In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children. Existing and new initiatives being discussed and reflected upon by the evaluation of article reports and how these topics may impact upon my own practice by using reflection. Module 4FD028. Learning Outcome 1 Key concepts and approaches in Early Years provision and the requirement for quality provision and practice for children. Considering the work of key pioneers and current experts with links to child development theory.
Improve decisions about whether further specialist assessment is required and, if necessary, provide information to contribute to it. Provide better, more evidence base information to targeted and specialist services. The holistic approach adopted by the common assessment focuses on three assessment areas for the safeguarding of the children. • Development of the child or young person How well the child or young person is developing, including their health, emotional and social development, and progress in learning. • Parents and carers How well parents and carers are able to support their child or young person’s development and respond appropriately to their needs.
2. Agency name | Role of agency | 1. Shropshire Safeguarding Children’s Board (SSCB) | A representative group of agencies involved in Safeguarding Children and Child Protection | 2. Working Together to Safeguard Children 2013 | This agency covers the legislative requirements and expectations on individual services to safeguard and promote the welfare of children | 3. Social services | This agency aims to create more effective organisations, making communities stronger, and promote equality and opportunity.
Inappropriate moving and handling practices may result in tissue damage and contribute to ulcer formation. Once formed, pressure ulcers may prove difficult to treat and their presence may have implications on how a client may be positioned and moved and may further hinder their recovery. Many ulcers could, and should, be prevented (Disabled Living Foundation (DLF), 2001). It is therefore essential that practitioners are aware of those moving and handling techniques that may assist in the prevention of pressure ulcer formation as well as mindful of any practices that may lead to tissue damage, albeit
Another dilemma would be knowing when to break confidentiality and share information. If you have any concerns about an individual or feel they are at risk you need to share them and report it, it is always better to be safe than sorry. Other dilemmas in our setting could be:- • Staff falling out, • Break confidentiality, • Swearing and behaviour, • Absent staff members, • Lack of team work. 2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care. There are many ways to manage risks associated with conflicts and dilemmas:- • Allowing individuals to explore with guidance, • Making individuals aware of potential hazards and dangers, • Allowing individuals to acquire life skills through learning how to cope with risky situations, • Staff ignorance, • Parents are a risk to staff if reported to social services.
The tasks below will help you to become more familiar with them.Task 1 - [1.1,1.2]Outline the current legislation, guidelines, policies and procedures that affect the safeguarding of children and young people. Include how child protection within the wider concept affects the safeguarding of children and young people.Task 2 - [1.3] Analyse how national and local guidelines,policies and procedures for safeguarding affect the day to day work with pupils in school. For example - child protection , risk assessment Task 3 - [1.4]Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Task 4 - [1.5] Provide an explanation on the processes used by own work setting -
The Life-Span Perspective of Development Kimberlynn Silva PSY375 April 22, 2013 Dr. Judith Suggs The Life-Span Perspective of Development The life-span perspective of development, according to Berger (2011), “views human development as (1) multidirectional, (2) multicontextual, (3) multicultural, (4) multidisciplinary, and (5) plastic” (p. 10). While each of these categories is separate, they are all important to the development of the human person in the span of life. Multidirectional development shows the ways in which the human person changes, and the rate at which those changes occur. The traditional belief has been that change advances continuously until about 18 and then levels out until approximately 50, at which time the changes begin again (Berger, 2011). Some of the major theorists, such as Freud, Erikson, and Piaget theorize that these changes occur in age-related stages; while others, such as Skinner and Maslow do not (Berger, 2011).
This research takes a deeper look into discovering whether resilience is indeed an ability or process? As well as if resilience is due to aspects of environment? Or is it a state of mind? This research also takes a deeper look into child development and how disturbances in their environment effects their behaviors, then determining how resilience plays into the outcome of their lives. 3 Understanding the concept of Resilience In the course of writing this research paper and reading several articles on research about emotional and behavioral difficulties that children face in relation to resilience, one realizes that many of the articles state the same concept.
When we take care of children, we are also helping the human species find the truth and understand the world. (Gopnik et al. 1999: 211) This chapter begins by looking at what elements need to be in place to ensure that children develop to their full potential and have opportunities to explore and extend all their capacities and capabilities. It will further explore the generalized impact on children’s development of social breakdown because of war and conflict – looking in detail at the developmental processes of early childhood, and noting what happens when that progress is interrupted. The major theories of play will be outlined, with the emphasis here on play not only as a necessary feature of childhood and essential component of development, but also as a means to regain ‘lost childhoods’.
2: Affective Factors The three aspects of emotionality that the identified as influences of readiness are: the capacity to experience, express and recollect emotional states. This inability is a n obstruction for readiness in the therapeutic programs. 3: Volitional Factors The volitional factor relates to the ability to choose to engage in treatment. The therapeutic programme needs to be consistent and to have explicit and implicit goals. 4: Behavioral Factors In order to engage in treatment, behavioral and cognitive skills are required.