The transition from home to an early years setting may start when the family visits the early years setting‚ or through a home visit. A home visit or a visit to the setting before a child starts there gives the staff a chance to find out what the parents are expecting from the setting. All this helps parents and children to make the transition from being at home to starting in a group setting. Parents and child often appreciate having a booklet of their own to keep and this can build into a record
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Rationale My written task is connected to Part 3 of the course: Literature - texts and context. During this part we read the play‚ The Crucible‚ written by Arthur Miller in the 1950s which talks about the Salem witch trials that took place in Massachusetts during the early 1690s which will be the primary resource of my written task. My written task will consist of two letters‚ one written by Abigail Williams‚ one of the major characters of the play and one written by Reverend Parris. Abigail’s
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sort of knowledge and more opportunities to use the language."_ NEEDS AND MOTIVATION Krasi ’s motivation has both INTEGRATIVE (I love it) and INSTRUMENTAL aspects (I need it) - [Harmer‚ 8]. Krasi is considered that English language helps to her professional communication with her partners. She said: "_It ’s a pleasure to understand and to speak English when I ’m abroad."_ ATTITUDES TO LEARNING AND TO THE LANGUAGE Krasi had an outgoing personality. She was always willing to take part in the activities
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ASSESSMENT TASK NOTIFICATION Date of issue: Term 1 Week 5‚ 2015 Year level: 8 Subject: YEAR 8 RELIGIOUS EDUCATION Title of task: The Teachings of Jesus – Presentation using Technology Weighting: 30% Due date: Week 8‚ Friday 20th March 2015 – You must save your work in your Google Folders and share with your RE teacher on Teacher Dashboard Components covered: A8 Value - recognises the relevance and importance of Jesus’ teachings. A8 Knowledge - explains
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Foot Binding‚ Status‚ and Society in Early China [pic] Natalie Steele 100043314 History 2233 A2 January 2003 Dr. Marshall Bastable In early China‚ the Han Dynasty to the end of the Manchu Dynasty‚ there was a practice known as foot binding. Foot binding was considered a symbol of status for women for many reasons. The disabling effects of foot binding caused women not to be able to participate in any form of hard labour‚ it confined them to the home‚ and was considered erotic by
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affect all of us‚ particularly working with children‚ and young people. Good communication can ensure a happy and safe environment for all. It helps practitioners work effectively together‚ a manager work well with all staff‚ and for us all as professionals to ensure the child is learning and developing happily‚ with the support of the parents. All of which comes with much communication. Bad communication‚ however‚ can result in unhappy practitioners‚ managers‚ and parents‚ and children who could
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earlier in the day and was asked to think of their own pattern for Elma. The children had to use the shapes that they had been learning about; square‚ circle‚ triangle‚ hexagon. I was asked to supervise the activity to ensure the children stay on task‚ and to give any support that may be needed. This could mean supporting children to hold the shapes still while they draw round them. I think the activity objectives was meet‚ as all children created their own Elma pattern. The activity could be improved
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BELONGING‚ BEING & BECOMING The Early Years Learning Framework for Australia Produced by the Australian Government Department of Education‚ Employment and Workplace Relations for the Council of Australian Governments. © Commonwealth of Australia 2009 ISBN 978-0-642-77873-4 This work is copyright. Apart from any use as permitted under the Copyright Act 1968‚ no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction
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1.4 Describe the role of the early years practitioner in relation to current frameworks. The current framework has 3 sections the learning and development requirement‚ assessment and the safeguarding and welfare requirements. In each section practitioner has different roles. Section 1: The learning and development requirements The early learning goals summarise the knowledge‚ skills and understanding of the children. Practitioner has to assess the each child’s achievements and discuss the progress
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Values and Principles of the Early Year Sector The principle of an early year sector is that the welfare of the children is paramount. Practitioners that work in early year sector contribute to children’s care‚ learning and their development‚ and protecting children who are in a safeguarding issue example‚ abuse. This is reflected in every aspect of practice in the settings and the service provision practitioners will work with parents and their families who are partners in the care‚ learning
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