Unit 301 Communication and professional relationships with children, young people and adults Credit value: 2 NDAQ number: F/601/3327 Unit aim This unit provides the knowledge and understanding which underpins effective communication and Professional relationships with children, young people and adults. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the principles of developing positive relationships with children, young people and adults 2. Understand how to communicate with children, young people and adults 3.
In cultural psychology the mental processes are compared with the society and the individual who has grown up in that society. Comparatively, cross-cultural psychologists systematically research behavior across cultures in different cultural situations (Shiraev & Levy, 2010). Critical Thinking Critical thinking in cross-cultural psychology is important because cross-cultural psychology is about identifying the similarities and differences in individuals and how they function in his or her culture. Critical thinking is about making realistic, valid and reasonable evidence. Critical thinking is described as maintaining an attitude that is open=minded and doubtful (Shiraev & Levy, 2010).
Understand product liability issues and recotnize contractual and non-contractual liability in business transactions. 4. Locate government resources, programs and legislation that impact international trade and investment. 5. Recognize situations in which legal advice should be obtained.
Emotional development is the beginning of a child's experience, expression, understanding, and guideline of emotions from birth through late adolescence. It also includes how growth and changes in these processes concerning emotions occur. 4. Social development involves learning the principles, information and abilities that enable children to relate to others effectively and to contribute in positive ways to family, school and the community. Norms are the usual, typical or standard things to do in a society or community.
Assessment is an ongoing, dynamic process which continues throughout the process of working with a client. As situations change and people change it is tremendously important to re-assess the client in order to deal with there issues appropriately. Assessment is the beginning of a process of change for the client. Meetings between clients are therefore not merely an unorganised, random act. It is organised and assessment is a major part of the process of change, developed between the social worker and the client.
These interactions allow individuals to make sense of the world, shaping ideas and beliefs and providing the opportunity to use language to express thoughts. Figure 4.S depicts a typical experience where the practitioner supports children to express their ideas. Bruner suggested that meaning making included not only how children make sense of the world but also how they understand themselves. He referred to both constructing Interactionist theory. meaning and processing of information as a way of understanding development.
It enables children to interact and participate in a variety of projects to encourage creativity and independence. This is a good strategy as it encourages children to construct their knowledge through the relationships they build with others and the surrounding environment. ‘’It is an approach where the expressive arts play a central role in learning and where a unique reciprocal learning relationship exists between practitioner and child’’. www.educationscotland.gov.uk/ (21/11/13). It is an important aspect to carry out when allowing children to play, as it encourages children to be independent learners, and allows them to understand and learn about life and the world.
This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and
Historical foundations, professionalism, the role of technology, and trends and issues in education are introduced. Students will examine personal reasons for wanting to teach and will create a personal philosophy of education. (3 credits) Prerequisites: GEN 200 and EDU 300. EDU 305 Child Development This course explores the development of the child from birth through eighth grade. Physical, cognitive/intellectual, social/ emotional, and moral development will be examined.
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care