Bibliography: Date accessed – 5/3/13 Stacey Neal(2012) “Children are sometimes spontaneous‚ sometimes reserved; joyful now‚ sad later; friendly and reserved; competent and naïve; talkative and quiet
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Project Management Investigation of the Planning of a Low-rise Domestic or Commercial Building and Production of Planning Documentation Portfolio Task 1 (For P1): Pre-Construction Phase Client brief: The client brief is where the client and the architect sit down with each other and discuss what the client wants built. The architect usually asks a range of questions to be able to do a suitable design as accurate as possible to the client’s needs. The budget for the project is also confirmed
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Unit 5 – Principles underpinning the role of the practitioner The practitioner will develop many different relationships whilst in practice. They will hold relationships with first and foremost the children‚ parents‚ colleagues and other professionals. According to the EYFS “Successful relationships between parents and educators can have long-lasting and beneficial effects on children’s learning and well-being” http://www.keap.org.uk/documents/eyfs_eff_prac_parent_partner.pdf This means practitioners
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E1 The three different types of setting are statutory‚ voluntary and private‚ each of these areas and provide different types of care and education. Statutory education is where the state fund the setting and it is run by the government. Voluntary education is done for free‚ the carer or the setting volunteer to do the work. This would include leisure activities such as Brownies‚ Cubs or other types of youth clubs. The workers that are within the setting‚ do this for free or as a hobby‚ however
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Learner Performance Evidence Record For Holistic Assessment Of Units Use this form to record details of activities (tick as appropriate) Observation by your Assessor Seen by a Witness Observation by Expert Witness Professional Discussion Self-reflective Account Assessor Statement of Work Product Your assessor may wish to ask you some questions relating to this activity. Ensure that they are recorded and remember to sign and date the bottom of these sheets. Learner Name:
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UNIT 7 E1: Collate evidence which describes the role of the practitioner in meeting children’s needs. Practitioners can help meet the needs of children by approving the rights of children. For example (UNCRC) United Nations conventions act on the rights of the child. Which allows every child and young person inclusive set of rights. When the practitioners support the rights of children‚ it will benefit children by meeting their learning needs as all the setting "complete their rights and needs
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POWERPOINT: OFSTED REPORT The purpose of the information is to make sure that parents are made aware of the ‘Ofsted’ inspection that took place on the 19-20 March. They are very important t o schools and really can be a deciding factor in weather they can attract new pupils and keep them on. The parents need to be informed because it means that they keep up to dated with what’s going on and how the school is as a whole from a processionals point of view. The purpose is also to inform making that
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E1 Main food groups: There are 5 main food groups and they are: - Bread‚ other cereals and potatoes - Fruit and vegetables - Milk and diary foods - Meat‚ fish and alternatives - Foods containing fat and foods containing sugar. Bread‚ other cereals and potatoes are carbohydrates which are nutrients that give your body energy. There are also other nutrients in this food groups‚ and these are calcium‚ iron‚ B vitamin and dietary fibre. Fruit and vegetables are essential for a child’s
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Unit 201: SCH 21 - Introduction to communication Outcome 1: 1) Different reasons people communicate: To pass on information To let feelings/emotions known to others To give instructions To make others aware of regulations‚ policies‚ etc To update on situations 2) Effective communication: Effective communication is essential as there is a lot of information needed in care work; eg changes in medication‚ illness since last shift‚ new residents‚ allergies‚ changes in work routine‚ etc. This
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their lives. Environmental factors such as not having enough space in the garden for the baby to play and explore will influence their development as they may not be able to expand their gross and fine motor skills. ‘Generally‚ people with a high level of earnings enjoy a better lifestyle‚ with better housing‚ better food‚ warm clothes and own transport.’ (Meggit. C 2001 p9) Parents may not have enough money to fund for toys and equipment for the baby‚ which means they will not experience different
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