of our days trying to shape our children into successful people. We guide them in how to act‚ what to say‚ how to dress‚ how to communicate with others – the list is never-ending. However I’m sure that everyone can relate to having those situations where your kids have opened their mouths or performed some kind of action that has made you step back and think‚ “WOW… I could really learn a lot from that!” Here are five examples of different lessons we can learn from watching our kids: 1. Don’t
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a. Explain the importance of safeguarding children and young people It is important to safeguard children and young people as without this protection their future could be negatively affected. Their health and development could be impaired as its possible they could withdraw from family and peers which would affect them emotionally and also developmentally fall behind with educational milestones (if school is missed). Children and young people need to be protected from neglect and abuse and
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|Physical Development |Communication and intellectual development |Social‚ emotional and behavioural development | |0 - 3 years |Fast development |Adults communicate with children from birth |Find their identity | | |Fine motor skills: |Require stimulation
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disability affects the mobility of children and young people and impacts their lifestyle‚ education and development throughout their life. In some cases a physical disability may involve other restrictions such as special dietary requirements or the need to use medical or adapted equipment. Physical disabilities and health conditions can be classified as congenital or acquired. Congenital conditions refer to children who are born with physical difficulties or develop them soon after their birth. An
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Unit 028 Develop Positive Relationships with Children‚ Young People and Others Involved in their Care Outcome 1 Be able to develop positive relationships with children and young people The learner can: 1. Explain why positive relationships with children and young people are important and how these are built and maintained Positive relationships with children are paramount as a child enjoys being with you and feels valued will respond better. They are more likely to enjoy both playing and learning
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How do children learn Gender Identity? A child ’s awareness of being a boy or a girl starts in the first year of life‚ Mukherji (2001) emphazises that a child begins to think of themselves as separate individuals and develop knowledge about who they are at around 15 to 18 months. Each of us has a gender identity a private feeling that we are male or female. There are two fundamentally different explanations for how gender develops i.e. Nature vs. Nurture. Nurture is the result of environmental
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Unit 3 – Understand how to safeguard the wellbeing of children and young people Safeguarding is much more than just protecting children from abuse‚ it also includes; keeping children safe from accidents‚ crime and bullying‚ f0rced marriages‚ missing children and actively promoting their welfare in a healthy and safe environment. National and local guidelines‚ policies and procedures affect day-to-day work with children and young people because it is important that people working with them recognise
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CU1513 – Contribute to the support of positive environments for children and young people. 1.1 A positive environment is a setting that supports the children and young people who attend it to achieve their full potential in a challenging and achievable fashion. 1.2 The two compulsory registers for children and young people are the Child Early years register and the general childcare register. 3.1 Skincare – children should wash there hands after using the toilet and before eating. Faces
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1:Understand child and young person development 1 Understand the expected pattern of development for children and young people from birth to 19 years. 1.1 Explain the sequence and rate of each aspect of development from birth -19 years: Children’s development is continuous. They can develop at different time because they have different life experiences and that means that they develop at different rate and ways. Development does not mean only the physical growth of the children but also include
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CPCAB model The CPCAB model underpins all CPCAB’s qualifications. It consists of three parts‚ which together form a working model of the counsellor. The first two parts also provide a working model of the helper. 1. Seven processes 2. Different levels of work 3. Three therapeutic methods Part 1: Seven processes The first part of the CPCAB model is the idea that‚ whenever a counsellor is working with a client (or when a helper is working with a helpee‚ or a supervisor is working with a supervisee)
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