CYP 3.1 UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT Developmental Folder Name: Farida Bodiat Task 1 1.1 An explanation of the sequence and rate of each aspect of development from birth to 19 years. Every child develops at a different rate‚ but it is important to know the expected pattern of development. Complete the table‚ showing the stages of development you may observe in the different age ranges. An example has been completed for you. Age | Area of development | What you may
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children may be from different backgrounds or cultures to our own which may mean they have a different perspective on issues‚ values and beliefs. We must always acknowledge these views and respect them. Even taking the time to remember names and the preferred way to be addressed can greatly improve a relationship. Another factor that can help to build a positive relationship is asking about and remembering personal issues or important aspects of another person’s life. This could be as simple as remembering
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~ describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour ~ Describe the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour There are a number of policies in place at the school that all staff are made aware of. We are given a copy of these policies and procedures on joining and asked to sign them‚ they are also on hand‚ should you need to refer to them at any point
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Growth and Development is the increasein size of the body – in height‚ weight and other measurable areas. it is the gaining of skills in all aspects of the child’s life. Physical development: this refers to the gradual gain of control over the body muscles and physical coordination in skill and Performance which includes:gross motor development (using large muscles)‚ for example legs and arms fine motor development (precise use of muscles)‚ for example hands and fingers. Intellectual development:
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All pupils have the right to a broad and balanced curriculum. This must also be supported by high-quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to the curriculum irrespective of their background‚ race‚ culture‚ gender‚ additional need or disability. This is‚ not only the learning happening in the classroom‚ but everything which happens in the life of the school. Policies on inclusion and equality of opportunity can only be successful
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not viable to work independently of others and would not be practicable to do so. You must be prepared to listen to others views and support them within the team. Be friendly approachable and a good listener‚ have good body language. Be respectful at all times. If you work with who are from different cultures and have different beliefs‚ make sure you respect their views and beliefs. Whilst working in schools you will gather information‚ it is your duty to only forward information that needs to be
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Carol Practise Essay Topic = “Scrooge’s real problem is that he has no sense of responsibility to others; he is happy to remain in his insular world Charles Dickens’ A Christmas Carol‚ presents to the reader‚ the transformation of a self-centred miserable old man‚ Ebenezer Scrooge. Scrooge‚ drastically transforms from the protagonist of his society‚ to a man who realises that life isn’t just about himself and money‚ other people are important and being kind and caring and helping others are all are
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Definition It is any fraudulent‚ deceptive‚ or dishonest trade practice that is prohibited by statute‚ regulation‚ or the Common Law. Unfair Trade Practice is to use various deceptive‚ fraudulent or unethical methods to obtain business. Unfair trade practices include misrepresentation‚ false advertising‚ tied selling and other acts that are declared unlawful by statute. It can also be referred to as deceptive trade practices. Purpose The law of unfair competition serves five purposes. *
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Meeting the welfare requirements Providers must comply with all the legal requirements set out and should have regard to the statutory guidance. Ofsted will base its regulatory and inspection judgements on whether a provider has met the general and specific legal requirements‚ and has had regard to the statutory guidance. This guidance gives examples of action providers are likely to have to take in order to meet the general and specific legal requirements; however‚ providers may be able to comply
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Level Credit 1 F/601/3327 TDA 3.1 Communication and professional relationships with children‚ young people and adults Knowledge skill 3 2 2 A/601/3326 TDA 3.2 Schools as organisations Knowledge 3 3 3 F/601/4073 TDA 3.3 Support learning activities Knowledge skill 3 4 4 A/601/4069 TDA 3.4 Promote children and young people’s positive behaviour Knowledge skill 3 3 5 H/601/4065 TDA 3.5 Develop professional relationships
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