UNIT 136 Support children’s learning and development in the early years. Outcome 1. Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development. Since August 2008, the Welsh Assembly has been phasing in a curriculum known as the Foundation Phase. This applies to children ranged from 3 to 7 years old, who receive local authority funding in schools, preschools, nurseries and childminders.
Several patients are in general activity room. GOALS: During this orientation visit, as a student nurse Iwill be able to: 1. Establish initial contact with KE 2. Assess patient's understanding on why he is here. | |EVALUATION/ANALYSIS PATIENT | |EVALUATION/ANALYSIS NURSE’S | | |PATIENT COMMUNICATION |COMMUNICATION |NURSE’S COMMUNICATION |COMMUNICATION |RESTATEMENT/CORRECTIVE RESPONSE | | |1.)
Unit Title: Support person-centred thinking and planning Unit sector reference: LD 302 Level: 3 Credit value: 5 Guided learning hours: 41 Unit expiry date: 30/04/2015 Unit accreditation number: A/601/7215 Unit purpose and aim This unit is aimed at those who work in a range of health or social care settings. This unit enables the learner to extend their knowledge about the principles, processes and context of personcentred thinking, planning and reviews. It also requires the learner to explore their own role in implementing person-centred thinking and planning and to develop further the skills and attitudes necessary to fulfil this role. Learning Outcomes The learner will: 1. Understand the principles and practice of personcentred thinking, planning and reviews Assessment Criteria The learner can: 1.1 Explain what personcentred thinking is, and how it relates to personcentred reviews and person-centred planning 1.2 Explain the benefits of using person-centred thinking with individuals 1.3 Explain the beliefs and values on which personcentred thinking and planning is based 1.4 Explain how the beliefs and values on which person-centred thinking is based differs from assessment and other approaches to planning Exemplification An individual is someone requiring care or support Person-centred thinking tools include: Important to/for (recorded as a one page profile) Working/Not working The doughnut Matching staff Relationship circle Communication charts 4 plus 1 questions Citizenship tool Decision making agreement Presence to contribution Dreaming 1.5 Explain how personcentred thinking tools can form the basis of a person-centred plan 1.6 Describe the key features of different styles of person-centred planning © OCR 2010 1 Learning Outcomes Assessment Criteria and the contexts in which they are most useful Exemplification 1.7 Describe examples of
Positive Reinforcement Case Study Shantel Rider ECE201: Intro to Early Childhood Behavior Management Instructor: Maya Raimondi September 30, 2013 Positive Reinforcement Case Study In case with Doug the 2nd grader in Mr. McGrady’s class the strategy I would use to address Doug’s behavior problems is criterion specific rewards. “Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target behavior(s) at a set level of performance.”( Curran 2003) A reinforcement system supports students in making connections between a behavior and its consequences (Alberto & Troutman, 2003). Effective, criterion-specific rewards are delivered immediately; contingent; desirable and appealing to students; planned; and realistically attainable (Martella, Nelson, & Marchand-Martella, 2003). Rewards should be simple to implement, easy to record, inexpensive, and nondisruptive (Levin & Nolan, 2000; Smith & Rivera, 1993).
To purchase this material click on below link http://www.assignmentcloud.com/EDL-520/EDL-520-Week-5-Individual-Mentoring-New-Teachers-Developing-a-Classroom-Management-Plan For more details www.assignmentcloud.com The assignment’s purpose is to gain practical experience as an instructional leader by developing an action plan for working with first-year teachers to help them effectively manage their classrooms. Resource: “Leadership Challenge” section in Ch. 5 of Instructional Leadership Prepare a 700- to 1,050-word action plan for a new teacher. Your plan should place you in the role of an instructional leader who will develop an action plan for working with a new teacher on classroom management skills. Include the following
| Objectives Nbr description | Objective Date | Status | Status Change Date | Expected Achievement Date | Required For Discharge | 1 Client will create an individualized discharge plan and relapse prevention plan with the assistance of her counselor during first week in IOP. | 12/16/2013 | In progress | 12/16/2013 | 03/16/2014 | | Strategies Nbr description | Objective Date | Status | Status Change Date | Units of Service | Duration of Hours/Frequency | 1 Counselors will provide worksheets to client at first sessions so that she can work on what she knows so far about elapse prevention and her discharge needs. | 12/16/2013 | In progress | 12/16/2013 | 2 | 1/ Monthly | Summary Previous Comments | Problem Details Problem Number: 2Problem Statement: Client has a family and/or social problemStatus: TreatStatus Change Date: 12/16/2013Problem Date: 12/16/2013Problem Description: client reports an open CPS case |
Your details | |Name |Carrie Palmer | |Your area(s) of expertise for this task |Sherborne Developmental Movement | |School |St Nicholas Special School | |Name of teacher for this task |Jeanette Manning | |Date of task |7th February 2012 | Where relevant in the following sections, the right-hand column is provided for you to record which Standards have been claimed. |2. Sources of evidence for this task
EDLS 201 Principles of Education Section 2 SUNY Potsdam - Fall 2013 Michele Pinard, Ph.D. Department of Curriculum and Instruction Office Hours: Mondays and Wednesdays, 10 a.m. - noon or by appointment 218 A Satterlee pinardmr@potsdam.edu 315-267-2643 Course Description: This course provides an introductory and historical overview of educational philosophies of education, principles of and practices in education, focusing on current challenges. Emphasis is on how educators define, develop, assess, and effectively reflect on their philosophy of education while remaining responsive to socio-academic contexts, students’ and society’s needs. Service Learning Component: Students volunteer in one of three settings for an average
Children’s Services WORK PLACEMENT Assessment Practical Skills Checklist CHC50908 Diploma of Children’s Services (Early Childhood Education and Care) Cluster 111 – Semester 1 2012 Learner Guide Version 2 Assessors Copy Acknowledgments The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank would like to acknowledge the support and assistance of the following people in the production of this learner resource guide: Work Placement Working Group Kay Adams, Gila Goetz, Susan Bird, Fiona McDonald, Sharee Bloomfield, Judy Palmer, Sue Cormack, Rozanne Ping, Lyn Davidson, Sandy Pritchard and Mindy King Teachers, Children’s Services TAFE NSW Writer and Project Manager: Gail Horwood A/ Education Programs
MSc Occupational Therapy Module Title OT6041: Occupational Analysis Module Co-ordinator Dr. Nancy Salmon Student number 0405531 Student Year 2013/14 Word Count 1511words Submission Date 24th September 2013 Occupational Analysis Occupational therapy focuses on helping people to participate in daily life activities they find meaningful. ‘The goal of activity analysis is to understand as much as possible about an activity, including the particular skills required to do it competently and it’s relation to participation in the world at large’ (Cynkin 1995). Activity analysis also looks at the activity demands and performance skill. Activity demands include aspects such as the objects typically used, the space and social demands of the activity, and the specific skills required to carry it out (AOTA 2008). Aspects of occupational Therapy’s Domain: (Commission on Practice (2008) Occupational Therapy Practice Framework: Domain and Process, 2 ed.)