Overview Introduction This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment‚ the candidate will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 022‚ Understand Child and Young Person Development. Tasks There are five tasks to this assignment. A Complete tables; Questions B Complete table; Report C Report
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assessments of the development needs of children and young people Outcome 1 – Be able to contribute to assessments of the development needs of children and young people (1.1) Share your EYFS assessment records and observations with your assessor For confidentiality reasons these records are kept in the office in a locked cabinet. Assessor to confirm that observations are carried out in all areas of development (1.2) List different observation methods and give and explanation of how they are used Diary:
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Integrated services and multi-agency working It’s self-evident that people not talking to each other is counterproductive. And‚ in the world of children’s services‚ it’s been said many times (and ought to be again‚ lest we forget): not talking to each other sometimes leads to disastrous consequences‚ of which little Victoria Climbie’s death will forever be a sad example. So‚ the multi-agency approach to supporting children‚ young people and families with extra help‚ early‚ makes perfect sense
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traditional approach to child development study has been to emphasise “Normative Measure”. This is concerned with studying milestones or stages in a child’s development and show what most children can do at a particular age. In reality there is a wide range of normal development and this will be influenced by genetic‚ social‚ and cultural factors‚ so it is important to be aware that normative measures can only indicate general trends in children s development. Physical development By 6 months a child
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051 Promote communication in health and social care or Children’s and young people’s settings 1.1&1.2&2.2 Identify the different reasons people communicate‚ Explain how different communications affect relationships in the work setting and Describe the factors to consider when promoting effective communication Communication is the means of transferring information between people by speaking‚ writing‚ drawing‚ acting‚ body language‚ facial expression‚ signing and using eye contact. There
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required to maintain and support relationships with children and young people. It requires demonstration of competence in communicating with children and young people‚ developing and maintaining relationships with children and young people‚ and supporting relationships between children and young people and others in the work setting. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Communicate with children and young people 2. Develop and maintain
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Understand what is required for competence in own work role. 1.1 describe the duties and responsibilities of own work. whats in the contract hours Lines of reporting specific roles and responsibilities (behavioural support‚ supporting children and young people with special educational needs‚ supporting be;inhgual children and young people0 compliance with policies and procedures of the setting (behaviour‚ children and young people protection‚ health and safety‚ keeping up to date
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Multi- Choice 3 1) ________ is the study of how individuals‚ groups‚ and organizations select‚ buy‚ use‚ and dispose of goods‚ services‚ ideas‚ or experiences to satisfy their needs and wants. A) Target marketing B) Mind mapping C) Consumer activism D) Consumer behaviour E) Product differentiation 2) Which of the following would be the best illustration of a subculture? A) a religion B) a group of close friends C) your university
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Assignment 31 Understand How to Support Positive Outcomes for Children and Young People 1. – Describe how social‚ economical and cultural factors can impact on the outcomes and life chances of children and young people. Social Factor Lack of social/friendship groups Possible Impact: Children who don’t socialise a lot tend to become isolated and therefore isolate themselves more. They may suffer insecurities about themselves and be withdrawn and shy. They
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CHILDREN & SOCIETY VOLUME 23‚ (2009) pp. 336–346 DOI:10.1111/j.1099-0860.2009.00241.x Outcome Research and Interagency Work with Children: What Does it Tell us About What the CAMHS Contribution Should Look Like? Anne Worrall-Davies* Leeds Institute of Health Sciences‚ School Of Medicine‚ University of Leeds‚ Leeds‚ UK David Cottrell School of Medicine‚ University of Leeds‚ Leeds‚ UK Child and adolescent mental health (CAMH) services in the UK have a long history of multiagency working. In
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