Improve decisions about whether further specialist assessment is required and, if necessary, provide information to contribute to it. Provide better, more evidence base information to targeted and specialist services. The holistic approach adopted by the common assessment focuses on three assessment areas for the safeguarding of the children. • Development of the child or young person How well the child or young person is developing, including their health, emotional and social development, and progress in learning. • Parents and carers How well parents and carers are able to support their child or young person’s development and respond appropriately to their needs.
* Deeper perspective view in life decisions. * Preventing any accident so that parents and guardians are at peace. * Develop skills to help them become independent. * Learning in a positive way. HOW POSITIVE ENVIRONMENT AND ROUTINE MEET EMOTIONAL NEEDS OF CHILDREN AND THEIR FAMILIES Parents will find a postive
It’s about being able to stand on your own two feet, being independent or taking back power or control. Therefore, resilient children are those who manage to cope with uncertainty, are able to recover successfully from trauma and who resist adversity (Newman, 2004). This essay will identify where internal resilience comes from and the external factors that can impact on resilience as well as how it links to attachment relationships. It will also examine ways in which child care professionals can foster resilience in children and young people and how this can underpin the principles of safeguarding. Safeguarding is everybody’s responsibility.
2. Cite examples of how language awareness fosters school-age children’s language progress Verbal communication and language awareness is important and it plays a major role in developing their brains, connections and is crucial to development in young children. Daily reading, writing as well as language based plays improve their listening, speaking and language skills and also to help cope with issues such as social or emotional problems. 3. List some teaching practices that foster children’s achievement and some that undermine it.
“you don’t mean that” attitude . Listening to children also means that we acknowledge their feelings, and by doing this it helps they feel they are being taken seriously in turn they are helped to confront feelings. Reassuring children as they go through these transitions and telling them that other children may be going through he same thing and have experienced the same feelings. Allowing them to express their feelings of fear or anxiety can help reassure them. Structured approaches There are lots of ways adults can help children and young adults through transitions, the age/stage of the child is an important factor to the professionals, these are usually :- bereavement consolers, play therapists, parents and voluntary organisations.
Projects such as the Effective Provision of Pre-School Education (EPPE) and Peers Early Education Partnership (PEEP) have been instrumental in highlighting the long term impact that high quality early years provisions can have on young children. “Communication in childcare is the one of the greatest ways to provide the best care for the child on both ends - for parents and providers. Not only is this the best way to provide the best possible care for the child, but it makes for a great relationship between parents and providers” http://www.myparentime.com/articles/articleS198.shtm Training and Development Practitioners have many teaching responsibilities to children, families and professionals. Using training and development helps to develop the skills, attitudes and practices of a competent teacher. It helps practitioners to provide new ideas and thoughts about practice and to feel confident about areas of work or knowledge that needs updating.
1.3 analyse a strategic national or local policy that has a positive impact on outcomes and life chances and young people. Howdon Children's Centre aims to achieve better outcomes for children through, early education integrated with Childcare and creche, family support, outreach, and child & family health services and adult training and employment support. The Centre is scrutinised by an Advisory Board made up of local parents and partner agencies. The Early Life Support team with an emphasis on delivering prevention services, provide a wide range of services to children aged 0-5 and their families. Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops.
REFLECTIVE JOURNAL ECE 205 Introduction to Child Development a. What has impacted your learning the most throughout this course? This course has impacted my knowledge of how important changes are that occur when a child grows and develops. This includes being physically healthy, mentally alert, emotionally sound, socially competent and ready to learn. As per research the first three years are critical in the shaping of a child’s brain construction and early experiences is the base of the brain’s organizational development leading throughout life.
``CHILDHOOD STUDIES | TDA 3.1Communication and professional relationships with children, young people and adults | CACHE Level 3 Supporting Teaching and Learning in Schools (QCF) | | | | Criteria | Evidence | Completed | 1.1 – 1.32.1 – 2.53.1 – 3.3 | All covered in workbook | | Tutor/Assessor feedback: | Unit TDA 3.1 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults. 1.2 , 2.1 Explain the principles and skills needed for relationship building and communicating with children, young people and adults. Unit TDA 3.1 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. Please give an example for each of the following: * Social * Professional * Cultural 2.5 Explain how you would manage disagreements between children, young people and adults. Unit TDA 3.1 Communicating with adults | Situation | Verbal communication | Non-verbal communication | Team meeting | | | Dealing with an angry parent | | | Giving information to a parent with EAL | | | Greeting a colleague with a hearing impairment | | | Communicating with pupils | Situation | Verbal communication | Non-verbal communication | A 6 year old has fallen over in the playground | | | A Year 8 pupil is being disruptive in class | | | Giving an instruction to a pupil with autism | | | Checking the understanding of a pupil with a speech impediment | | | A Year 11 pupil is concerned about their exams | | | 2.2, 2.4 Consider the types of situations in which you may be communicating with adults and pupils.
For example, you might say "Well done, that was hard, and you managed it". * Reassure them that it's OK to make mistakes and that it's all part of growing up. Avoid being too critical - this directly damages confidence. * Acknowledge their feelings - and help them express their feelings in words. For example, encourage them to say, "I'm upset because..." or "I feel happy when...” * Focus on strengths, not weaknesses highlight the things they are good at * Respect the child's interest’s comment to show you're listening.