Tda 2 9 1 2 Essays and Term Papers

  • TDA 2

    TDA 2.14 SUPPORT CHILDREN AND YOUNG PEOPLE AT MEAL OR SNACK TIME 1.1 Outline the nutritional requirements of a healthy diet for children and young people. Energy enables children to concentrate, learn and play at school. Starchy carbohydrates should provide the main source of energy in the diet. Sources...

      1545 Words | 7 Pages   Breakfast, Cooking oil, Saturated fat, Lard

  • TDA 2

     TDA 2.6 Help improve own and Team practice in schools. 3.1 Describe why teamwork is important in schools It is essential that you respect the skills and expertise of other colleagues you work alongside. To work as a team you need to listen to others and take on board what they are saying. As someone...

      291 Words | 1 Pages  

  • TDA 2

    TDA 2.9 SUPPORT CHILDREN & YOUNG PEOPLE’S POSITIVE BEHAVIOUR When communicating with children, a number of skills need to be demonstrated to communicate effectively. Children learn to communicate through the responses of others, or of adults, if they feel they have not had their contributions valued...

      906 Words | 4 Pages   Autism

  • TDA 2

     Assessment task – TDA 2.3 Communication and professional relationships with children, young people and adults Task 1 links to learning outcomes 1 and 2, assessment criteria 1.1, 1.2, 1.3, 1.4, 2.1 and 2.2. Working in an educational environment gives you the opportunity to develop communication and...

      3603 Words | 11 Pages   Erikson's stages of psychosocial development, Attitude (psychology), Adolescence, Learning

  • TDA 2

    TDA 2.1 Child and young person development Task 1 – 1.1 Physical development Communication and intellectual development Social, emotional and behavioural development Birth - 3 months Swallowing Sucking Grasp- automatically put fingers around an object that has touched the palm of the hand. Babies...

      1194 Words | 8 Pages   Self-confidence, Infant, Learning to read

  • TDA 2

    TDA 2.2 Task One Safeguarding the welfare of children and young people The concept of safeguarding the welfare of children and young people is to protect children from maltreatment. To prevent impairment of child’s health or development. Ensuring that children are growing up in circumstances consistent...

      5119 Words | 12 Pages   Head injury, Concussion, Anaphylaxis, Child abuse

  • CACHE 2 TDA 2

     TDA 2.1 3.1 and 3.2 3.1 & 3.2 All children and young people experience transitions in their life. Transitions occur when they move from one place to another or their life changes in such a way that it is different. This experience or movement can be managed to make the process as painless as possible...

      816 Words | 3 Pages   Grief, Domestic violence, Adolescence, Family

  • TDA 2

    Sinead Byrne TDA 2.2: Safeguarding the welfare of children and young people 1.1~ Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young children including e-safety The children's act was written in 1989 in 2003 'Every Child Matters'...

      2337 Words | 6 Pages   Disclosure and Barring Service, Independent Safeguarding Authority, Self-harm, Abuse

  • TDA 2

    TDA 2.9: Support Learning Activities 3. Be able to support learning activities 3.4 Describe the sorts of problems that might occur when supporting learning activities and how to deal with these 1. Noise - Sometimes during class children can become distracted by noise from inside or outside the classroom...

      760 Words | 2 Pages   Shyness, Classroom

  • Tda 2

     1.3 How you check that children and young people understand what is communicated Young children will understand more than they can express themselves. They may be able to follow simple instructions (especially if they are accompanied by a gesture for example pointing), such as “give mummy a kiss”...

      443 Words | 2 Pages   Self-esteem, Negotiation

  • TDA 2

    Sharmeen Khanom TDA 2.2 Safeguarding the welfare of children and young people Safeguarding the welfare of children and young people is a high priority in the workplace. Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people...

      2339 Words | 12 Pages   UK Council for Child Internet Safety, Abuse, Cyberbullying, National Society for the Prevention of Cruelty to Children

  • TDA 2

     Task 2 Communication and Professional relationships with children, young people and adults in an educational environment is an important part of a professional relationship. Describe how communication with children and young people differs across different age ranges and stages of development Children’s...

      4167 Words | 9 Pages   Child development, Piaget's theory of cognitive development, Developmental psychology, Conflict (process)

  • tda 2

    UNIT 2.2 TDA Safeguard the welfare of children and young people TCOMES U O G N I N R OO LEA The learning outcomes you will meet in this unit are: Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety Know...

      10581 Words | 74 Pages   Chickenpox, Children Act 1989, ChildLine, Dysentery

  • TDA 2

    across different age ranges and stages of development. KS1 It is important to get on the same level as a student to show your equal. With key stage 1 you may find yourself becoming very repetitive to them i.e. reminding them to listen and reminding them there is more than one person in the room. Make...

      1791 Words | 5 Pages   Picture Exchange Communication System, Hearing loss, Special education, Autism

  • TDA 2

    TDA 2.1/1.1 Physical Development 1.1a Birth to 3 years New born babies have little control over their bodies, their movements are dependent on a series of reflexes, which are called fine motor skills, for example babies turning the their heads to sounds and voices and sucking and grasping...

      1257 Words | 4 Pages   Fine motor skill, Grief, Literacy

  • TDA 2

    valuing all contributions In a school there will be many smaller teams, for example in my school setting: St Francis of Assisi I work with the Key Stage 2 team for Year 3 and Year 4 and in our team there are three teachers, three teaching assistants, one SEN assistant, one volunteer and one student (myself)...

      1299 Words | 4 Pages   Teacher, Special education

  • TDA 2

    high temperature, tiredness, aches and pains, dry cough, tiny grey-white spots in the mouth and throat, loss of appetite, rash that spreads quickly” . (2) Chicken pox The children and young people will normally develop “spotty, blistering red rash all over the body. Most commonly they are; behind the...

      356 Words | 2 Pages   Common cold

  • Tda 2

    picked up. 6-9 months They now will start to crawl or roll, and possibly able to sit up without support and now begin to use fingers to feed self. They may begin to babble tunefully, they will begin to explore objects using hands and mouth. They like to try and stay nearby their parent or carer. 9-12 months...

      946 Words | 3 Pages   Infant

  • Sophie TDA 2 4 2 3 Attitudes Version 1

     TDA 2.4 Equality, diversity and inclusion in work with children and young people 2. Understand the impact of prejudice and discrimination on children and young people. 2.3. Assess how own attitudes, values and behaviour could impact on work with children and young people. Each and every person...

      649 Words | 1 Pages  

  • CARBON6 9 2 0 1 4

    CARBON 6 9 ( 2 0 1 4 ) 6 3 8 –6 4 0 Available at www.sciencedirect.com ScienceDirect journal homepage: www.elsevier.com/locate/carbon Letter to the Editor Carbon nanodots with strong nonlinear optical response Dezhi Tan a, Yuya Yamada b, Shifeng Zhou c, Yasuhiko Shimotsuma b, Kiyotaka Miura b, Jianrong...

      1661 Words | 3 Pages   Fluorescence, Emission spectrum, Absorption spectroscopy, Spontaneous emission

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