learning potentials: 093.1.1/2
1. UNICEF works for children in more than 190 countries. We believe that every child, no matter who they are or where they live, has the right to grow up safe, happy and healthy. In 1989, the world's leaders officially recognised the human rights of all children and young people under 18 by signing the UN Convention on the Rights of the Child. The Convention is the basis of all our work. UNICEF is the only organisation working for children recognised by the Convention. The Convention says that every child has:
* The right to a childhood (including protection from harm) * The right to be educated (including all girls and boys completing primary school) * The right to be healthy (including having clean water, nutritious food and medical care) * The right to be treated fairly (including changing laws and practices that are unfair on children) * The right to be heard (including considering children's views) 1.b. A parent’s attitudes, aspirations and behaviour are all important, as is their ability to: * understand their child’s day-to-day progress
* undertake family learning together
* talk regularly with their child about their learning.
* For some parents, developing this confidence can be difficult - especially if they also need help with their own literacy, language and numeracy skills. Advantages of family learning:
Learning as a family can bring significant benefits for adults and the children in their care. It can: * enhance their ability to support the child’s education * help create a culture of learning
* help improve their own skills and confidence
* help them to understand how to support the development of the child’s skills.
1.c. The Alliance believes that all children and adults have the right to be treated equally. However, in the United Kingdom many families and their children face inequality and exclusion. In the early years this could relate to:
* sexual orientation
* socio-economic status
2. I had to support a child with attitude and behaviour problems and kept hitting, scratching or biting their friends and saying they did it to them, it was a hard situation to deal with but in the end we put the child on a ABCC chart so we could record when the child was hurting his or her friends and what they where doing in the time of the incedent, this is so we could look back and see if we could change this and to give the child something they enjoy to do so they would stop hurting their friends and get along with them more. 093.3.3
3. Parents, carers and families are by far the most important influences on children’s lives. Parents who take on a supportive role in their children’s learning make a difference in improving achievement and behaviour. Their support can play a vital role at all stages of education. It is important that as practitioners we have strong relationships with the parents and carers so that information can be gathered and communicated effectively and barriers are prevented. 093.4.1
The child’s key worker or class teacher is responsible on a day-to-day basis for ensuring that the child’s needs are met and that the experiences and activities offered support each child’s learning and development. This person is responsible for planning, observing, recording and evaluating children’s learning and progression. The practitioner should undertake training and further development in order to address any gaps in knowledge and to keep up-to-date with developments in special educational needs (SEN) provision and language teaching. It is expected that the practitioner will work in partnership with children’s parents. The practitioner has a responsibility to seek advice and support from senior colleagues as necessary and to act upon their advice. Where outside professionals are involved with the child, the...
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