is a positive role model in children and young peoples work force and all about you and your job role. 400 words 100 words evaluation Include your qualities skills & workplace policies and procedures. Write About What Is A Positive Role Model In Children And Young Peoples Workforce And All About You And Your Job Role. Role Models And Why They Should Be Positive. One way in which children learn is by watching and copying others. “Children learn how to behave‚ react to others
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UNIT 306 Promote equality‚ diversity and inclusion in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. When working in a school it is important that staff is aware of the ever changing legislation‚ especially the aspects related to promoting equality and valuing diversity. We need to be able to identify their relevance in school and that we are aware of them when carrying out our
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prejudice and discrimination on children and young people. Children and young people have the right to an education without prejudice or discrimination. A learning environment of prejudice or discrimination will have a negative impact on children and young people. Depending on how long it goes on for and form it takes‚ a negative atmosphere will have an effect on many aspects of a child’s personality‚ and it will affect their self- esteem‚ their social and emotional development and their education. A child
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literature can be defined as good quality trade books for children from birth to adolescence‚ covering topics of relevance and interests to children of those ages‚ through prose and poetry‚ fiction and non-fiction. Children can connect with the characters‚ events‚ places‚ and problems in literature on a personal level. Such affective responses to literature provide opportunities for students to become personally involved in reading and learning. For children to be successful they should be exposed to a wide
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TDA31-1.1 Explain why effective communication is important in developing positive relationships with children‚ young people and adults. We have to communicate with other adults in a clear‚ precise and understanding way to show them that we are listening to them and that we respect them and their opinions‚ if we communicate in this way few misunderstandings will occur and a positive relationship can be built. From my own experiences of working alongside other adults over the years it has shown
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SHC 22 Personal Development v1.4 Title Level Credit value Learning outcomes The learner will 1 Understand what is required for competence in own work role Introduction to personal development in health‚ social care or children’s and young people’s settings TWO 3 Assessment criteria The learner can: 1.1 Describe the duties and responsibilities of own role 1.2 Identify standards that influence the way the role is carried out 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct
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CYP M3.3 Understand how to safeguard the well being of Children and Young People 1.1 Outline current legislation‚ guidelines‚ policies and procedures within own Home Nation affecting the safeguarding of children and young people. Polices and procedures for safeguarding and child protection in England and Wales are the result of the Children Act 1989 and in Northern Ireland of the Children (Northern Ireland) Order 1995. The Children Act 2004 introduced further changes to the way the child protection
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Unit: 21 Support children and young people to make positive changes in their lives Evidence Ref:……………………………… Candidate Name: Jennifer Thomas-Grant…………. Assessor Name:……………………………. Observed by your assessor (O) Personal Statement (EPS) Product Evidence (EP) Professional Discussion (PD) Seen by Witness (EWT) Case History (ECH) Questioning (QC) APEL/RPL Unit/LO/AC Date of
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CYP 3.1 Here are lists of developmental pattern’s children may go through‚ is important to remember some children may develop these developmental aspects at different stages and that is perfectly normal. At 0-3 months: Sleeps on average 20 hours a day Begin visual and oral exploration Begins to recognize faces Starts to move around more Focuses both eyes together Sensitive to touch Can detect smells Cries‚ coos and grunts Can feel emotional distress
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Unit Title MU 5.2 Assessment Criteria 1.1 Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth – 19 years. Physical development is the increase in size which takes place as a child develops. It is the way the body increases in skill and becomes more complex in its performance. Whole body movements are described as gross motor skills and fine motor skills are the use of hands in co-ordination with the eyes
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