Proposed Rights of Children and Young Persons (Wales) Measure 2011 1 ACCOMPANYING DOCUMENTS Explanatory Notes and an Explanatory Memorandum are printed separately. Proposed Rights of Children and Young Persons (Wales) Measure 2011 [AS PASSED] CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Duty to have due regard to Convention on the Rights of the Child The children’s scheme Preparation and publication of the scheme Reports Duty to promote knowledge of the Convention
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UNIT 6 WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE 1 Understand integrated and multi-agency working 1.1 Explain the importance of multi-agency working and integrated working There is a government framework‚ every child matters‚ this aims to improve the following five major outcomes for all children and young people. Be Health‚ stay safe‚ enjoy and achieve‚ make a positive contribution and to achieve economic well-being. Every child matters is supported by a number of government
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communication skills‚ and expectations of maturity. She posited three types of parenting styles: authoritarian‚ permissive‚ and authoritative (Berger 2001). Parents are the major influence in their children ’s lives. Thus their perception of how children think‚ and should be raised is crucial in determining children ’s behavior. Other factors‚ such as genes‚ peers‚ culture‚ gender‚ and financial status‚ are of lesser importance. Studies reveal a correlalion between parenting styles and school competence
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stage or experience in the life of a child or young person that can affect behaviour and development. Types of transitions: Emotional - personal experiences such as parent’s separating‚ bereavement‚ beginning or leaving a place of care. • Physical - change in environments • Intellectual - maturation‚ moving from one educational establishment to another. • Physiological – puberty or medical conditions Effects of transitions of young people and children Bereavement: may involve sadness‚ depression
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and many images that the society have made of certain types of people and even stereotypes are often based on the media interpretation. Disabled people are poorly represented. As a result‚ society is fed certain stereotypes on those with disabilities; these stereotypes in turn have led to debate on whether it matches the reality. Chapter 13 (Representations of People with Disabilities) assessed how the representations of disabled people has changed over the years‚ and the reasons behind it‚ which could
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TDA 2.2: Safeguarding the welfare of children and young people 3.3 As a teaching assistant or learning support assistant‚ you will build special relationships with children. You may regularly work with children in small groups or on a one-to-one basis. You are likely to be the person who the child feels more comfortable to talk to when the rest of the class are not around. It is important that you know how to recognise when abuse may be happening and what action you should take. An NSPCC study
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Outcome 1 1. Discuss the current legislation‚ guidelines‚ policies and procedures for safeguarding the welfare of children and young people (1.1) The United Nations Convention on the Rights of the Child 1989 The UN Convention on the Rights of the Child is an international human rights treaty which grants all children and young people an inclusive set of rights‚ including the right to express their views and have them taken into account in all matters affecting them‚ the right to play‚ rest
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Preschool Children with Special Needs Part 1: What is Inclusion? An inclusive learning environment ensures that all children are granted an education with an emphasis of equal importance‚ along with equal valuing of all students and also staff. Within this non-restricting environment it‚ “implies that every child should have the resources and support that they need for successful learning”‚ (Smith‚ 1998‚ p.307). Within the inclusive learning environment‚ involving same-age peers needs also to
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Occurrence 1995 • Food Safety (General Food Hygiene Regulations 1995 • Special Educational Needs and Disability Act 2001 D1: Health and Safety Act At Work 1974: Health and Safety Act At Work 1974 can support strategies to establish and maintain healthy‚ safe and secure environments in early years settings by making sure that the setting a safe environment for the children to be. An example could be when the children are playing outside making sure that the practitioners are outside watching
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Unit 029 Working Together for the Benefit of Children and Young People Level: 3 Credit value: 2 UAN number: K/601/1698 Unit aim The unit is designed to enable the learner to understand the importance of multi agency and integrated working and to develop the skills of effective communication for professional purposes. It includes and assesses competence in information sharing between those involved in work with children and young people. Learning outcomes There are three learning outcomes
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