| Witness Testimony(to complete in school) | | 2. Understand the impact of prejudice and discrimination on children and young people. | 2.1. Explain ways in which children and young people can experience prejudice and
TDA 2.3 Communication and professional relationships with children, young people and adults In my assessment I will be looking at communication and professional relationships with children, young people and adults in schools as well as identifying and describing the key points linked to this topic. 1.1 Describe how to establish respectful, professional relationships with children and young people When building relationships with children and young people, it is vital that you adapt your behaviour and communication accordingly. You need to be able to make yourself approachable, as some children can find it difficult to connect with adults. This is why demonstrating effective communication skill can be just as important as offering support. Establishing ground rules and mutual respect at the start of any relationship when working with children is vital, this will be the foundation to successfully interacting with all children regard less of their age, culture and abilities.
2.2 Any form of prejudice and discrimination can have a severe negative effect throughout a person’s life. Being undervalued by peers can make a person feel isolated and lonely. A child’s confidence and self esteem will become less and less the more they are discriminated against. They will start not wanting to be involved in activities, stop putting their hand up to ask questions. This in turn will affect their learning and ability to interact.
E2) describe the legal requirements that support the actions to take when it is considered a child may have special needs. Children act 1989- ‘children in need’- what does this mean? * ‘Children in need’ are the disable children for who the social services department should provide service. Special Education Needs and Disability Act 2001- what does part 1 reform? * This act strengthens the rights of children with special educational needs to be educated in mainstream schools.
1. Understand the pattern of development that would normally be expected for children and young people from birth-19years. 1.1 Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth-19 years. 1.2 Analyse the difference between sequence of development and rate of development and why the distinction is important. 1.3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected 2 Understand the factors that impact on children and young people’s development 2.1 Analyse how children and young people’s development is influenced by a range of personal factors 2.2 Analyse how children and young people development is influenced by a range of external factors.
At this time period children do not have the capability to use reason. Parenting style has a major impact on children and their temperament. Neglectful, uninvolved parenting can lead to children feeling sad and lonely [ (Berger, 2011) ]. Child abuse is defined as “deliberate action that is harmful to a child’s physical, emotional, or sexual well-being” [ (Berger, 2011) ]. Two warning signs of child abuse or child maltreatment are hostility toward others and impulsive reactions.
This may cause difficulties because the child could become neglected. Also the child may be looked after by the state because the parent might be unable to meet the needs of the child so they may be better in care until the parent is able to cope again. Interviewer: Do you think any other reasons? Interviewer: I think maltreatment to the child because if the parent has abused the child then they don't deserve to keep the child and the child would be better off in care and away from their family. Also if we left the child in this situation it could lead to death of the child and it wouldn’t be right so if there is any sign of abuse then we will investigate in the situation.
Unit 2 1. A) Explain the difference between sequence of development and rate of development from birth to 19 years of age. Please ensure that you include the following • physical • communication • intellectual/cognitive • social, emotional and behavioural • moral Each child is unique and will develop in there own way and own time, many of these skills and areas of development will overlap with one another. The main aspects of development include physical development,Communication and Language development, Intellectual and cognitive development, and social,emotional,behavioural and moral development. Most children will follow the same “pattern of development” but the ages at what they meet them may differ depending on the individual.
Task * It is important to understand the principles of the EYFS Frameworks as not doing so can impact the child’s development by them not receiving the appropriate stimulus for learning. In September 2008 England introduced the EYFS as a statutory curriculum for ages 0-5, for children who are educated in settings such as nurseries, schools, under child minder care, after school and holiday clubs. In England there are 6 areas of learning which professionals must focus and plan on, there are: * Personal, Social and Emotional Development (PSED) * Creative Development (CD) * Physical Development (PD) * Knowledge and Understanding of the World (KUW) * Problem Solving, Reasoning and Numeracy (PSRN) * Communication, Language and Literacy (CLL) By using these to plan for each individual child, practitioners are able to find delays within certain aspects, and also help children to improve – where possible – in these areas when needed. * National and Local guidance materials are used in settings to support the input of the EYFS. The Nursery follows the guidance materials and the Nursery Manager will update staff of any new guidance materials available.
It is surely wrong and unfair to punish a child for responding in a natural way to having important needs neglected. For this reason, punishment is not only ineffective in the long run, it is also clearly unjust. 3. Punishment distracts the child from learning how to resolve conflict in an effective and humane way. As the educator John Holt wrote, "When we make a child afraid, we stop learning dead in its tracks."