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

    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

  • 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  

  • TDA 2

    TDA 2.8 1.1 After researching the Health and Safety at Work Act I can see that it gives clear guidelines and practices that should be followed within the workplace. Each individual workplace will hold their own policies on Health and Safety which should follow and implement the guidelines set out...

      2793 Words | 5 Pages   COSHH, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations, Health and Safety at Work etc. Act 1974, Occupational safety and health

  • 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 2.2 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

  • 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

    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

  • TDA 2

    TDA 2.6. Help improve team and own practice in schools. Learning outcome 3.3, Principal: A principal or head oversees the day to day running of the school this includes staff, pupils and grounds. The principal holds the responsibility of building relationships in the community and also to maintain...

      526 Words | 3 Pages   Teacher, Curriculum, Teaching assistant (United Kingdom)

  • 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

  • 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

     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

     TDA 2.14 1.1 Children need to be given a balanced diet which conforms to their cultural, ethnic and religious beliefs. A balanced diet consists of vitamin, minerals, water, protein, fats, carbohydrates and fibre. It is made up of different portions of nutrients these are:- 2 portions of protein...

      2949 Words | 7 Pages   Diet (nutrition), Nutrient, School meal, Health

  • 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 2.1/1.1 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

    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

  • Level 2 TDA 2

    Sarah Sunderland Unit TDA 2.1 1.1 Describe the expected pattern of children and young peoples development from birth to 19 years, to include: a. Physical Development: 0-3 Years New born babies depend on flexes as they do not have much control over their bodies as they grow they start to develop...

      1857 Words | 5 Pages   Gross motor skill, Fine motor skill, Adolescence, Child development

  • 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

tracking img