EYMP 5 1.1 TASK 1 Develop a glossary for your setting‚ explaining the terms: Speech – Sounds we use for talking. Language – Set of symbols‚ spoken‚ written or signed to be understood. Communication – Is how we communicate not only with words‚ but gestures‚ body language etc. Speech- Fluency Volume Intonation Pitch. Language – Understanding and talking use the following : Words and their meaning How words go together Grammar Sentences joined together eg narratives. Higher level skills
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HSC 3045: Promote positive behaviour 1. 1.1 - Explain how legislation‚frameworks‚codes of practice and policies relating to positive behavior support are applied to own working practice? All aspects of my job are regulated by policies and current legislation‚and policies have been designed to cover all aspects of legislation such as the children’s act‚which provides a code of practice to enable us to provide the best possible care and support for children and young people‚we have inspections
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Study Day 8: Early Years Foundation Stage The legal status and principles of EYFS The EYFS statutory Framework sets the standards that all early years providers must meet to ensure that it achieves the Ofsted regulations. At children learn and develop and are kept healthy and safe. It promotes teaching and learning to ensure children’s school readiness and gives children the broad knowledge and skills and provides the right foundation for good future progress through school and life. The primary
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Level 5 Diploma in Leadership for Children’s Care‚ Unit 2: Understanding Children and Young Person’s Development Outcome 1 - Understand the pattern of development that would normally be expected for children and young people from birth - 19 years. 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 1.2 Analyse the difference between sequence of development and rate of development and why the distinction
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CU1535 1.1 Welfare requirements - Within your setting you should safeguard and promote Children’s welfare‚ all staff must take necessary steps to ensure this. We must promote good health in all areas of all the children within our care and take steps to prevent the spread of infection from others within our care and take appropriate action when they are ill. We must ensure that there are suitable people and the staffing levels are appropriate to ensure safety to all children. The premises
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ASSIGNMENT ONE Student Name: Jacci Gordon Student Address: Welsh Office‚ BFPO 2 Date of Submission: Student Number: SH45742/UKOC Task One: Explain the sequence and rate of each aspect of development from birth to 19 years. Children and young people develop at different rates‚ but the sequence in which they develop is mostly the same. from head to toe from inner to outer – control of muscles in the head and trunk then moving outward from simple to complex – simple words and short sentences
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Level 3 Diploma in Specialist Support for Teaching and Learning in Schools Assignment – Unit 302 Schools as organisations (also includes unit 306 1.1‚ unit 333 1.1) Summarise entitlement and provision for early years’ education (Refer to Childcare Act 2006 and Every Child matters) (1.1) As part of the Childcare Act 2006 and every child matters‚ all 3 and 4 year old children in England are able to receive free‚ part
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CACHE LEVEL 3 SUPPORTING TEACHING AND LEARNING IN SCHOOLS AWARD UNIT THREE 1. Explain the sequence and rate of each aspect of development from birth to 19 years. Children’s development is continuous and can be measured in a variety of ways. Although all children will develop at different rates and in different ways‚ the order in which they develop will be roughly the same as they need to have mastered one skill‚ for example walking‚ before they move on to more advanced skills like running or jumping
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school‚ the team vary in size‚ often‚ Assistant Head Teachers or Senior Teachers hold particular responsibilities such as leading a specific the key stages or assessment across the school. The team may also include the Special Needs Co-coordinator (SENCO) and increasingly the School Business Manager (SBM). According to an independent study into school leadership (DfES‚ 2007) five essential “models” of SLT can be put in place (see diagram 1.1)‚ so to hold a positive impact on the positive children’s
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Module 4 – Managing Behaviour within the Inclusive Organisation. Section 1 The environmental conditions conducive to effective learning. According to Johnston and Nahmad-Williams (2009) the environment in which we live and work affects us all‚ Cowley (2003) echoes this and states if you live or work in a cluttered environment‚ you are likely to feel depressed and mentally overcrowded echoes this statement. Jenson (2009) agrees that environments either impair or support the learner and points
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