is essential for teachers to understand student growth and development. Teachers need to understand how their own students grow. Teachers also need to understand what adaptations their students need. This is very important for all students‚ but especially for their students who are gifted or have special needs. In order for any teacher to do this‚ they must understand the growth of their students. IEP’s are a great example of why teachers need to understand the growth of their students. It is the
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customer needs in mind. There are certain things you can do to make sure you meet your customer needs‚ and those are explained below: First and foremost offer good customer service. The customer is not always right‚ but they should always be respected and valued. So‚ make sure that your customers know they are important to you‚ and that you want to meet their needs. If they know this‚ they will be more forgiving‚ and they will be more willing to stay loyal to you and help you meet their needs by informing
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practice and how as a childminder I ensure my setting meets the requirements of the curriculum which I follow. This is based on the Early Years Foundation Stage (EYFS‚ DfES‚ 2007)‚ whilst still keeping true to my own beliefs in the best environment for learning to meet the needs of all the children whom attend my setting. My setting has eleven children enrolled‚ from one to ten years; all children are able bodied‚ although some have specific behavioural needs. I belong to a local quality assurance
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Task 3 5.1 Identify balanced meals‚ snacks and drinks for children in their EY‚ following government guidance on nutritional needs Children have to have a balanced diet of certain foods in order for the children to grow properly. This list provides for children;- Warmth Growth Sensory experience Fighting infection and healing the body Energy Helping general behaviour patterns‚ for example sleeping‚ concentration and alertness Establishment of good eating habits and prevention of digestive
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Discuss the role of the early years practitioner in planning provision to meet the needs of the child. This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child‚ simultaneously applying theoretical research and professional practice. In addition to this‚ making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs. In order to be a successful early years practitioner‚ they should
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Define the basic nutritional requirements of children and young people to ensure a balanced diet and meet government guidance The Government recommends that all healthy individuals should consume a diet that contains: • Plenty of starchy foods such as rice‚ bread‚ pasta and potatoes • Plenty of fruit and vegetables; at least 5 portions of a variety of fruit and vegetables a day • Moderate amounts of protein-rich foods such as meat‚ fish‚ eggs and alternatives such as nuts and pulses • Moderate
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share common characteristics‚ or have mutual relations. Development relates to realizing potential‚ growth or expansion of something or making something more effective. Community development is the tool by which “people empower themselves by increasing their ability to control their own lives in order to create a more fulfilling existence through mutual efforts to resolve shared problems” ( Maser‚ 1997 ) In the early years development initiatives were driven by a “top to bottom” approach. Projects
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Respecting Childrens voices in Early Years Education Children are our future. We as educators get to make an influence which allows us to bring out the best in children in all aspects of their early years. So why wouldn’t we help the future aeronauts‚ doctors‚ electricians have their say in how they want to learn? why wouldn’t we want to help children grow and evolve based on what they are interested in‚ that could be their future roles and dreams? Allowing children to voice their interests and
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Context and principles for early years provision Task 1: The government has realised in the recent years that the education of children has potential impact on their learning outcomes therefore it is important to have knowledge of the purposes and principles of the early years framework in the UK. The United Kingdom is made up of four nations which all have a slightly different approach to the planning and delivery of the early years education‚ as all four nations are in the early stages of working within
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Abstract The balanced scorecard was introduced in 1992 as a performance measurement tool and has developed now to form a strategic management system. This paper uses eight articles‚ identified in Figure 1 along with extra materials to track and analyse developments in the design and implementation. The paper shows examples of the scorecard in practice and concludes that developments have been beneficial overall. It also highlights problems encountered along the way and further areas for improvement
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