506 1.2 Analyse the difference between sequence of development and rate of development and why the distinction is important It is important that this is monitored closely and the distinction between sequence and rate is defined as it can help to distinguish if a child has Special‚ educational needs. If the sequence and rate of development are not followed it can help professionals to identify that a child might be presenting as having difficulties which could lead to SEN so it is important
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Unit 331 Outcome 4 Understand the importance of early intervention to support the speech‚ language and communication needs of children and young people. 4.1 Analyse the importance of early identification of speech‚ language and communication delays and disorders and potential risks of late recognition. Language is very crucial to learning‚ as it’s linked to our thoughts. It enables us to store any information within an organised way. If a child or young person is having difficulties in communicating
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Unit 4 – Engage in Personal Development in Young People’s setting. 1. What is meant by the term ‘reflective practice’‚ and why is it important in helping to improve the quality of the service provided? The term ‘reflective practice’ means thinking and evaluating your actions so that you are able to improve yours and the schools practices. By reflecting on your actions with the children or other work within the school you can see what worked well and what needs improving with the activity. You
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Unit 5- the principles underpinning the role of the practitioner working with children. E1- describe the responsibility of the practitioner in professional relationships. Respecting parents views a responsibility of a practitioner as the parent is the main carer and first educator of the Childs life. It is important to consider and take into consideration all of the parents’ wishes and offer them the highest standard possible for their child‚ ensure you listen to all of the parents views and concerns
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Unit 022 Understand Child and Young Person’s Development. Personal Factors | How children/young people’s development is influenced | Assessment Criteria | Health Status | Delayed cognitive skills‚ poor concentration levels‚ maybe limited in what they can do‚ poor attendance due to illness which can then lead to problems building relationships. | 2.1a | Disability | Misinterpretation of a child’s disabilities and needs can lead to an underestimation of their
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Transfers objects from hand to hand Using sound to indicate dicontent Likes being tickled and cuddled Rolls from back to tummy & vice verca May watch or look for hidden toy Babbles back to you Transfers objects from hand to hand 9-12 mths Understands no & other commands Drinks from a cup unaided Plays with shape and sorting toys Says first words - mama dada Likes looking at herself in the mirror Eats finger foods she can grasp Can find a hidden toy Imitates animal sounds Can become attatched
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Learner Performance Evidence Record For Holistic Assessment Of Units Use this form to record details of activities (tick as appropriate) Observation by your Assessor Seen by a Witness Observation by Expert Witness Professional Discussion Self-reflective Account Assessor Statement of Work Product Your assessor may wish to ask you some questions relating to this activity. Ensure that they are recorded and remember to sign and date the bottom of these sheets. Learner Name:
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Children’s and Young people’s Workforce level 2 TDA 2.1: Child and Young Person Development Task 1 (1.1): Describe the expected pattern of children and young people’s development from birth to 19 years‚ to include: physical development communication and intellectual development social‚ emotional and behavioural development. Answer to Task 1 (1.1): Physical Development: Age Expected development 0-3 Months When placed on their front‚ babies lie with the
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plan for FETAC level 5 in Child Development and play. Programme Title: Child Development and Play. Overall Aims: To provide the learner with theory and practice of child development and organize play activities to promote child development. Objective: Explain the key stages of child development Introduction to the theory and practice of child development Plan and organise activities to promote child development Use observations to compare against normative milestone Development. Learning
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Unit 51: Support the Creativity of Children and Young People Unit code: CYPOP 30 Unit reference number: M/600/9807 QCF level: 3 Credit value: 3 Guided learning hours: 20 Unit summary This unit provides competence in working with children and young people to develop their creativity and innovative thinking. The unit explores day-today creativity for living and participation in organised creative activities. Assessment requirements/evidence requirements This
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