Working with Children E1 Describe THREE (3) different types of settings which provide care and education for children in your area. This must include ONE (1) example from the • Statutory sector. • Voluntary sector. • Private sector E2 Describe how EACH of the types of settings identified in E1 aims to support children and their families. There are 3 different types of settings which provide care and education for children. These are split into 3 different sectors Statutory‚ Private and Voluntary
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Intellectual/Cognitive Development Language Development Social/ Emotional/ Behavioural Development Moral Development Birth to 3 months Reflexes – Swallowing Rooting - Grasp – Startle – Walking & Standing – Falling Moves head deliberately –waves arms – kicks legs vigorously. Grasps finger. Visually alert – follows adult movements within visual field – watches movement of own hands engages in finger play shows excitement at sounds of voices‚ footsteps‚ bathwater etc. Sudden loud noises distress
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LEVEL 3 DIPLOMA FOR THE CHILDREN AND YOUNG PEOPLE’S WORKFORCE (QCF) GUIDANCE FOR UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN AND YOUNG PEOPLE UNIT CODE: CYP CORE 3.3 Unit content 1. Understand the main legislation‚ guidelines‚ policies and procedures for safeguarding children and young people Current legislation‚ guidelines and policies regarding the safeguarding of children and young people relevant to own home country: Legislation: Children Act 1989; Children
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E1.Identify 5 pieces of current legislation and E2. Describe how each legislation will influence working practices in the setting. The Human Rights Act 1998 is broken down into 5 key principles which are; Fairness‚ Respect‚ autonomy‚ dignity and equality. Equality would influence working principles because the children would be treated fairly by having their individual needs met to ensure the same outcome is achieved as the other children. Settings can maintain fairness and respect by having the
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Unit 1 – An introduction to working with children Section 4 – D5&B1- It is important to phone the placement and check where the placement is and ask for directions if you are not sure‚ so that you will not get lost and be late to placement‚ which means also checking what time you have to arrive to placement because parents also make judgements on observations they make briefly‚ good first impressions reassure them. Also even arrange a pre-visit so then you will know where the placement is ready
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promotes their language and identify their own body. Check-list Child A when drawing numbers finds it difficult to recognise or visualise each number‚ this suggests that child A needs more help on understanding the different numbers. We can do this by planning activities to help gain numeracy skills‚ which are appropriate to the age and stage‚ and suggest that at home they practise counting and recognising numbers to progress onto the same or a similar level as the expected rate. Child
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the views of parents and children. One of these responsibilities is to respect the views of parents and children; this is so that both parents and children know that they have a secure relationship with the practitioner but a relationship that stays within the setting which means that practitioners should be friendly but not friends. Another responsibility that practitioners have is to communicate effectively with parents‚ children and colleagues; this is to ensure that practitioners talk to everyone
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doing upper body work which was fine‚ it did get tough in some of the exercises we did mainly because we tried to do much but luckily we didn’t get any injuries so we carried on with it and with that I noticed improvements in my upper body strength within that period of two weeks. Also I was working at that time so I would have gone in the gym more times but I could due to that but also because of where I work and the department I work in‚ you’re having to constantly take out cages and pallets‚ the
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You may use appropriate materials from this portfolio to contribute towards your external Research assessment task. Portfolio Content E1 Collate evidence which describes the role of the practitioner in caring for children (Gather and present information about the role of the practitioner when caring for children. This could include: meeting the needs and supporting the rights of children‚ working with their families‚ working in a team and with other professionals‚ compliance
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each child. Also we have pegs for hanging coats with each individual child’s name on it and boxes with individual name on it for the lunch boxes. Therefore as soon as they come they can put their coats on the peg and put their lunch boxes in their own box. At the beginning we help them to find it but after sometimes they can do it by themselves as it becomes a routine. Now they can start playing with different toys set for them‚ for example animal corner‚ kitchen corner‚ puzzles‚ blocks and Legos
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