Unit 333 – Understand how to safeguard the wellbeing of children and young people. Outcome 1 – Understand the main legislation‚ guidelines‚ policies and procedures for safeguarding children and young people. The safe guarding of children has only been developed in the last 50 years. However it is a vital part of working with children. The legislations‚ guidelines and policies for safeguarding are updated all the time for the best interest of the children. The current legislations are as follows;
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Born to be different‚ individuals should emphasize and completely take advantage of their uniqueness in order to succeed. It is those differences that launch those who emphasize distinctness of things‚ into success. Through the stories of amusement parks‚ the theme has been manifested to be true for several times. Randy Guthrie‚ the ex-CEO of the ocean park‚ constructed Ocean Park by imitating Western amusement parks such as Disney‚ and finally launched Ocean Park into serious ‘financial crises’
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How to look after children’s hair‚ skin and teeth Children’s skin and hair should be appropriately looked after as when children develop they become more and more independent especially in their skin and hair care routines. It is vital to make sure the children are being washed and taught to look after themselves whilst they are being cared for by parents‚ guardians or staff at the nursery. If a child has really bad skin or an infection he/she will start to feel uncomfortable which is terrible for
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employee has to wear PPE at all times when carrying out any personal care to help prevent any cross infection and to help prevent any. 2. Explain employer’s responsibilities in relation to the prevention and control of infection. The employer is responsible for making sure all employees use PPE when it is required to help prevent and control infection Outcome 2. 1. Outline current legislation and regulatory body standards which are relevant to the prevention and control of infection. The health
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Unit 1 Foster people’s equality‚ diversity and rights People have a right to have choice‚ which includes food‚ religion‚ interests etc. This can be promoted by listening to what the person wants‚ following the needs assessment or by asking the individual themselves what they would like to happen and how they would like to be supported. It is everybody’s responsibility to treat the residents equally‚ politely and like a valued member of society. There maybe tensions between people’s rights
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noticed a very clear cue I had received‚ it was very clear and understandable a child simply kicked a ball in my direction and gave me clear eye contact so naturally I kicked it back in seconds we were a having a football match and within minutes other children were coming over to join so I stepped back and facilitated. The play cue is followed by the play return example; kicking the ball back. which can come from another person‚ the environment or from the child playing. Then comes the Play frame
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Unit 516 Understand Safeguarding of children and young people (for those working in the adult sector) P5 The UK Government has defined the term ‘safeguarding children’ as: ‘The process of protecting children from abuse or neglect‚ preventing impairment of their health and development‚ and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully.’ To be able to safeguard
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Equality‚ Diversity and Inclusion in work with children and young people Question 1 Case Study 1 1 Who is being discriminated against? The whole family is being discriminated against. 2 What kind of discrimination is taking place? Racial discrimination. 3 How might the child experiencing the discrimination feel? Dominic might be feeling excluded‚ lonely‚ confused and have low self esteem as he could feel that the children he sees attending the school have a higher status in society as
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table below‚ giving three examples of transitions that affect most children and young people and three examples of transitions that affect some children and young people. With all examples‚ show how the transition may affect their behaviour and development. (Ref 3.1‚ 3.2‚ 3.3) |Transition experienced by SOME |Example of possible affect on children and young people’s | |children and young people: |behaviour and development
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CYP37 – UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE. 1. Understand the social ‚economic and cultural environment can impact on the outcomes of life chances of children and young people. 1.1Describe the social ‚economic and cultural factors that will impact on the lives of children and young people. 1.2Explain the importance and impact of poverty on outcomes and life chances for children and young people. 1.3Explain the role of children and young
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