TDA 2.4 Equality‚ diversity and inclusion in work with children and young people Goda Miliauskaite Current legislation and codes of practice relevant to the promotion of equality and valuing of diversity Each school must produce a range of policies which formally set out the guidelines and procedures for ensuring equality. These must take account of the rights of all individuals and groups within the school. When considering the way policies work to ensure equality and inclusion‚
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TDA 2.3 - Communication and professional relationships with children‚ young people and adults 1.1 Depending on whether you are building a relationship with a child or adults you will need to change/adapt your behaviour and communication skills. You need to show skills that make you approachable; children need to feel secure and happy to be around you. In order to gain respect from children you need to set ground rules and stick to them‚ it is important that you do this from the start. It is
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Communication And Professional Relationships With Children‚ Young People And Adults Tda 3.1 ...Communication and ProfessionalRelationships with Children...12 pagesNov 2011 Tda 3.1 Communication And Professional Relationships With Children‚ Young People And Adults ...Jennifer Turner DSTL3 TDA 3...8 pagesDec 2011 Communication &Amp; Professional Relationships With Children‚ Young People &Amp; Adults ...TDA 2.3: Communication & ProfessionalRelationships...7 pagesMar 2012 Communication
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Assessment 1 TDA 3.1 Communication and professional relationships with children‚ young people and adults. Area1- Principles Effective communication When working in an enviroment where children‚ young people or adults are in question‚ it is important that effective communication is modelled so that a positive and healthy relationship between the staff members/ teachers and the pupil or parent is formed. Building a positive relationship not only requires one to approach other people in a polite
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TDA 2.4 Equality and diversity and inclusion 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. Equality Act 2010 The Equality Act 2010 aims to protect disabled people and prevent disability discrimination. It provides legal rights for disabled people in the areas of: • employment • education • access to goods‚ services and facilities including larger private clubs and land based
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toileting. |Joins 2-3 words in sentences. Recognises details in pictures. Uses their own name to refer to themselves. |They talk to themselves continuously. Speak over two hundred words‚ and accumulate new words very rapidly. They can communicate about matters which interest them. | |3 Years |Can jump off lower steps. Can pedal and steer a tricycle. Go up stairs 1 foot per step and downstairs 2 feet per step. Copies a circle. Can Imitate and draw on request. Can build towers of 9 or more cubes. Has
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Physical Development Mental Development Emotional Development Social Development Birth to 2 Months Knows mum by smell. Turn head to sounds. See clearly 2 feet ahead. Copy facial expressions like smile‚ Frown and surprised. Learns to control emotions to calm self-down. Forms a strong bond with mother. 2 – 3 Months Can hold finger and can hold up head when lying on stomach. Sleeps and eats more regularly. Makes coos and other sound at the sound of peoples voices. Will cry if
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NAME: SANDRAGASSEN RENGHEN (EDDY) TDA 3.1: Communication and Professional Relationship with Children‚ Young People and Adults. Question 1.1: Explain why effective communication is important in developing positive relationships with children‚ young people and adults. Effective communication is an essential tool to help in establishing‚ maintaining positive and better relationship when working with children‚ young people and adults. How we communicate is as important of what we communicate‚ therefore
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To encourage pupils to behave appropriately‚ the strategies I will employ are: 1. Keep rules to a minimum. Too many rules make it difficult for pupils to remember and follow them. 2. Be proactive. This means preparing things in advance and taking action before something happens to prevent the pupils‚ group or class from working well. Advance planning and preparation is essential to avoid disruption. 3. Work within a clear framework. As directed by the teacher‚ organize work and give pupils clear
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of their personal background. Participation would be to include everyone in school‚ even if a child cannot fully participate‚ we should always involve them. In my school we have a student council‚ a group from key stage 1 and a group from key stage 2‚ they help decide on treats such as discos and parties‚ they also let school know what they like and dislike within school and what can be done to improve it‚ and make it a better place for the student. We should help pupils to do their best and build
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