Unit 7 - Maintain and support relationships with children and young people Reflective Account 1 and 2 As part of the Key Stage 1 healthy eating topic‚ class 4 was tasked with creating smoothies. The class was divided into three groups (red‚ green and blue)‚ I was assisting red group. Red group was split into three sub groups‚ each having to create their own smoothie. The fruit was placed on the table for the pupils to choose from. During this part of the task an argument broke out between
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Article Body Not true. Thanks to the media and many high-profile diet gurus‚ many overweight children and adults believe that obesity occurs in people who are self-indulgent or weak-willed. With those kinds of attitudes so prevalent‚ no wonder that there’s so little empathy and support for individuals who need to lose weight. However‚ the facts are that no one is to blame for your child’s obesity. Children gain excess weight for a variety of reasons. Some have a tendency to be obese because it runs
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Assignment 304 Principles for implementing duty of care in health ‚ social care or children’s and young people’s settings Task B Reflective Account BI – Describe two situations which demonstrate a conflict or dilemma between exercising a duty of care and the rights of an individual Conflict and dilemmas may arise between the duty of care and individuals rights could be staff having a difference of opinion over an service user for example a staff member believing that they have seen signs of
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This talk is about children’s nutrition and giving them a healthy‚ balanced diet. Some people don’t really know what is meant by a healthy‚ balanced diet. A balanced diet is meant to consist of certain proportions of food and these proportions all need to be eaten in balanced quantities. There are 7 different nutrients a child should have for a balanced diet‚ these are:- 1. Carbohydrates (staple food): - which are found in either starches found in potatoes‚ pasta‚ rice etc. or sugars found
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The Reflective Practitioner Perspective in Software Engineering Position Paper CHI 2004 One Day Workshop - Designing for Reflective Practitioners Orit Hazzan1 and Jim Tomayko2 1 Department of Education in Technology and Science‚ Technion - IIT‚ Haifa 32000‚ Israel oritha@tx.technion.ac.il 2 School of Computer Science‚ Carnegie Mellon University‚ Pittsburgh‚ PA‚ U.S.A. jet@cs.cmu.edu This position paper is based on our articles: Hazzan‚ O. (2002). The reflective practitioner perspective
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Reflective Account 4 Description I am currently on placement within an acute setting of a general hospital. The ward in which I am a student is a haematology ward which is defined as ’the branch of medicine that deals with diseases of the blood and blood-forming organs’.(World net web‚ 2013) Within the ward patients can receive a wide range of treatments such as chemotherapy‚ bone marrows‚ platelets and all blood related disorder medicine. Throughout my time in the ward I have been exposed
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Statement 1 To Establish and Maintain a Safe‚ Healthy‚ Learning Environment To establish and maintain a safe‚ healthy learning environment I model safety practices and healthy routines in an environment that supports development and growth in these areas. My goal is to provide a clean healthy environment that meets each child’s physical needs. Making sure the classroom and playground are clean and safe at all times reduces the number of injuries of children while they are in my care. One of the ways
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Reflective Account for Assignment 001 Teaching can be challenging and rewarding if you enjoy what you are doing‚ if you don’t enjoy what you teach then it can become boring‚ it soon rubs off on your learners and gives the impression of “If the tutor isn’t interested‚ then why should I be?” It can also be boring‚ but this is where the challenge begins to make it fun so that the learner understands what is being taught without loosing interest quickly. It is your responsibility as a teacher/tutor
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Reflective Account on Being Able To Respond To Emergency Situations I am in the garden with one teacher and two other teaching assistants on 20/09/2012. The garden activity centre is out‚ and there are various activities set at different areas. I am walking around the garden observing the children whilst they are playing. Suddenly‚ child A falls off the activity centre and lands on her bottom. I walk over to her and ask her “are you ok?” She looks at me with tears in her eyes and nods. I bend
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passionate about making sure this objective is potentially a reality. Consequential of spending years amongst children as a mum and aunt‚ one of my greatest attributes is the ability to adapt my practice to suit the various stages of human development. This was evident within my placements where I had no problem engaging with‚ and forming and maintaining appropriate relationships with families and children from 0-18 years old. Notably‚ maternal instinct proved useful during a contact session I was supervising
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