1.1:- Explain what it means to have a duty of care in own work role. 1.2:- Explain how a duty of care contributes to safeguarding or protection of individuals. Having a duty of care is an obligation to a professional‚ a child and family. Any family placing a child within an early years setting should feel that staff members will take full care of their child and that they will be safe. Any professional caring for a child would be held responsible if the minimum standard of care is not met
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Unit 2.4 - Equality‚ diversity and inclusion in work with children and young people. 1. Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. In the setting there is a range of policies which formally sets out guidelines and procedures for ensuring equality. Policies takes account of the rights of all individuals and
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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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Unit - 331 Title – Understand Child and Young Person Development Task A 1. Explain the sequence and rate of each aspect of development from birth – 19 years. (1.1) Sequence of development is the correct order in which actions; developmental milestones should take place e.g. walking before running and jumping The rate of development is the age at which each individual child reaches these milestones. The rate of development is the child individual score if you like. During formative
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Unit 22: Understand Child and Young Person Development Outcome 1: Explain the sequence and rate of each aspect of development from birth – 19 years a. • Physical 0-1: babies will start to use their reflexes‚ they start to look less curled up and startle less‚ will start to lift and turn their heads‚ will lift their hands and foot in the air and balance on their fronts‚ will start using fingers to eat. 1-3: will stand up and hold to the furniture‚ will sit and push off with legs on sit-and-ride
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Part A Comparative critical analysis of the key quality dimensions within early years provision in a country of students choice and the UK. Childhood studies (2004:3) John Clarke states‚ “the history of childhood has become a particularly influential area of study in recent years. The book examines Philippe Aries’s claims that childhood didn’t exist before the seventeenth century”. Philippe Ariès (1962) suggests that‚ ‘He was one of the first to suggest that childhood is a modern discovery. He
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1.1 Within the child care setting there is a range of policies which formally sets out guidelines and procedures for ensuring equality. The equal opportunity policy takes account of the rights of all individuals and groups within the setting as well as considering the ways policies work to ensure equality‚ inclusion‚ policies also pay regards to the values and practice which are part of all aspect of playgroup’s life. Within the playgroup setting we ensure that all children‚ their families‚ friends
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Equality‚ Diversity and Inclusion in Work with Children and Young People Outcome 1.1 Identify the current legislation and codes of practise relevant to the promotion of equality and valuing of diversity Equality Act 2010 in Schools The Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society. The Act brings together and replaces the previous anti-discrimination laws‚ such as the Disability Discrimination‚ Race
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If you are unsure in any way‚ seek guidance from either the deputy‚ head teacher or SENCO (if the information relates to SEN). Confidential information can also be viewed as prejudicial‚ and it is maybe necessary to reassure individuals (children whom the information relates to‚ parents‚ carers or other adults) of the boundaries of sharing
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Multi agency working Multi agency working is an effective way of supporting children and families with additional needs. It brings together practitioners and professionals from different sectors to provide an integrated way of working to support children‚ young people and families. The Children and Young Peoples Board in Birmingham comprises of different partner agencies and organisations that each have a duty to cooperate under the Children’s Act 2004 in strategic planning‚ service developments
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