Natalie Ettrick CYP 3.4 – Support children and young people’s health and safety 1.1 There are a number of factors to think about when you are planning for a healthy and safe environment or an activity with children and young people. You must remember everyone is an individual and may have particular needs. If you have a clear understanding of the following then it will become second nature to include safety in your planning. • Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts.
When considering this, it is then thought to be crucial for a parent to set the correct example for their children to learn from. This includes behaviours that are acceptable and those that are not. However, who best knows what the best example is and which behaviours are acceptable, and which are not? In fact, is this actually up to the parent to decide? This essay will keep these questions in mind as it discusses if children have a right to a particular upbringing, and if so, what should their upbringing include or entail?
CT227 - Understand partnership working in services for children and young people Aim: This unit provides knowledge and understanding of the importance of partnership working and effective communication Learning outcomes There are three learning outcomes to this unit. 1. Understand partnership working within the context of services for children and young people 2. Understand the importance of effective communication and information sharing in services for children and young people. 3.
1.2: Analyse how integrated working practices & multi-agency working in partnership deliver better outcomes for children & young people. Systems
Targets can be set to meet more holistic objectives, such as the development of independence skills. o Targets for children and young people/young people who have statements should relate to the objectives on the statement. o List individual targets in this section o Remember that targets should be SMART; Specific Measurable Achievable Relevant Time Bound o Parents should always be involved in the targets that have been set and be informed of the action school is going to take and any help they can give them at home. o Children and young people and young people should contribute to the targets that are set. • Teaching assistants (TA’s) and learning support assistant (LSA’s) can
Similarly, Axford (2009) agrees with this but states that different foci of well-being initiatives have implications for the type of policies and programmes that are supported. These include the child’s needs, poverty, quality of life, social exclusion or children’s rights. We are looking to find why and what effect promoting health and well-being has on children and young people if they start from a young age and what factors to take into consideration to promote it effectively. To do this, the issue of how critical the first few years of a child’s life, should be explored and also what effective interventions are already put in place to promote health and well-being. Why is it so important to
In the essay, the rationale of child assessment will be delved into as well as factors that affect the assessment process. Developmental assessment is “A process designed to deepen understanding of a child’s competencies and resources, and of the care-giving and learning environments most likely to help a child make fullest use of his or her developmental potential. Assessment should be an on-going, collaborative process of systematic observation and analysis. This process involves formulating questions, gathering information, sharing observations, and making interpretations in order to form new questions” (Greenspan & Meisels, 1996, p11). The above quotation captures what developmental assessment encampuses.
Introduction In this essay I am going to discuss the constructions and the implications for measuring and responding to childhood needs. The government policy aims to secure the wellbeing of children, protect them from all types of harm and ensure their developmental needs are appropriately meet. Social and health services have a duty to safeguard and promote the welfare of children in their area who are in need and to promote the upbringing of such children. (Horwath 2001).The needs of a child cannot be met without considering the family and the world in which the child lives in. There is a framework based on an ecological model that provides a systematic way of analysing, understanding and recording what is happening to children and young people within their families and the wider context of the community in which they live.
2. Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people. If the two types of working are working in partnership then it is much easier for the professionals who are working with the children and family to agree the way they might assess and plan for the child. For example, if a young person has to go from one setting to another during the day, then the professionals working together would result in a better understanding and a better quality of care for the young person as sharing information results in a more complete understanding of the young person. 3.
It includes the requirements for: services to work more closely, forming an integrated service, a common assessment of children’s needs, a shared database of information which is relevant to the safety and welfare of children and earlier support for parents who are experiencing problems. Policies which safeguard: schools and childcare settings must develop a range of policies which ensure the safety, security and well-being of their children. These will set out the responsibilities of staff and the procedures that they must follow. Policies may be separate or incorporated into one