on the computer. The act is relevant to children been observed because practitioners have to write observations and maintain records about the child. Parents should be kept informed about concerns about their child and be welcomed to read their child file. They should also have accesses to the child’s file but it is inappropriate for a parent to read another child’s record and concerns the practitioner may have with other children. “Parents should be kept informed of any concerns about their child
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E1 Collate evidence which describes the role of the practitioner in meeting children’s learning needs. Gather and present information about the role of the practitioner whenchildren’s learning needs. A practitioner’s role in meeting children’s learning needs are to understand and work with each and every child’s learning needs. They can do this by providing different opportunities to individual children because each child is unique and learns differently. The practitioners’ role would therefore
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`SHC 34 PRICIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH‚ SOCIAL CARE OR CHILDRREN’S AND YOUNG PEOPLE’S SETTINGS 1.1 Explain what it means to have a duty of care in your own work role Wikipedia describes “a duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care while performing any acts that could foreseeably harm others”. I understand that a Duty of Care within my work role requires many things. Firstly‚ the children
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The practitioner’s main responsibilities in a professional relationship differ between children‚ adults and other professionals. The responsibilities the practitioner must carry out whilst working with children are to ensure all children are treated equally and fairly. This can be done by ensuring that there is no favouritism or preferential treatment shown to a particular child or children. It is also essential that no child is discriminated against. Although all children should be treated equally
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improve early years provision” Nursery World (2008) “Work Matters: Training : Reflective Practice – Time to open your mind” http://www.nurseryworld.co.uk/news/861249/Work-Matters-Training-Reflective-Practice-Time-to-open-your-mind Tassoni.P. Beith.K. Bulman. K. Eldrige.H (2007) CACHE Level 3 Childcare and Education. 4th Edition. Harlow‚ Essex. Heinemann. Meggit.C Kamen.T Bruce.T Grenier.J (2011) CACHE Level 3 Children and Young people’s Workforce. Hodder Education
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Cache Level 3 Supporting teaching and learning in schools Assignment 1 Part one. Summarise child development from 0-2‚ 3-5‚ 5-8 years It has been observed that the majority of children display common changes in a number of different ways from birth through to adulthood. This process is known as development and is described by Berk (2005 – mcdl reference material) as the process of learning new skills and abilities and acquiring emotional maturity. There are 5 key areas of development that are
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success. A starting point for this development begins in early years when the child starts to pick up their first strong relationship with their parents. These relationships are usually life-long. -This is the development stages from the ages of 0-3 years. Age Stage of Development. 1 months Watches primary carers face 5 months Fears strangers and look for family for support 9 months Plays peek-a-boo 12 months Plays simple game such as pat-a-cake 15 months Begins to explore environment
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Evidence ref: Evidence ref: Performance evidence record Diploma Health and Social Care Level Candidate name Use this form to record details of activities (tick as appropriate) Observed by your assessor Discussion Seen by witness Self reflective account Questions NB Your assessor may wish to ask you some questions relating to this activity. Ensure that they are recorded
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are more suited to older pupils. If you don’t know the answer to a question‚ don’t simply dismiss it‚ help and encourage the pupil to use different resources to find the answer. The information should be appropriate to their age and developmental level. Supporting their learning in this way strengthens a positive teacher-pupil relationship and reinforces the message that you are there to support them. This approach will help them to demonstrate positive learning
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and enjoy a variety of leisure time activities in a comfortable‚ safe and friendly environment’ – The Brunswick Club (2008). Langford Primary School provides statutory primary education for children ages 5-11. It also provides optional education for 3-4 year olds. The school has a variety of facilities including an ICT suite and an Art/DT room. This already shows that the school supports a range of creative subjects‚ and provides children with a stable education. The school also provides
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