1. Know how to interact with and respond to children and young people (1.1) Describe how to establish respectful‚ professional relationships with children and young people (1.2) Describe with examples how to behave appropriately for a child or young person’s stage of development To establish respectful and professional relationships with children and young people‚ there are many procedures to achieve this. The way to do this would be by the way an adult interacts with a child
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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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English 151 April 27‚ 2014 Society’s Attitude towards Young People Why doesn’t society give people of young age a chance? Everyone is different. Not all are violent‚ wear hoodies‚ and are ignorant. Some of us are mature‚ do well in school and are on the right path in life; so to be stereotyped into one category by older adults is unfair. Young people in our society today are viewed in a negative way. They are often frowned upon by society based on
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difficult to actually define. Most people would tell you they know when they are being treated respectfully‚ but might have trouble identifying their own disrespectful communication styles. Self-respect is commonly spoken of‚ but it might be surprising to learn how often people struggle to consistently achieve it for themselves. Respect can mean treating ourselves and others with consideration‚ care and esteem. To show respect means to have regard for other peoples’ feelings and to treat them with
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Positive Reinforcement for Children Mary Camacho Nova Southeastern University Abstract From a very early age‚ children begin to learn about the association between behaviors and consequences. They realize that there is always going to be a consequence whether it’d be positive or negative‚ that would follow the behavior. Sometimes children behave very well and most of the time‚ children tend to give parents and others around them a hard time. When it comes to behavior modification‚ some
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most children and young people experience Transition Age Reason Being cared for by someone other than a parent 0 – 2 Many children will be left by parents with relatives and friends for short periods of time. Some babies and toddlers may also go to a childminder or day nursery as their parents work. Joining a nursery or pre – school 2 – 3 Many children’s first experience of being in group care is at around 2 years as they start in a pre – school or nursery. Going into a reception class 4 – 5
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- 1 - Wendy Moss TDA 3.7 Support Assessment for Learning Nationalarchives.gov.uk Studymode.com Briefing Paper Assessment for Learning for the next Governing Body Meeting 1.1 Compare and contrast the roles of the Teacher and the Teaching Assistant in assessment of learners’ achievements. The class teacher’s main role is to monitor and assess pupil achievement. The teacher will need to know how all children are progressing and must report back to parents and other staff in order to support
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LEVEL 3 DIPLOMA – SUPPORTING TEACHING AND LEARNING IN SCHOOLS Unit 5 Promote equality‚ diversity and inclusion in work with children and young people Outcome 1 Promote equality and diversity in work with children and young people There are many Acts of parliament and codes of practice that detail the legal requirements and responsibilities of schools with regard to promoting equality‚ diversity and inclusion:- The UN Convention on Rights of the Child 1989 The Convention on the
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Equality‚ diversity and inclusion in work with children and young people Legislation and codes of practice Disability discriminations act 1995 Disability discriminations act 2005 Special educational needs and disability act 2001 Race relations 2000 Children’s act 1989 Children’s act 2004 Educations act 1996 Equality act 2010 Importance of supporting the rights of children and young people to participation and equality of access Every pupil has a right to a curriculum that is broad‚ balanced and
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CU1523 Working together for the benefit of children and young people 1.1 Multi-agency working aims to support children and young people earlier to ensure they meet the five Every Child Matters (ECM) outcomes. The five outcomes of ECM state that we need to be working together to achieve the best possible outcomes for children in our setting. These outcomes are: • Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well being Multi-agency working brings
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