dimension): * How a set of data adds up to a whole (cumulated totals) * Which part of the whole each element represents Variants * Percentage: The sum always represents 100% (relative scale) * Cumulative: The sum can vary according to the elements (absolute scale) Column/Bar Chart Use it to... * Present few data over a nominal (e.g. countries‚ testing conditions‚ ...) or interval scale (e.g. time); useful for comparisons of data Do not Use it for...
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presenting theories about the development of human learning. Theorists like Sigmund Freud‚ Erik Erikson‚ and Jean Piaget – to name a few‚ have all made significant contribution to the understanding of child growth and development into adulthood. No one theory has all the answers‚ but an understanding of the complexity of children learning is present in them all in some manner. One theorist whose works I think presents an accurate view of the development of young children is Jean Piaget. Jean Piaget
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