Assignment 207 Understand person centred approaches in adult social care settings Assignment composition Assignment overview In this assignment you will demonstrate your knowledge of person-centred care. You will explore what is meant by the term ‘consent’, define person-centred values, and consider how active participation can be used to best effect. You will consider how risk assessments can support informed choices and examine the factors that contribute to the well being of individuals using the service. Tasks There are three tasks to this assignment. A Information leaflet B Short answer questions C Case studies This is a summary of the evidence required for the unit.
As long as we were able to identity two out of the three unknown variables, we could use the formula: PV=nRT to calculate the unknown value. 2. With regards to the actual procedure, what were the advantages and disadvantages to the gas law method. Advantages: -The lab quest gave us on point readings and measurements without human error -With each method, it is easy to replicate
Unit 635 Level: Credit value: UAN: Support individuals with autistic spectrum conditions 3 4 M/504/2196 Unit aim The purpose of this unit is to develop learners knowledge, understanding and skills of supporting an individual with autistic spectrum conditions Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand legislative frameworks that relate to individuals with autistic spectrum conditions 2. Understand the main characteristics of autistic spectrum conditions 3. Be able to support individuals with autistic spectrum conditions 4.
TDA 3.2 Schools and Organisations Criteria 1.1 Summarise entitlement and provision for early years education. There are different types of childcare options available for 0-5 year olds, these include:Sure Start - Giving every child the best possible start in life is an initiative called Sure Start which is government led. They offer a broad range of services focusing on Family Health, Early Years Care and Education and Improved Well Being Programmes to children aged 4 and under. Sure Start makes contact with parents as soon as possible in the child's life and can offer support to families who have developmental concerns or other worries about their child. They can also give them support in making referrals for other services.
Stanford-Binet Intelligence Scales for Early Childhood, Fifth Edition (SB-5) Arnold Miller Psych/525 University of Phoenix Alyssa Oland January 24, 2011 Stanford Intelligence Scales for Early Childhood Description The Stanford Intelligence Scales for Early Childhood, Fifth Edition (SB-5) is a test battery measuring young children from ages 2 years to 7 years 3 months. This test is design to identify a proper level of discretion in younger children by providing information for intervention planning to include developmental disabilities, and contexts involving research and forensic work. This test was developed to appraise cognitive assets and limitation in a reliable way in a short amount of time. The SB-5 has five factors known
(2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, California: Jossey-Bass. Morrison, G.R., Ross, S.M., & Kemp, J.E. Kalman, H.K.
Assignment overview Introduction This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development from birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria of Level 2 Unit 201, Child and young person development. Tasks There are three tasks to this assignment. A Complete table B Complete table C Complete table This is a summary of the evidence required for the unit. Task | Evidence required | Unit coverage | A | Complete tables | 1.
Jean Piaget conducted research by a clinical method, whereby, to establish his theory, he presented children with problems to solve and watched and recorded A) the ways in which they approached them and B) their reasoning. He did this with varying ages. To him children were not just passive receivers. Piaget’s theory is based primarily upon development. Piaget argued that children’s development occur in the sequence of 4 stages.
Associate Level Material Appendix D Goal Evaluation Matrix Choose five of the scenarios in Appendix C and evaluate the goals according to the SMART criteria. Provide support for your evaluation. | |S |M |A |R |T | |Goal setter and goal |Is the goal specific? |Is the goal measurable? |Is the goal attainable?
UNIT 1 (CYP Core 3.1) Understand child and young person development [pic][pic][pic] Name………………………………………………. Date…………………………… Tutor / Assessor signature and date Activity 1 (1.1, 1.2) Complete the five tables at the back of this pack, showing the sequence and rate of development for children and young people from birth to 19 years Activity 2 (1.2) a) What is the difference between sequences of development and rate of development? A sequence means that there is a definite pattern to the development and the ranges of development can be easily characterised. Following these patterns at the warren will help to identify whet stage a young person should be at and highlight any areas they need extra support in. Rate is how quickly the development happens.