be discriminated against at work or finding work Feeling ‘Let down’ Weight loss/gain Low self esteem Depression Self harm Humiliation Anger Fear Loss of motivation Increased behaviour problems Difficulty communicating Feeling isolated 3.Explain how inclusive practice promotes equality and supports diversity Inclusive practice promotes a person’s right to access to equal opportunities.
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Unit 030 Outcome 1: . 1.1. Describe the social‚ economic and cultural factors that will impact on the lives of children Look at the factors below how will could they affect a child’s life; * Education; poor education could effect future goals and aspirations * Disability; unable to access certain services or activities * Poverty; poor health and hygiene‚ lack of activities and experiences being accessed * Housing; poor health‚ unable to develop fully. * Offending behaviour;
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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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The difference is important because speed does not necessarily have to do with the sequence also it’s important to recognize the difference so we can identify where children need help or at risk. Physical development follows a definite sequence an example of this would be that a baby would have to first learn how to hold his/her own head up before they would be able to sit with just lower back supported. While the sequences are common amongst most children what often changes is the rate in which
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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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E1 1. Children act 1989 2. Disability discrimination act 1995 (DDA) 3. Children act 2004 4. Human rights act 1995 5. Equality act 2006 E2 The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings
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Maintain eye contact and remain calm and pleasant. Use simple sentences and words always giving the individual time to understand. Add gestures‚ pointing or demonstrating also encourage to touch or smell objects or see a picture. 1.2 Give examples of how carers and others may misinterpret communication: Communication problems can arise for a variety of different reasons. When someone reads a person’s body language wrongly e.g. someone with their arms folded and tapping their feet might
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or gestures for example mime‚ jokes‚ play acting‚ Mickey taking‚ singing‚ debate‚ poetry. Creative play - Play which allows a new response‚ the transformation of information‚ awareness of new connections‚ with an element of surprise. For example enjoying creation with a range of materials and tools for its own sake. Exploratory play- Play to access factual information consisting of manipulative behaviours such as handling‚ throwing‚ banging or mouthing objects. For example engaging with an
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CUI531 Engage in Personal Development in Health‚ Social Care or Children’s and Young Peoples Setting Learning Outcome Understand what is required for competence in own work role Assessment Criteria 1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as expressed in relevant standards 1.1 Produce a job description using the template below to describe your duties and responsibilities Name: Emma Brooks Job Title: Childminder Duties
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long-term consequences of this maternal deprivation. This risk continues until the age of 5.Bowlby used the term maternal deprivation to refer to the separation or loss of the mother as well as failure to develop an attachment. Box 1 – Newborn to 3 months: responds to adults especially mothers face and voice ‚ Smiles‚ concentrates on adults face during feeding‚ Very
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