school When a child or young person moves school they may start to feel sad/upset and lost that they are leaving all their friends behind and may not see them everyday anymore. Moving school could make the child or young person feel nervous because they will have to make new friends and this could make the child feel anxious because they don’t know what will happen. When children have been to a small nursery for all of their life and they know all the staff and children they will be used to that
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Unit 4 Support Children and Young People’s Health and Safety 1. Describe the factors to take in account when planning healthy and safe indoor and outdoor environments and services. Regarding EYFS the components of a safe environment include: Safeguarding and promoting children’s welfare - All practitioners should have an up-to-date understanding of safeguarding children issues and be able to implement the safeguarding children policy and procedure appropriately. Staff should be able to respond
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numerous people have stated before‚ “if you want to understand someone‚ take a walk in their shoes.“ From this‚ one is not able to truly comprehend the feelings someone may have or how many difficulties a person endeavors on a day-to-day basis‚ unless they spend time with them. The topic that I helped research as a group for our senior project was how students with special needs cooperate with others like them‚ and then how they interact with people in society that do not have these needs. While researching
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with children and young people 1.1 Areas of legislation are ever changing but it is important to be able to identify current and relevant aspects of those which promote equality and value diversity. Every Child Matters 2003 and Children Act 2004 These were put in place to ensure that all organisations and agencies invloved with children between birth and 19 years should work together to ensure that children have the support needed to be healthy‚ stay safe‚ enjoy and achieve‚ make a positive contribution
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2.5 Demonstrate how to give praise and encouragement to children and young people for individual achievements Everyone needs praise in order to feel confident‚ and a child is no different. To develop into a confident adult‚ children and young people need to be praised when they have achieved something. You can do this by: Praising and acknowledging the achievements of each child and young person Encouraging children and young people to recognise their own achievements You have an important role
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not the older people should live with their adult children. My answer is the question is that it is better for them not to. Firstly‚ people of different ages have different ways of life. The old people like a quiet‚ peaceful and regular life whereas the young prefer noises‚ activities and unrestrained enjoyment. If they live together‚ old may feel that they are always disturbed and the young may feel that they are often handicapped. Secondly‚ people of different generations have different views
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Unit 1: Understand Child and Young Person Development Research and then explain the sequence and rate of each aspect of normal development from birth to 19 years. (1.1) When a child is developing normally the sequence is usually the same for most children however‚ the rate at which each individual develops will vary from person to person. The expected pattern of development from birth to 19 is usually categorised into stages referring to their age: 0-3‚3-5‚ 5-8‚ 8-12 and 12-19 years. There
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contain tools which they claim to help the developer to understand the information needs of users of the systems. For example‚ DSDM provides tools such as Timeboxing‚ Facilitated Workshops and MoSCoW Analysis. Using the attached case study‚ discuss how these tools can help (or hinder) the developer in understanding the information needs of a system that is used by many “cultures” and many users who have different values and levels of trust. In answering this question you should carry out
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Equality‚ diversity and inclusion in work with children and young people Legislation and codes of practice Disability discriminations act 1995 Disability discriminations act 2005 Special educational needs and disability act 2001 Race relations 2000 Children’s act 1989 Children’s act 2004 Educations act 1996 Equality act 2010 Importance of supporting the rights of children and young people to participation and equality of access Every pupil has a right to a curriculum that is broad‚ balanced and
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CU1523 Working together for the benefit of children and young people 1.1 Multi-agency working aims to support children and young people earlier to ensure they meet the five Every Child Matters (ECM) outcomes. The five outcomes of ECM state that we need to be working together to achieve the best possible outcomes for children in our setting. These outcomes are: • Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well being Multi-agency working brings
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