Describe The Actions To Take In Response To Concerns That A Colleague May Be Failing To Comply With Safeguarding Procedures Or Harming Abusing Or Bullying A Child Or Young Person Essays and Term Papers

  • Actions to Take in Response to Concerns That a Colleague May Be

    3.4 Actions to take in response to concerns that a colleague may be: a. Failing to comply with safeguarding procedures: All organisations which work with children have a responsibility to recruit staffs who are suitable to work with children. When some one applies to work with children, he/she...

      384 Words | 2 Pages   Disclosure and Barring Service

  • Actions to Take in Response to Concerns That a Colleague May Be:

    a. Failing to comply with safeguarding procedures: Failure to comply may put children and young people at risk of harm or abuse. I would follow the setting safeguarding policy or immediately report it to the safeguarding co-ordinator or the supervisor/head teacher. I would not discuss these matters...

      305 Words | 1 Pages  

  • actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self-harm) or bullied, or may be at risk of harm, abuse or bullying.

    the term ‘safeguarding’ children and identify the characteristics of different types of abuse. 3.3 Describe the actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self-harm) or bullied, or may be at risk of harm, abuse or bullying. Procedure ...

      1868 Words | 6 Pages   Child abuse, Child neglect, Abuse, Domestic violence

  • 2.2 Describe the actions to take when children or young people are ill or injured.

    Describe with examples the importance of recognising and responding to concerns about young people and development. If you were to have a concern about a pupils development, you should share them with other members of staff. In the case of primary, infant or junior pupils you should speak to the class...

      306 Words | 2 Pages  

  • 1.2 Describe How to Behave Appropriately for a Child or Young Persons Age

    Lisa Oswin Outcome 1.2 Describe with examples how to behave appropriately for a child or young person,s stage of development. When working with a child in nursery we can act appropriately for their age by being animated and enthusiastic when talking to them...

      384 Words | 1 Pages  

  • Describe the Actions to Be Taken in Response to

    Unit 202 Safeguarding the welfare of children and young people Outcome 2 2.4A Describe the actions to take in response to emergency situations including: FIRES Regular testing of the fire alarms take place every six weeks at the School. The log book is kept by the business manager, this is available...

      266 Words | 1 Pages  

  • Child and Young Person Development

    Child and young person development Explain the difference between sequence and rate of development? Sequential development is the sequence of development. This means that you must finish with one area of development before you move onto the next one. The cephalocaudle principle believes that...

      960 Words | 3 Pages   Child development, Gross motor skill, Early childhood

  • – Child and Young Person Development

    Week 4 Unit 01 – Child and young person development (4.0) Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition (4.1) There are many different reasons that a child can develop a speech...

      857 Words | 3 Pages   Health care provider, Bullying

  • Child and young persons development

    LO: Understand the kinds of influences that affect CYP's development Criteria 2:1 Describe with examples the kinds of influences that affect CYP's development including d) background e) health f) environment Background: The children I'll be working with will come from a wide range of backgrounds...

      636 Words | 2 Pages   Family

  • Child and young person development

    Unit 004 Outcome 1 Child and young person development 1 Physical development Give examples of what child can do : 0-3 months: Newborns have reflexes, e.g. swallowing and sucking so they can be feed and swallow milk. Then they reflexes are not that strong . About 3 months they starting to lift...

      2758 Words | 10 Pages   Preschool, Piaget's theory of cognitive development, Health

  • child and young person development

    Rebecca Macdougall TDA 2.1: Child and Young Person Development Influences that affect children and young person’s development 1) Describe, using the examples in the case study, the kinds of influences that affect children and young people's development. Include examples from the family and children's...

      727 Words | 4 Pages  

  • Child and Young Persons Development

    Child and young person’s development. 1.1 Describe the expected pattern of children and young people’s development from birth to 19 years to include a. Physical development. b. Communication and intellectual development. c. Social, emotional and behavioural. There are five main principles...

      3771 Words | 10 Pages   Gross motor skill, Child development, Childhood, Adolescence

  • Child and young persons development

    There are three main areas of child development. These are physical, communication and intellectual and social, emotional and behavioural development. The physical stage takes place naturally but children must have opportunities to develop their natural skills. Children will need support to develop...

      2730 Words | 7 Pages   Fine motor skill, Disability, Child development, Friendship

  • Understand Child and Young Person

    development for children and young people from birth - 19 years. 1.1 Physical Development, Communication and Intellectual development. Social, emotional and behavioural development. All babies, children and young people follow the same pattern when it comes to development but each person is unique. Every...

      1826 Words | 6 Pages   Child development, Piaget's theory of cognitive development, Toddler, Erikson's stages of psychosocial development

  • Child and Young Person Develpment

    There are certain areas in which a child can develop starting from birth till 19 years. The physical development refers of body development, the motor skills, the co-ordination between the hand and the eye. The social and emotional development includes the relations and the social skills, the feelings...

      1436 Words | 4 Pages   Disability, Learning disability, Child development, Special education

  • Child and Young Person Development

    Child and Young Person Development Unit no. TDA 2.1 1.1 0-3 Months | Sleeps 20 hoursCrying is main form of communicationMoves around moreTurn their head towards bright colours and lightsRecognize bottle or breastCan be comforted by a familiar personMake cooing noisesCan focus both eyes togetherWiggle...

      1744 Words | 6 Pages   Health, Parenting styles, Parenting

  • Child and Young Person Development

    to take swipes at dangling objects with hands their movements become stronger. They learn to co-ordinate their movements. Most 18month olds usually walk by themselves (even though some of them might become quite wobbly or unsteady). At 3years most can use tricycle, jump, hop and climb A child grows...

      5222 Words | 14 Pages   Babbling, Social isolation, Child development, Mood (psychology)

  • Child and Young Person Development

    Main Stages of Child and Young Person Development. There are three different areas of development whilst a child is growing up, these are, communication and intellectual, physical and social, and emotional and behavioural development. These developments are an holistic part of a child’s progress. ...

      2934 Words | 11 Pages   Adolescence, Puberty, Attachment theory, Child abuse

  • Child & Young Person Development

    |development of a child needs to be seen as a whole person. This is called Holistic development. For example a child may be | | |deaf, (physical) and need to wear hearing aids to hear instructions in class. If another child was to tease that child and | | ...

      1751 Words | 12 Pages   Friendship, Preschool

  • Child and Young Person Development3

    Child and Young Person Development Unit TDA 2:1 Unit number H/601/3305 Outcome 2: Understand the kinds of influences that affect children and young people’s development CASE STUDY: 3.2 Milly has worked in her current job as a support assistant for two years. She is working with a Year 1 class and...

      187 Words | 1 Pages  

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