Maintain and Support Relatinship

Topics: Communication, Childhood, Young Pages: 3 (703 words) Published: March 12, 2013
...1.1Describe how to establish respectful, professional relationships with...5 pagesJul 2011

1.1 Describe How To Establish Respectful, Professional Relationships With Children And Young People

...respectful, professional relationships with children and young people...2 pagesSep 2011

Unit 014 Maintain And Support Relationships With Children And Young People

...learner can: 1. Demonstrate how to establishrapport and respectful...12 pagesNov 2012

Maintain And Support Relationships With Children And Young People - Reflective Account

...Unit 7 - Maintain and support relationships with children and young people...2 pagesMay 2012

1.1Explain Why Positive Relationships With Children And Young People Are Important And How These Are Built And Maintained HOME PAY FOR ESSAYS ESSAY SUBMISSION FAQS CONTACTthe uk's     quality essay databaseWelcome! Sign in or Register       All Subjects          Art & Design          Biological Sciences          Business & Management          Computer Science          Education          History  Law          English & Classical Studies          Nursing, Midwifery & Health  Open University Courses          Physical Sciences   Psychology  Social Sciences          The Built Environment         Home > Level 2 Diploma in Supporting TeachingQuestion: TDA 2.3 Communication and professional relationships with children, young people and adults.Level 2 Diploma in Supporting Teaching & Learning in SchoolsTask 1 – Children and young people• How to establish respectful, professional relationships with children and young people.• How to behave appropriately for a child or young person’s stage of development (with examples).Pupils in Foundation stage and key stage 1Pupils in key stage 2Pupils in key stages 3 and 4• How to deal with disagreements between children and young people.• How personal behaviour could promote effective interactions with children and young people• How personal behaviour could...
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