present without the other and still qualify for an ADHD diagnosis. Children are diagnosed with ADHD when they have met specific guidelines within these two categories. A number of parents observe signs of inattentiveness‚ restlessness‚ and impulsivity in their child even before their child starts school. The child might lose attention while playing a game or watching TV‚ or the child might dash about totally unrestrained. Since children mature at different levels and vary in character‚ nature‚ and energy
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Inspectors (HMI) to 72 schools and reports on the impact of the guidance provided to schools four years ago by the Department of Education and Skills (DfES) and the National Healthy Schools Standards (NHSS)‚ agreed in 1999.[1]‚[2] Both clarify the importance of good provision to ensure that schools meet the needs of pupils with mental health difficulties. Schools’ lack of knowledge of the DfES guidance results from a missed opportunity to improve the quality of provision for pupils with mental health
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Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legalisation and codes of practice relevant to the promotion of equality and valuing of diversity. Below is a list of the legislations which form the basic government statutory codes of practice and frameworks that school policies and procedures should have in relation to equality and inclusion. United Nations Convention on the rights of the Child. This is set up to make
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early year’s frameworks and how national and local guidance materials are used in settings. All four nations in our country develop their frameworks slightly differently. Since 2008‚ England has introduced a statutory curriculum for children aged 0-5 years for children who are being cared for or educated outside their homes. This framework is in place for child-minders‚ nurseries‚ Pre-schools and after school clubs. In addition to the ’education’ programme for the early year’s foundation stage (EYFS)
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Imaginative Play in the Academic Kindergarten Class LaDonna C Williams William Woods University Abstract Play! The simple term is considered to be used for entertainment and to help children release large amounts of energy and enthusiasm. Adults often use the phrase‚ “Go Play!” to children for that very reason! It is viewed as a pleasure based activity not a need or necessity. It is seen as the first thing to “cut” from a child’s schedule. Therefore‚ with the growing demands for teacher
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PORPHYRIA’S LOVER The Story: a young man waits in his cottage for his beloved‚ who has stolen away from her rich family to see him. When she arrives‚ he murders her so he can possess her forever. The Voice: the story is told by the young lover himself‚ as a first-person‚ intra-diegetic narrator. In this poem‚ Browning creates the voice of a madman and much of the poem’s dramatic intensity arises from the contrast between how he portrays the events of the story and how we‚ as rational‚ moral readers
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|“Not one of them comes out of this alive‚ not one.“| Teleplay By: Nicole S. Brian C. Shelly Z. CHARACTERS: The Barber Torres Narrator Barber’s thoughts Julien Person 1 Person 2 Person 3 Judge Just lather‚ That’s all. BY: Hernando Tellez [pic] ACT 1 Scene 1 (CAMERA FADE IN SLOWLY‚ the street is quiet. CAMERA PANS CLOSER IN A SALON BESIDE THE ROAD. We hear the narrator) Narrator: It was a regular sunny day for
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(1998) Literacy con Cariño‚ Mr. B focuses mainly of the importance of play‚ especially within writing‚ in regards to literacy. The authors recognize that while play “…is not usually associated with writing”‚ it is “…something they would want to do” and that “Children usually succeed at play” (Hayes et al.‚ 1998‚ p. 63). They also assert that language is both fun and social in the same aspect as play. Because of these reasons‚ Mr. B incorporates play with different activities such as writing class books
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of theories of development and learning. Bronfenbrenner’s (1979) ecological theory considers children’s development within the context of systems of relationships. His theory acknowledges the fact that contexts are continuously changing and that children have impact on their contexts. Another theory is Vygotsksy’s (1978) sociocultural theory‚ suggesting that children’s social and cultural contexts influence their development and learning. His theory acknowledges that guidance and support of adults
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Play Observation Play Observation While observing Gabriel for a period of one week‚ there were many concerns in his interactions with others and the difficulty he seemed to have making new friends. Many of the other children in class did not seem to accept his high energy and would have rather not played with him. When Gabriel tried to join a group of children‚ some children would welcome him‚ but ignore him and other children would verbally let him know that they did not want to play with him
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