Policy and Practice for Children and Young People Discuss the ideology underpinning policy and practice for children and young people and demonstrate an awareness of constructs of childhood and adolescence from either an educational or care perspective. “The idea of belonging and membership‚ being part of a community‚ is a basic human need. It’s one of the principles of our democratic society. We all have the same needs‚ we want to be loved‚ we want to have friends‚ we want to feel that we
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Unit 028 Develop Positive Relationships with Children‚ Young People and Others Involved in their Care Outcome 1 Be able to develop positive relationships with children and young people The learner can: 1. Explain why positive relationships with children and young people are important and how these are built and maintained Positive relationships with children are paramount as a child enjoys being with you and feels valued will respond better. They are more likely to enjoy both playing and learning
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Unit 16 Code p5 Understand safeguarding of children and young people 1. Understand policy‚ procedures and practices for safe working with children and young people. 1:1 Explain policies‚ procedures and practises for safe working with children and young people. In order to ensure the safety of the children and young people in our care there are a number of policies‚ procedures and practices that must be adhered to. Policies are documents within the work place put together‚ influenced
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Develop Positive Relationships with Children‚ Young People and Others Involved in their care Level 3 Credit value 1 You need to complete all of the questions. You may find that the key word definitions sheet helps you to understand what is expected from the questions. The evidence must be your own work and you must reference your sources where you have undertaken research-refer to policy for malpractice and plagiarism Outcome 1 –Be able to develop positive relationships with children and young
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the development needs of children and young people Outcome 1 – Be able to contribute to assessments of the development needs of children and young people (1.1) Share your EYFS assessment records and observations with your assessor For confidentiality reasons these records are kept in the office in a locked cabinet. Assessor to confirm that observations are carried out in all areas of development (1.2) List different observation methods and give and explanation of how they are used Diary: a daily
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Nutrition in Children and Young People Within this essay I am going to discuss nutrition in children. The definition of nutrition is (Oxford‚ 2013) the process of providing or obtaining food necessary for growth and development. I will consider why nutrition is important; looking at how it benefits children‚ how we get nutrients from food and what nutrients we get from our food‚ as well as looking at a balanced diet. I will then focus my research down into looking at breastfeeding and the composition
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Group Living for Children and Young People 1.1‚ 1.2‚1‚3‚1‚4. The concept of “children’s rights” is something that some people find difficult‚ and many people fail to understand. It is easily trivialised‚ and yet it addresses issues central to the safety‚ well-being and development of our youngest citizens‚ and indeed our society as a whole. Children’s rights and interests are often forgotten and the very rationale for the Convention on the Rights of the Child was that children require special protection:
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Physical abuse involves physical harm or injury to the child. It may be the result of a deliberate attempt to hurt the child‚ but not always. It can also result from severe discipline‚ such as using a belt on a child‚ or physical punishment that is inappropriate to the child’s age or physical condition. Many physically abusive parents and caregivers insist that their actions are simply forms of discipline—ways to make children learn to behave. But there is a big difference between using physical
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Unit 02 – Safeguarding the welfare of children and young people 1. Using the headings provided‚ briefly describe the key points of each of the following guidelines and legislation. (1.1) and analyse how these guidelines affect the day to day work with young children (1.3) The Children act 1989 The aim of this act is to simplify the laws that are already in place‚ which protect children and young people in the UK. It was seen as a “serious shake up” of children’s rights and protection‚ and also
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“Normative Measure”. This is concerned with studying milestones or stages in a child’s development and show what most children can do at a particular age. In reality there is a wide range of normal development and this will be influenced by genetic‚ social‚ and cultural factors‚ so it is important to be aware that normative measures can only indicate general trends in children s development. Physical development By 6 months a child will: Turn their head toward sounds and movement Watch
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