research into the development and learning of babies and young children.. | 3.1. Explain the benefits of the key worker/person system in early years settings. | 3.2. Explain how babies and young children learn and develop best from a basis of loving‚ secure relationships with carers and with key persons in work settings. | 3.3. Analyse the possible effects of poor quality attachments on the development of babies and children. | 4.3. Explain how babies express their emotions
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025.1 Safeguarding children in Wales the Children Act 1989 legislates for England and Wales. The current guidance for Wales is Safe guarding children: working together under the Children Act 2004 (Welsh Assembly Government‚ 2006). The Children’s Commissioner for Wales Act 2001 created the first Children’s Commissioner post in the UK. The principal aim of this position is to safeguard and promote the rights and welfare of children. In June 2010‚ the Welsh Assembly Government laid down the Proposed
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Safeguarding the welfare of children and young people. By Kimberley Morgan. The United Nations convention on the rights of the child (1989) Built on varied legal systems and cultural traditions‚ the convention is a set of non-negotiable standards and obligations. These basic standards are the minimum requirements that should be respected by all governments. They are founded on respect for the dignity and worth of each individual‚ regardless of race‚ colour‚ gender‚ language‚ religion‚ opinions
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(NI) (2006a) Gifted and Talented Children in (and out) of the Classroom. Belfast: CCEA. Council of Curriculum‚ Examinations and Assessment (CCEA) (NI) (2006b) Gifted and Talented Pupils: Guidelines for Teachers. Belfast: CCEA. Cousins‚ S. (2005) ‘Curriculum Reform in Northern Ireland’‚ in West-Burnham‚ J. and Coates‚ M. Personalizing Learning: Transforming education for every child. London: Network Educational Press. Denton C and Postlethwaite‚ K. (1985) Able Children: Identifying Them in the Classroom
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Inclusive Development Many people are excluded from development because of their gender‚ ethnicity‚ age‚ sexual orientation‚ disability or poverty. The effects of such exclusion are staggering‚ deepening inequality across the world. The richest ten percent of people in the world own 85 percent of all assets‚ while the poorest 50 percent own only one percent. Development can be inclusive - and reduce poverty - only if all groups of people contribute to creating opportunities‚ share the benefits
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they work together to ensure that they support the children they work with‚ between birth and 19 years‚ fully in order for them to achieve the 5 outcomes they set out. The acronym SHEEP can help you to remember them: Stay safe Healthy Enjoy and achieve Economic wellbeing Positive contribution SEN Code of Practice 2001 – The Special Education Needs and Disability Act (SENDA) 2001 was introduced to strengthen the rights of parents and SEN children into a mainstream education. It also made significant
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CACHE Level 2 Supporting Teaching and Learning in Schools (QCF) Theme 3 Stages of Child Development Child Development For this unit you will need to be able to describe the expected pattern of development of children and young people from birth to 19 years. In groups you must complete the attached table to address 2.1: 1.1 and 1.2 2.1: 1.1 Describe the expected pattern of children and young people’s development from birth to 19. Stage/Area of development | Physical
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controversial discuss topic. In the term definition‚ sex education is used to “describe education about human sexual anatomy‚ sexual reproduction‚ sexual intercourse‚ and other aspects of human sexual behavior”. Even the curriculum of most school has sex education; it is still a controversial issue in different countries. The most discussed part is from what age that school should start to give such education. Children are easy to curious to everything at their early age‚ especially this sensitive
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used to ensure safety. In my setting the following factors are taken into account when planning safe indoor and outdoor environments: • The individual needs‚ age and abilities of the children and young people • Specific risks to individuals such as Autism‚ staff-pregnancy‚ sensory impairments • The function and purpose of environments and services offered • The duty of care • Desired outcomes for the children and young people • Lines of responsibility
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that most children catch at some point. It causes a rash of red‚ itchy spots that turn into fluid-filled blisters. They then crust over to form scabs‚ which eventually drop off. However‚ even before the rash appears‚ the child may have some mild flu-like symptoms including: • feeling sick • a high temperature (fever) of 38ºC or over • aching‚ painful muscles • headache • generally feeling unwell • loss of appetite Hand‚ foot and mouth disease- is a viral infection that can affect young children
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