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.
Social Competence: Childhood to Adolescence Social competence is defined as “the ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations” (Rubin & Rose-Krasnor, 1992). It does not typically emerge fully until a later age meaning immaturity is often displayed by young children, but they also have the capability to display maturity. Maturity or immaturity can be observed through specific characteristics such as emotional regulation, perspective taking, distributive justice, displaying of empathy, communicating with peers, social problem solving, prosocial behavior, and gender-role stereotyping from an early age and serve as indicators for adolescent social competence. Summary Emotional Regulation One characteristic of a socially competent adolescent is the capability for emotional regulation. Emotional regulation is when a person utilizes strategies “to adjust the intensity or duration of [their] emotional reactions to a comfortable level so [they] can accomplish goals” (Berk, 2009, p. 407).
Explain the importance of multi-agency and integrated working. How does this create a better outcome for children, young people and their families? Multi-agency working is different services, agencies, teams of professionals and other practitioners working together to provide the services that meet the needs of children, their parents or carers. These can include health visitors, educational psychologists, colleagues from other early year settings, social workers and parents or carers. Integrated Working is when all these professionals supporting children work together effectively to put the child at the centre, meet their needs and improve their lives all under one roof.
It’ll help give them a sense of belonging to others and in the world. Teens could work together and create community service projects that’ll help the community and Hawaii. This also gives them a reason to work together and cooperate with one another. There will also be time for homework and other activities to help each other exceed academically and physically. With this program, teens that usually don’t talk to each other will start to get along with each
| 2. Training for Youth and Young Adults:Develop leadership training, education and support to young people that is interesting and tailored to meet their needs, interests and styles | 1) Work with Youth Facilitator to provide statewide leadership training to youth and young adults to empower them to ensure their voice is heard in System of Care messages and in decision making. 2) Provide opportunities for youth to participate in marketing strategies and action steps in spreading the system of care message. 3) Develop and implement an evaluation tool/process.
It encourages children to learn at their own level that they feel comfortable and confident with, therefore enhancing the opportunity for developing many social and intellectual skills. Skinner Skinners theories are used widely in practices as we praise children for positive behavior or for performing an action correctly, Skinners theory on negative behavior was putting a child on timeout. 1.2 Explain the potential impact on service provision of different theories and approaches I feel that we use a bit of all these theories and approaches in our setting. The children use their own choice and freedom to develop their own play. As each child starts in our setting, their parents fill in a portfolio, which helps our staff learn their likes and dislikes and their favorite toy, song and story.
HOPE BOYZ and HOPE GIRLZ YOUTH SUPPORT Groups OBJECTIVE Provide skill-building support /empowerment groups for identified at-risk youth in school and community settings that work to reduce the impact of multiple-risk factors, enhance protective factors (strengths), and involve families in supporting youth involvement and success. HOPE BOYZ/HOPE GIRLS support empowerment groups allows participants to realize their own potential by working toward mutually agreed upon goals. They can also provide individuals with peer support. TARGET GROUP The primary audience are youth and young adults, 14-17 yrs old and 18-24 yrs old, whom have multiple risk factors linked to “at risk behavior”, gang identified, engaging in negative street behavior. Participants are encouraged to have full group participation, so that they can embrace the need to make a change and take greater command over issues that are affecting their lives.
The most important role that play can have is to help children to be active, make choices and practice actions to mastery. They should have experience with a wide variety of content (art, music, language, science, math, social relations) because each is important for the development of a complex and integrated brain. Play that links sensori-motor, cognitive, and social-emotional experiences provides an ideal setting from brain development. According to Montessori, the essential dimensions of play are: Voluntary, enjoyable, purposeful and spontaneous Creativity expanded using problem solving skills, social skills, language skills and physical skills Helps expand on new ideas Helps the child to adapt socially Helps to thwart emotional problems If play is the work of the child, toys are the tools. Through toys, children learn about their world, themselves, and others.
To work ethically with young people, youth workers will adopt the following practice responsibilities: • Recognition of Indigenous peoples. • Young people as the primary consideration. • Duty of care. • Privacy and confidentiality. • Boundaries.
It is through these five elements that we can begin to make sense of the dominant discourses of youth work in the twentieth century and can view youth work as a form of informal education’ (Smith 1999) The main features of the definitions of youth work is that the youth workers number one priority is to help and inform the young people. The AYAC definition and Bessants definition are similar, because they both agree that the youth worker must put the young person interests first. Smiths five elements encourages youth workers to be aware of the young people's welfare and provide them with informal education. My idea of youth work is similar to that of the AYAC and Bessant, because I believe that the youth worker must listen to the young person, provide them with advice and put their welfare as their number one priority. Define detached youth work and explain what impact does detached youth work potentially have on the power relations between young people, youth workers, family, peers and society?