THE HIGHFIELD LEVEL 3 Health & Safety TRAINING PACK Lecture programme designed and written by Kirstie Trasler and Ian Fisher Disclaimer The information provided in this training package has been carefully compiled to ensure its relevance and accuracy. However‚ no liability or legal responsibility is accepted for the content or any errors or omissions. ©Highfield.co.uk Ltd Apart from any fair dealing for the purpose of private study or the purpose permitted under the UK Copyright‚ Designs
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029 level 3 childcare 1.1 As practitioners we need to make sure we work together. This will have a positive impact on the children’s/young people’s health‚ development and learning. In order to achieve the best for children/young people the 5 possible outcomes need to be put in to action. The Every Child Matters is a part of the government framework in England which states these. The outcomes state that practitioners should be working together to offer the best for children/young people. In order
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Sharon Moss History of Childcare Institutions and Qualifications 1/1/2011 Assignment 1.2 “Really Useful Knowledge” History of Childcare Institutions and Qualifications During this essay I will be outlining the history of childcare institutions and qualifications and how they have developed in relation to the needs of the country‚ family needs and society. I will be looking at the following occupations wet nurses‚ governesses
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CYP 3.1 1.2 The difference between the sequence and rate of development is the sequence means that there is a definite pattern to a child developing e.g. a toddler being able to walk before they can run. The sequence is the speed at which development happens. When the child is born it will go through different stages of development and at different rates. At the start of a babies life it will start to learn reflexes by exploring new objects through the means of touching and seeing‚ over an
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Bibliography: * princetonreview.com/careers. (2013‚ Febuary 2). * http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/speech-and-language-therapist/ (2013‚ February 2) * cache level 2 childcare and education‚ tassoni‚ 2007 (2013 February 4) * http://www.ndt-ed.org/teachingresources/classroomtips/learning_styles.htm (2013‚ February 6) * http://www.kids.org.uk/files/104836/filename/EYFSandimpactLR.pdf * www.fcps.edu/cco/fam/volenteer/sampleconfidentialityagreement
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may arise. I also need a clean home‚ I need to make sure doors / gates ect are secure so children can’t go wandering off as a childminder I also need to think about keeping children safe when out and about eg little ones in pushchair or on reins‚ learning older ones about road safety / stranger danger ect‚ children thrive in an environment that is safe for all developmental stages‚ and making sure there is enough physical space for children to move around and explore. If I did not do any of the risk
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Children look to adults as role models‚ they are social learners. If we ourselves conduct the way we speak in a clear‚ positive manner i.e. using facial expression‚ body language and gestures‚ adapting accordingly to age with eye to eye contact at their level. The child is able to respect‚ engage and respond. Shouting over a child whilst standing over them only intimidates and the child will not want to approach you again. Effective communication is important when working with young people is very much
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positive outcomes for the sake of the children. E2. In the setting The Children’s Act 2004 ensures that the children are kept safe and secure. This Act takes a child-centred approach‚ therefore planning to work for the children and identify their needs early before their needs become too important. This Act also protects the children by the staff and visitors signing in and out of the setting to ensure security purposes. The setting also promotes healthy eating and at least I hour a week of physical activities
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Supporting Transitions Early Learning – Early Independence Case study report of Gary Gordon Within this paper the case study of Gary Gordon will be discussed‚ by implementing a number of different theorist the paper will explain what recommendations have been proposed to be put in place for Gary Gordon during his transitional stages from nursery to primary school. Transitions within Gary’s family background will also be explored with reference to the case study and observations made by
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Person Centred planning is a way of enabling people to think about what they want now and in the future. It is about supporting people to plan their lives‚ work towards their goals and get the right support. Person Centred Planning is a collection of tools and approaches that can be used to plan with a person- not for them. Planning should build upon the person’s circle of support and involve all the people who are important in that person’s life. Person centred planning is built upon the values
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