A1) Evavuate how effective team work can contribute to keep children safe. For effective team work to contribute to the safety of children teaching assistants‚ school staff and outside agencies i.e.- social services‚ need to work closely with each other‚ communicating well by ensuring all relevant information is passed over to the right person by contributing in meetings. We as teaching assistants need to be fully aware of all policies‚ procedures and legislations within the school‚ like safeguarding
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Bibliography: - Barnardo’s‚ UK. (2012) www.barnardos.org.uk Date Accessed: 21/12/12 - Beaver‚ M. et al (2008) Cache Level 3 Child Care and Education‚ Nelson Thornes‚ UK. - Bruce‚ T. (2002) Childcare and Education‚ Hodder Arnold‚ UK. - Tassoni‚ P. (2002) Diploma in Child Care and Education: Student Book‚ Heinemann‚ UK. - Headmaster of Goetre Primary School. (2009)
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C6: Explain how child development theories are used in practice when planning to support children’s care needs. C6: To be a successful practitioner you need to find ways of linking what you have been taught with what you do. This means turning the theory into practice. A good starting point to is to observe children and reflect upon what you are seeing in terms of developmental theory. The table below gives some examples of ways in which you might see that theory links to practice. Area of development
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EYMP4 Early years settings Early years is an important sector which involves high standards of professional practice. Practitioners pay an important role in helping to shape the lives of the future generations. Early years settings support diversity inclusion and participation. Early year settings are funded from ages 2 years 6 months although in some cases the child may get funded from 2 years‚ for instance if the child is disabled‚ or maybe from a disadvantaged family or even a child who are
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ACTIVITY PLANNING SHEET | |I have planned to carry-out a creative activity where the children will create different | |Activity and aim |pictures of their favourite animals using animal sponges. My aim of this activity is to | | |get the children to recognise the colours of different kinds of animals and being able to | | |independently choose which animal they want to
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Bibliography: Tassoni‚ P (2007) childcare and education CACHE level 2‚ 3rd edition Oxford Heinemann Tassoni‚ P (2005) children’s care‚ Leaning & developing S/NVQ level 2 oxford Heinemann
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Bibliography: CACHE Level 3 4th edition Penny Tassoni Published 2007 www.earlyyeras.org www.u.tv
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Task 1. D1&D2: At the age of four‚ children should be starting to gain confidence in their social development as they start to make friends and play with other children through nursery or day care. They are starting to explore friendships and new ways of playing; ‘Four-year-olds can usually play happily with other children. Your child is learning to understand about the feelings and needs of others’ – (http://www.markedbyteachers.com). Children may be openly affectionate to the people they
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CACHE Early Years Education and Care- LEVEL 2-THEME 1: Introducing the role of the early years practitioner Unit 1.3 Y/505/9283 Support physical care routines for children 1.1 and 1.2: Physical care needs for children in relation to nappy changing‚ would be keeping children clean and dry‚ by changing soiled nappies as soon as possible. Making sure to wear an apron and gloves‚ use the right sized nappy and by using the appropriate wipes and creams (if needed). Toilet training routine care needs
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1. Look around in your workplace setting or your classroom setting for eight more potential hazards. List these in the spaces in the left-hand column below. |Hazard |How the hazard can be dealt with | |Stairs |Involving children in risk assessment ‚ and senssibilize them about the | | |risk of raining
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