CONTENT PAGE ABSTRACT ………………………………………………………………………………………………………………………………. 2 INTRODUCTION ……………………………………………………………………………………………………………………… 2 LITERATURE REVIEW ………………………………………………………………………………………………………………. 3 THEORETICAL FRAMEWORK …………………………………………………………………………………………………… 4 METHODOLOGY ……………………………………………………………………………………………………………………… 5 HYPOTHESIS ……………………………………………………………………………………………………………………………. 6 LIMITATIONS OF RESEARCH …………………………………………………………………………………………………….
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CYP3.1 Outcome 1.2 Explain the difference between sequence of development and rate of development and why the difference is important. It is important to know the difference between the sequence and the rate of development as it helps to identify the Childs needs during the stages of their school years. It is crucial to plan effectively ensuring the child receives the support they need in the areas they find most difficult in‚ for example physical development shows a pacific pattern; a baby
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Positive environments for children and young people Positive environment A positive environment is one that supports all aspects of the child’s development; staff members/carers can provide the children different ways to extend their developments. By doing activities and guiding the children through their learning‚ this creates a positive environment for them. Example: Reading and writing activities will help the child or young person’s cognitive and intellectual development. Singing and
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TDA31-2.2 Explain how to adapt communication with children and young people for: * The age of the child or young person * The context of the communication * Communication differences. Building relationships is important in children and young people. You need to adapt your behavior and communication accordingly. Assessing the situation and environment you are in. It is important that children in all situations feel secure and have a sense of value from you. Your interaction
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that ‘Today’s young people are facing challenges no other generation has faced in an over sexualised society’ is an interesting one. I personally believe that today our generation is faced with a sexualised society but to say that it is ‘over’ sexualised and an experience that no other generation has faced is not something I support. Today’s generation is faced with a sexualised society but I don’t think it is a bad thing. If the generation is exposed to this sexualisation at a young age and we have
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UNDERSTAND CHILD AND YOUNG PERSONS DEVELOPMENT Unit 022 Outcome 3 Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern 2 Explain the reasons why children and young people’s development may not follow the expected pattern There are many reasons and factors why a child is not following the expected pattern of development. For example the child may be emotionally unsettled due to a number of
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CYPOP 14: SUPPORT CHILDREN AND YOUNG PEOPLE TO HAVE POSITIVE RELATIONSHIPS Identify the different relationships that children and young people may have (Learning outcome 1.1) ➢ Parents‚ siblings and extended family ➢ Friends‚ enemies ➢ Doctors‚ dentist‚ LAC nurse ➢ Social workers ➢ Teachers/tutors ➢ Carer’s Explain the importance of positive relationships for development and well-being (Learning outcome 1.2) ➢ Children’s welfare can be properly monitored
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Unit 202. Safeguarding the welfare of children and young people. Task A 1. There are many different legislations that can be related to children’s welfare‚ I will be talking about 6 main legislations. Children act 2006 was revised to include the Every Child Matters framework‚ there are 5 outcomes that the local authorities have to improve for all children and young adults up to the age of 20. The five outcomes are Be Healthy‚ Stay Safe‚ Enjoy and Achieve‚ Achieve Economic Wellbeing and Make
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the welfare of children and young people TDA 2.2 SECTION 1 1.1 In terms of safeguarding the welfare of children can you identify (ie name‚ with a sentence of explanation) the current legislation? • Children’s Act 1989 – This Act tells you the responsibility of parents and professionals to make sure a child is safe. • Education Act 2002 – This Act tells you the responsibility of all people working in educational positions ie. LEA‚ governing bodies‚ head teachers and people working in schools
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When it is snack or lunchtime‚ the children is asked to visit the toilet as well as to wash their hands‚ before coming to the table for their meals‚ in an orderly fashion. The setting used meal and snack times to encourage the children to develop independence through making choices‚ serving food and drink and feeding themselves. To protect children with food allergies‚ sharing or swapping of food between children are discourage. Staff joins the children during lunch‚ and tries to make the occasion
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