Goal 5: Constructs and uses pedagogy to maximize the intellectual‚ social‚ physical‚ and moral development of all students. The standards addressed in Goal 5 are 5.1‚ 5.2‚ 5.5‚ 5.7‚ and 5.8. Standard 5.1 demonstrates developing the knowledge and skills relating to planning and implementing activities that utilize students’ prior knowledge and encourage active learning. Standard 5.2 involves writing detailed lesson plans that include all important components for direct instruction‚ inquiry‚ and
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Name: Diki Paldon Class: Child development Birth 5 years (EDUC) Instructor: Lisa Poelle Date: 03/26/2013 I Support positive self concepts and social skill all day at arrival time‚ children are allowed to play table toys with friend‚ thus being Thus being able through gestures and speech‚ to have social interactions. Another activity that encourages social interaction is music time. Sometimes children hold a colorful parachute handle while waving it up and down. This is a
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Goal #3: To support social and emotional development and to provide positive guidance I have personally been working with the children in my preschool class about feelings and the feelings of others. When a child says unkind words to another child‚ I step in and get both sides of the story‚ and if the child is at fault I talk to them about why we don’t do that and I have the child apologize for what they said. On the other hand‚ actions‚ such as hitting or scratching‚ are handled differently. I
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CYP Core 3.7: Understand how to support positive outcomes for children and young people 1.1 Social factors Personal choice Some families decide that they do not wish to live or act in a way in which is viewed as normal. For instance a child may be from a travelling family. The outcome of this factor is that there are people which may not be able to relate to the child or young person’s families views. If a Child is from a travelling family there is a possibility that their development at school
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CYP Core 3.3: Understanding how to safeguard the well-being of children and young people. 1.1 Cases such as Victoria Climbie led to the Lord Lamings enquiry. The enquiry was aimed at "Marking the end of child protection policy built on a hopeless process of child care tragedy‚ scandal‚ inquiry‚ findings‚ brief media interest and ad hoc political response. There is now a rare chance to take stock and rebuild." It became grossly apparent that things had to change and recommendations were made
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EGT1 - Economics and Global Business Applications Course of Study This course supports the assessments for EGT1. The course covers 7 competencies and represents 4 competency units. Introduction Overview You will learn the concepts and tools needed to make optimal decisions such as the following: marginal analysis; supply and demand; competition; anti-trust laws and government regulations; international business environment; international trade; global operations; and cultural sensitivity
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CYP Core 3.1 3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern. 3.1 Explain how to monitor children and young people’s development using different methods. In order to work effectively with children and young people‚ we must be able to assess their development and then plan to support them. Assessing children and young people has to be done sensitively and accurately. Before assessing children
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CYP core 3.1 3.1 Explain how to monitor children and young people’s development using different methods There are lots of different methods to monitor children and young people’s development‚ there is narrative which is done by using: Descriptive/running record Video recording Tape and transcript Diary description Anecdotal record Target child This is the most common type of observation used. It attempts to record everything that happens‚ as it happens‚ with plenty of detail. Usually recorded
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Introduction Competency-based education has gained attention in medical and health professional education‚ and it is a framework where the student proves that he or she is proficient in his or her ability‚ skills‚ and knowledge (Fan‚ Wang‚ Chao‚ Jane‚ & Hsu‚ 2015; Fastré‚ Klink‚ Amsing-Smit‚ & Merriënboer‚ 2014; Gruppen et al.‚ 2016; Fitzgerald et al.‚ 2016; Hawkins et al.‚ 2015; Leggett‚ 2015; ten Cate‚ 2015; Touchie & ten Cate‚ 2016). Several factors influence proficiency‚ and they are knowledge
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Surname Centre No. Initial(s) Paper Reference 6 6 6 6 Candidate No. 0 1 Signature Paper Reference(s) 6666/01 Examiner’s use only Edexcel GCE Team Leader’s use only Core Mathematics C4 Advanced Monday 28 January 2013 – Morning Time: 1 hour 30 minutes Question Leave Number Blank 1 2 3 4 Materials required for examination Mathematical Formulae (Pink) Items included with question papers Nil Candidates may use any calculator allowed by the
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