EYMP 2: Promote learning and development in the early years. Unit reference L/600/9782 Level 3 Credit value 5 GLH 40 Unit aim: To prepare the learner to work with children in supporting their learning and development within the relevant early years frameworks within the UK Home Nations. The unit assesses competence in planning to meet children’s needs and providing and supporting learning and development activities. 2. What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded?
This means that they may have an impairment of cognitive ability and physical growth so they will need extra support in daily activities. They also have different facial characteristics. Cerebral palsy is a non-progressive non-contagious disability which is also developed at birth due to the brain. This affects motor conditions that cause physical disability in human development, resulting limits in movement and posture Learning difficulties are also a factor that influences a child’s development. Children with learning difficulties will need extra support with certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book.
CCLD LEVEL 3 Unit 22 Outcome 3 Number 1 Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales, Department for Children, Education, Lifelong Learning and Skills. The statutory Areas of Learning in the Foundation Phase are: • Personal and Social Development, Well-Being and Cultural Diversity • Language, Literacy and Communication Skills • Mathematical Development • Welsh Language Development • Knowledge and Understanding of the World • Physical Development • Creative Development. For each Area of Learning the educational programme sets out what children should be taught and the outcomes set out the expected standards of children’s performance. Including all children under the requirements
On the other hand there are parents that are very protective over their children. They don`t trust their children to do things on their own and help them too much. Those children can fall behind in the development of their motor skills. Simple tasks as getting
As a family they might face issues such as unemployment because almost every job in Canada requires communicating in English fluently since it is the official language. Even if someone gets the job it will be challenging for them to communicate with their co workers or customers. There might be problems when children are able to communicate better than the parents and both of them are not able to communicate well with each other, it might disturb the family emotionally and mentally. Kids won’t be comfortable in letting their parents meet their friends because they feel embarrass when their parents can’t talk properly in English. In order to overcome this issue there are free classes of English available for families but of course there is a certain limit of people who can attend and when the spaces are filled in those classes the only choice left is to pay for the
CYPOP 12 Support young people to move towards independence and manage their lives 1.1 Explain the reasons why some young people may find it difficult to move to independence As young people leave care they face a variety of challenges. Some meet and overcome these challenges, yet others struggle. Some reasons may include: * Incomplete attachment * Abuse * Exploitation * Disrupted or multiple placements * Repeated damaging or unsatisfactory relationships * Unresolved emotional issues * Physical disability * Learning difficulties * Mental health problems * Risks of threat Physical disabilities – In early stages of the young person moving into independence there may be poor transitional planning between multi-agencies preventing access to valuable support. The young person may not receive information correctly in relation to support and choices that are available to them due to the length of time that the young person will have spent with family or paid carers. They may not have developed and experienced independent social lives, access to transport and communication may be limited and placements may be too far away from close family support networks.
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
Some of these disabilities are caused by the parent not taking full care of themselves and the baby. When a parent or doctor notices that something is not right or that the children may have a disability intervention is needed as early as possible. Early intervention makes a big difference in a child’s life. When a parent accepts the fact that their child has a disabilities it can open up their eyes to see that there are many options available to help assist and even overcome certain disabilities. With early intervention there are many services that parents can use relating to their child’s disabilities.
But some of the children who live with their family can be closer or not closer to them this can affect their confidence and their education. Examples: When children grow up in a broken family they might be left out or uncared, they become independent on their own way like hanging around on the streets or staying out late with friends.
Parents are often show frustration at not being there and being able to help their children in addition to not getting to see them as much as the teachers do. Parents may be reluctant to express their concerns because of cultural beliefs related to the authoritative position of the teacher. Parents may also be unsure of how to express their concerns to the teachers. Research shows that parents provide a passionate feeling that is highly personalized and comes with a history and a future. During a power struggle between a parent and a child, you will see emotions seldom seen by two people.