Level 3 Diploma for the Children and Young People’s Workforce (QCF) Unit 53: Promote Positive Behaviour. Learning outcome 1: Understand how legislation‚ frameworks‚ codes of practice and policies relate to positive behaviour support. 1.1 Explain how legislation‚ frameworks‚ codes of practice and policies relating to positive behaviour support are applied to own working practice. Children Act 1989 The Children’s Act 1989 was brought into force in order to ensure that the welfare of every
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threats. Signs/symptoms: Self-neglect‚ withdrawn from social events‚ changes in appetite‚ poor sleep pattern‚ self-harm‚ low self-esteem/confidence‚ attention seeking behaviour. Financial abuse: Stealing money or property or allowing others to do so. Persuading others to make financial decisions which are not in their best interest‚ withholding access to clients’ money‚ failing to support individuals to manage their financial affairs. Signs/symptoms: Missing cash or belonging‚ missing bank account
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1.1 Q- Explain why effective communication is important in developing positive relationships with children‚ young people and adults. 1.1 A- It is important because having effective communication has a positive outcome in many different ways. Such as trust‚ because once you build trust with a child or young person many other things will fall into place naturally. Building trust through positive communication allows students to feel they are able to discuss different concerns they may have‚ which
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timber/plaster board/skimmed. £700+£70 in oal/varnish * Conservatory floor will fit with level timber/fire floor board/underlay and laminated. £250 * Main lounge seal one entrance with wooden frame with fire glass. Main lounge- wooden frame with architrave with French door‚ six hinges with 4 handles and locks with two stoppers. In main lounge‚ a second door with wooden door architrave fire door with 3 hinges and locks. Skirting board will be fitted in the main lounge. Main lounge plastering
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website) 2 2.1 The council’s vision 3 2.2 Organisational structure 4 2.2.1 Functional areas and managerial roles in relation to its purpose 5 2.3 Stakeholders and their objectives 6 3. The role of management in achieving goals 7 3.1 Responsibilities of middle managers 8 3.2 Leadership/Management styles 9 3.3 To lead or to manage 9 Leadership vs. Management 10 Managers have subordinates – people who operate at levels below the managers’. 10 In summary 10
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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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EYMP Unit 1 Context and Principles for Early Years Provision Title Level Credit value EYMP Unit 1 Context and Principles for Early Years Provision 3 4 Learning outcomes The learner will Assessment criteria The learner can: 1. Understand the purposes and principles of early years frameworks 1.1 Explain the legal status and principles of the relevant early years framework/s‚ and how national and local guidance materials are used in settings. Example 1: The framework is
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HR ASSIGNMENT Table of Contents Developing Yourself as an Effective HR/L&D Practitioner Activity A The HR Professional Map It is the map that directs the HR Professionals at each level (generalist or specialist) to figure out what they need to do so as to deliver correct output at whichever stage of the career they are working at. The map is a threshold set for the individuals exhibiting HR excellence. It describes the knowledge and activities as well as the behaviours that are
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Be Yourself‚ Be Original 10302 Yein Kang 강예인 People nowadays tend not to be themselves. They prefer typical ideas‚ typical goals‚ and typical paths. They believe that the appropriate way to evaluate a person is to look at his or her grade and that the best way to success is to become a doctor as their parents tell them. I recently watched a movie called . In fact‚ I watched it repeatedly after I realized a meaningful message that travelled straight to my mind. One of the university students in
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Society‚ parents‚ friends‚ teachers‚ and media‚ are encouraging individuals to "be yourself." Initially the idea of being yourself seems only natural‚ maybe even unavoidable. In order to be yourself‚ one must first know exactly what their "self" is. Based on biological criteria‚ the first characteristic of our "self" is given to us at birth----our sex. We are given our sexual identity‚ female or male‚ and expected to have the same gender identity. Males should be male‚ and females should be
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