Assessment task – TDA 2.1 Child and young person development. Task 1 Links to learning outcome 1‚ assessment criteria 1.1 and 1.2 Produce a display to include a timeline that will: Describe the expected pattern of children and young people’s development from birth to 19 years‚ to include * Physical development * Communication and intellectual development * Social‚ emotional and behavioural development Physical development 0 – 3 -------------------------------------------------
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|Candidate Name |KIKELOMO AKINOLA |Date |3/3/13 | |Assessor Name | |Unit | | |Qualification | | | | Holistic Children’s Development
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stages. The different types of development are split into four important areas; 1. Physical development- this includes gross motor development of the arms and legs and large muscles in their body‚ fine motor development is in their hands and fingers. 2. Social and emotional development- this is the development of relationships and feelings about the things they learn around them and the development of their identity and self-image. 3. Intellectual development-this is the skill of learning‚ understanding
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1. Know the policies and procedures of the setting for promoting children and young people’s positive behaviour. 2. Be able to support positive behaviour. 2.1. Describe the benefits of encouraging and rewarding positive behaviour. Give examples of positive responses to behaviour and say how these may motivate children in their behaviour and learning You could briefly link this to Bandura’s work on role models or Skinner’s work on positive reinforcement. You could also link this to Rogers’
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EXERCISE 16-13 (15–25 minutes) 1/1/14 No entry (total compensation cost is HK$450‚000) 12/31/14 Compensation Expense 225‚000 Share Premium—Share Options (HK$450‚000 X 1/2) 225‚000 12/31/15 Compensation Expense 225‚000 Share Premium—Share Options 225‚000 5/1/16 Cash (9‚000 X HK$20) 180‚000 Share Premium—Share Options 405‚000* Share Capital—Ordinary (9‚000 X HK$5) 45‚000 Share Premium—Ordinary 540‚000 *(HK$450‚000 X 9‚000/10‚000) 1/1/18 Paid-in Capital—Share Options
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PEOPLE3.6 PROMOTE EQUALITY AND DIVERSITY AND INCLUSION IN WORK WITH CHILDREN AND YOUNG. 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. The main legislation relating to equality‚ diversity and inclusion are‚ The sex discrimination Act 1975 made it unlawful to discriminate against people on the grounds of their sex. The race relations amendments Act 2005 made it illegal to treat any person less favorably than others because
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Is 16 to young? What risk are you putting your child in when you let them get their permit or license? From 2000 to 2006‚ the number of teenage driver’s ages 15 to 19 killed in a car accident was 19‚058. The first year that they are behind the wheel they are at the highest risk of having a car accident. So think about what could happen only days after you take them to the DMV. Contention 1 Teen drivers are more likely to get into an accident than older more experienced drivers. Mostly due to the
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Name:_____ Tina Wilhite Class: _____HLT-362V-0503 Date: ______01/25/2015 □ EXERCISE 16 Questions to be Graded 1. The researchers analyzed the data they collected as though it were at what level of measurement? a. Nominal b. Ordinal c. Interval/ratio d. Experimental 2. What was the mean posttest empowerment score for the control group? 97.12 3. Compare the mean baseline and posttest depression scores of the experimental group
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1.1 Explain the aims and importance of learning provision for literacy development. Literacy development is comparable skills of writing‚ reading and speaking and listening. These all link and help the children to develop in literacy. The aims of literacy are to develop children’s abilities to speak‚ listen‚ read and write for a wide variety of purposes. It allows children to express themselves creatively and imaginatively‚ within my setting we have the aims for writing‚ reading and speaking and
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589-598 © Research India Publications http://www.ripublication.com Consumer Behavior Towards Passengers Cars A Study in Delhi NCR Arpita Srivastava1 and Mitu Matta2 1 Ph.D Research Scholar Graduate School of Busineess Administration‚ Greater Noida 2 Lingay’s University‚ Faridabad Abstract This paper explores the consumer behavior towards passenger cars in Delhi NCR. The scope of the study is limited to certain important behavioral aspects like information search and evaluation‚ brand preference
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