E.g: • A support worker showing a service user with Autism picture cards of what activities they will be doing • A service user using a makaton sign to say that they need to use the toilet • A tutor using a rhyme or song to teach (e.g. abc song) These are all communicating to provide information. 3. We communicate seeking information. E.g: • A passer by asking you the way to the post-office • A student asking the teacher for help to understand a subject • A Service user pulling a support workers hand to ask a question 4.
In this meeting we will be educating parents about the different forms of abuse namely physical, verbal and emotional abuse. This will be discussed with students as well, We will inform the parent/guardian of their child’s participation to make sure the parent is aware of their child’s response should there be a lack of interest or any concerns thereof, we will inform the respective parents or guardians. In the event that a teacher suspects that a child is being abused or any indication of neglect, the teacher will make a note in the learner’s diary to contact the parent. The process is as follows: The child is first identified by the teacher who then addresses it to the school principal. If the principal is in agreement with the teacher, the parent/ guardian will be contacted by the principal.
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
To provide help and support to the children and their families you need to recognise their needs and rights as a practitioner. By observing the children this is how you can find out the children’s needs along with other things such as their interests. As a practitioner you should communicate with the parents as this will give you more understanding of the children’s needs (if the child may have an unknown disability-dyslexia and needs extra support). Another way of identifying children’s needs is to listen to them to find out what they desire and need. Tassoni.
Resource 2: SIOP Lesson Plan (Rhyming) Zenetta Bronson Grand Canyon University: ESL 533N Advanced Methodologies of SEI January 29, 2014 Teachers should prepare a lesson that targets a specific learning goal which allows students to make connections with their own knowledge, deliver the lesson so that the students are engaged, and be able to comprehensible talk to the students so they understand. Teachers should organize the instruction to build on the relationship between students learning in their first and second language. The attached lesson was delivered in order for the children to gain some understanding of phonological awareness particularly rhyming words. Phonological awareness (or phonemic
CBT often uses training for parents and caregivers as well. It is important for caregivers to understand the effects of PTSD. Parents need to learn coping skills that will help them help their children. Play
Unit 10 (P5) - Explain the strategies and methods that can be used to support children and young people and their families where abuse is suspected or confirmed. There are different types of methods and strategies that can be used to support children and young people also there families. The most common strategies are Play Therapy, Foster Care, Parent Classes, Meeting With Psychologists, Youth Workers, Toddler Classes, Drug abuse & alcoholic rehabilitation, Counselling Youth Centers Charities-Child Line, Mentors and Drawing Arts (Expressing there feelings through pictures). Social workers advise that these strategies and methods are used as this can improve the relationship of the parent and child, re-creating there bond will benefit
Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age. Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are very useful, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about child's development it's good to ask/share information. For example, if a child has not progressed for a while in their assessments or levels, we will call the parents in to talk about our concerns with the child and hopefully try and get them to work with us to help the
Unit 10 – 1.3 – Describe the functions of external agencies with whom your work setting or service interacts This hand out is informing you on the different practitioners and what their role is. Title | Role | Education welfare officer | Education welfare officers (sometimes known as education social workers) work with schools, pupils, and families to resolve issues of poor attendance. Closely related to this job is the schools attendance officer. | Educational psychologist | An educational psychologist is concerned with helping children or young people who are experiencing problems within an education setting with the aim of enhancing learning. | Paediatric nurse | Paediatric nurses access, plan and provide care for children who
People Communicate To: • Share information about children • Understand each other (staff and children) • Improve work practice • Gain information from parents • Find any specific needs • Identify and sort out problems to give information • Give information • Receive information • Give instructions • Receive instructions • Discuss a situation • Express a need • Develop learning • To negotiate For example: Give information: • To give parents information about the daily activities of the setting including routines, visits and activities. • To communicate child’s progress in their learning • To inform parents of incidents such as accidents and illnesses • What they have achieved • What they have eaten and drunk • To inform parents and staff about emergencies such as closures because of weather conditions Gain information from parents: • What the child’s need are • If the child has any alleges to food or medicine • If the child can use the toilet or is the child still in napes • To inform practitioners about child’s life at home Give instructions: • To give instructions to children so that they understand what is required of them in routines and activities such as emergency practices and outings. • So staff now what their role is Effective Communication Unit 001 1.2 Effective communication is important because it affects ever think we do in our setting. It will help us in our role for which I will need to be able to communicate well. Effective communication is a two-way process.