running around playing hide-and-seek with the wind blowing through my little ponytails. There were many games I recall loving as a child. Ring around the Rosie‚ ludo‚ hopscotch and many more. I was hyper and excited for those always. I recall most children from the neighbourhood would gather at the park and we ran around like crazy just to have fun. Looking back at that moment I don’t know what we were thinking! My most enjoyable childhood moments would be between myself and two other friends named
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and structural changes but also a "Leisure Revolution" (See (Marcus 1974‚ Lowerson and Myerscough 1977‚ Bailey 1978‚ Walvin 1978‚ and Cunningham 1980). According to Cunningham‚ "there is nothing in the leisure of today which was not visible in 1880." This revolution in the ideology and practice of leisure had two distinct phases‚ that of 1700-1850 and that post-1850. The earlier period reflected the roots of traditional leisure activities in which work and leisure were integrated in small-scale communal
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Unit 018 outcome 3.4 Demonstrate ways of encouraging children and young people to manage risk and challenge in play and leisure activities for themselves I took the children outside into the playground to play on the climbing apparatus and use the large cars and scooters. I firstly looked over all the equipment to make sure that there were no obvious dangers or unnecessary risks to the children such as stinging nettles‚ animal droppings or broken equipment. Once checked any risks I found were
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Leadership for Health and Social Care and Children and Young People ’s Services. Hachette UK‚ 2012. P5: Understand safeguarding of children and young people (for those working in the adult sector) 1.1 Explain the policies‚ procedures and practices for safe working with children and young people. Prior’s Court are a provider that carries out a regulated service‚ we are registered with Care Quality Commission (CQC) and Office for Standards in Education‚ Children ’s Services and Skills (OFSTED). We have
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Introduction This essay will discuss the legal and ethical concerns when working with children and young people. Confidentiality and safety issues will be discussed with relevant consideration as to how these issues may be addressed when forming a relationship with a child and their parents or caregivers. The influences of power‚ gender‚ ethnicity and cultural differences when counselling children and young people will be mentioned‚ with relevant aspects of key human development theories outlined.
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Unit 3: supporting children and young people. P1. Describe how one activity/experience supports the communication and intellectual development of a child or young person. (P8) I recently sat with a group of children aged 2-4 years in the book corner during group time‚ the children were all participating in a story/singing activity also using puppets. There were two of these which the children participated in‚ they were; five little ducklings and the other was‚ There was an old lady who swallowed
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with and respond to children and young people. 1.1. Describe how to establish respectful‚ professional relationships with children and young people. The starting point in working effectively with children of all ages is your relationship with them. Children who feel valued and who enjoy being with you will respond better. This means that they are more likely to enjoy playing and learning and are far more likely to behave well. The basis of forming a relationship with children is to consider what
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important is Play in children’s lives? Play is considered to be highly important and it is of the utmost pleasure for children. It is a mean and not an end; processing of play and not creating an end. Children learn from playing; team-work‚ social‚ creativity and confidence. Children learn various different skills through playing. Play prepares children to develop life skills outside the classroom. Play also provides an opportunity for children to learn academically. Play prepares children for the demands
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Years Register (EYR) and the Ofsted Childcare Register (OCR). Settings which provide daycare for children under five have to be registered on the EYR. The OCR has a compulsory part‚ which applies to childminders and providers of childcare for children of formal school age up to eight years old‚ and a voluntary part for providers of services to children over the age of eight and also for younger children that are exempt from compulsory registration. Meeting registration requirements means that a setting
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Victoria Claire Beaney 126667 TDA 3.7 Support Assessment For Learning Unit Ref: A/601/4072 1. Understand the purpose and characteristics of assessment for learning. 1.1. Compare and contrast the roles of the teacher and the learning support practitioner in the assessment of learners’ achievements. The Teachers Role: Planning On-going assessment Effective marking and feedback Assessment as an end of Key Stage process Record and evidence
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