| Page 6,7Appendix 1(pg12,13) | | | 1.4. Interact with children and young people in a way that values diversity and respects cultural, religious and ethnic differences. | Witness Testimony (to complete in school) | | | 1.5. Demonstrate ways of applying the principles of equality, diversity and anti-discriminatory practice in own work with children and young people. | Witness Testimony(to complete in school) | | 2.
Support Teaching and Learning in Schools Level 2 Unit 1 Child and Young Person Development |Task 1 |Produce a child development booklet |Unit 1 LO 1.1 | |Task 2 |Complete case study |Unit 1 LO 1.2 | | | | | |Task 3 |Complete table 1 |Unit 1 LO 2.2 | | | | | |Task 4 |Complete the knowledge questions |Unit 1 LO 3.1, 3.2, 3.3 | | | |2.1 | Task 1 Child Development Booklet Design a Child Development booklet which describes the expected patterns of child development from birth to 19years. You can include pictures to make your booklet more interesting and you MUST reference any books and websites that you have used to research for your booklet. Write a paragraph for each of these age groups, covering each of the areas of development listed below. 1) Physical development 2) Communication & intellectual development 3) Social, emotional & behavioural |Babies at birth |Children at 3 years old | |Babies at 1 month |Children at 4 years | |Babies at 3 months
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.
Policies and procedures of the setting relevant to promoting positive behaviour eg:  behaviour policy  code of conduct  rewards and sanctions  dealing with conflict and inappropriate behaviour  anti-bullying  attendance © OCR 2010 Oxford Cambridge and RSA Examinations 1 limits 1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting 2. Be able to promote positive behaviour 2.1 Explain the benefits of actively promoting positive aspects of behaviour 2.2 Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for
Nicola Sydorenko 50122883 Health and Social Care Unit 10 P5 Support that can be used for children,young people and their families here abuse is suspected and confirmed. Parents,friends,family should not leave them for all this time,they need them the most now. When a child discloses they are being abuse or you suspect a child is being abused there are a number of ways that you can support them, in the case study jakes behaviour could be showing signs of maltreatment, one of the strategies that could be used are though telling the child they have done the right thing, and that you believe what they are saying, also important not make promises such as 'everything's going to be okay' or saying that you wont keep secrets or not tell other people about what had been disclosed, as this could create false trust and cause the child more distress in the long-term. Protecting Children Housing support services may affect children when they are admitted to services as part of a family unit. Some 16/17 year old vulnerable young people may also use services in their won right when they are homeless.
Unit CU1533 1.1 Explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings The EYFS is a number of curriculums for children aged birth till 5 years old. All Care providers must make sure that eahc child meet the five every child matters outcomes and rules and regulatuons must be set to ensure this. the eyfs is covered by 6 main areas, these are, ⦁ personal, social and emotional development ⦁ Communication, language and literacy ⦁ Problem solving, reasoning and numeracy ⦁ Knowledge and understanding of the world ⦁ Physical development ⦁ Creative development All these areas are important and are included into all the planning. whether child initiated or adult led activities they should all be linked to the EYFS. The EYFS guides the way in which the nursery sector works and the duties and activities we set out.
Supporting Teaching and Learning in Schools Certificate Level 3 QCF Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People. Assessment Criteria 2.1.1 Outline current legislation, guidelines, policies, and procedures within own UK Home Nation affecting the safeguarding of children and young people. The main piece of legislation that covers the guidelines, policies, and procedures in relation to safeguarding of children and young people in England is The Children Act 2004. Its predecessor was The Children Act 1989 which established the principles of safeguarding children with regards to parents and those that work with children. The 2004 Act, laid down a number of legal requirements such as closer working relationships between the agencies e.g.
Unit 2.5 4.1 The main statues are: • The Convention on the rights of the Child (1989) • The Education Act (1981), (1993) and (1996) • The Children Act (1989) and (2004) • The Equality Act (2006) • The Care Standards (2000) • The Special Educational Needs and Disability Act (2001) • The Race Relations Act (1976) and amendment (2000) • The Disability Discrimination Act (1995) and (2005) • The Public Order Act • The Religious Hatred Act 4.2 All these laws influence the rights of individuals. Every early years, childcare and educational organisation needs to have policies and practices that put these laws into action: Codes of practice- Codes of practice provide guidance and rules on ways of implementing legislation and good behaviour. The purpose of the code should be to promote positive behaviour, so rules should be expressed in positive terms. The code should outline the schools expectations for pupil behaviour in the classroom and around the school. A system of rewards and sanctions should be used to support the code of conduct.
* The right to be healthy. The Education Act 2002 There have been many educational acts and they will continue to be updated with each corresponding year. The 2002 Act brought in a few changes to school regulations, staffing and governance. The 2002 Act also included a provision (section 175) requiring school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of children. It was further amended in 2006 to include a duty of schools to promote community cohesion.
Policies and procedures of the setting relevant to promoting positive behaviour eg: behaviour policy code of conduct rewards and sanctions dealing with conflict and inappropriate behaviour anti-bullying attendance © OCR 2010 Oxford Cambridge and RSA Examinations 1 limits 1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting 2. Be able to promote positive behaviour 2.1 Explain the benefits of actively promoting positive aspects of behaviour 2.2 Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for others 2.3 Demonstrate