Contribute to the Support of Child and Young Person Development

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Name: Annabel V. Cambarihan
MU 3.2: Contribute to the
support of child and young
person development

Explain how to give adult support for each of this transition Bereavement
If the child has had a death in the family. For instance, a child that they miss their parents or families and they want to be with parents and don’t like to stay at the nursery, just talk to them and to do some activities that can help to children to forget there parents for a certain while, encourage them to play with other children, tell them a story, or bring them in a home corner and afterwards they’ll might be involved with other children and they can make friends and there bereavement fade. They will also need therapy so they can talk through this difficulty or psychologists to help the child. Going to nursery

Going to nursery to nursery at the first time is not easy for children they might be worried because they don’t have friend there and they don’t know to do, most of the children, will be shy, and so on. As a nursery practitioner is not easy to deal to children at the first time but you need to be think of what best you can do to make the children development progress. All the staff of the nursery will need to work hard to encourage the children to take part in activities, to feel welcome them and to teach them to build good relationship and trust to other children. Talk to manger and parents of they are weaknesses and there development, and help each other of what the best thing you can do to progress more the child development. Also allow them visits beforehand to the nursery and if possible do a home visit so they became familiar with the staff. Moving home/ country

Families who moved from one place to another, it’s quite hard for the child to adjust the environment, education and people. But you can do a various activities to help assist the child to deal with their emotional feelings while transition takes place. As a nursery practitioner we need to do some...
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