and diversity in work with children and young people. 1.1 Identify the current legalisation and codes of practice relevant to the promotion of equality and valuing of diversity. Below is a list of the legislations which form the basic government statutory codes of practice and frameworks that school policies and procedures should have in relation to equality and inclusion. United Nations Convention on the rights of the Child. This is set up to make sure that all children have rights. All humans
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the different transitions children and young people may experience. Moving away This could make the child or young person frustrated because they are being torn away from either their favourite place or even their friends‚ when a child or young person moves away they may feel lost or scared lonely or even anxious this could possible end in depression and the child or young persons behaviour in nursery or school. Friends moving away This could make the child or young person feel upset‚ lost
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It has always been a question should young people have jobs. Some people think young people should have jobs. When young people work they can acquire respect‚ gain money‚ and learn‚ responsibility. When young kids work they usually acquire the knowledge of respect. They will learn how to respectfully approach a customer‚ fellow employee‚ their managers‚ and even strangers. They will say things such as yes mam‚ yes sir‚ look the person in the eye‚ and not become outraged just because they do not
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Describe the special provision requires by children and young people with whom they work. (The information gathered here is from http://www.official-documents.gov.uk/document/cm84/8438/8438.pdf) There are different types of provision for children such as Special educational provision‚ health provision and social care provision and they apply to different ages differently. Special educational provision for a child aged two or more or a young person is training provision and education provision as
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are today’s readers of e-books and news blogs. Countless readers have moved on from print information entirely. Choosing instead to point‚ click‚ and scroll‚ their way through a text on their Amazon kindle or in an online forum. Once a nation of people spoon-fed television commercials and the six o’clock evening news‚ we are now seemingly addicted to Youtoube. Remember the family trip when Dad and Mom wrestled with a road map? On the way to St. Louis
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Relationships with children‚ young people and adults. When dealing with children you need to take into account their age and stage of development. Different ages require different levels of attention and support. When dealing with small children you need to remember that they are still developing their language skills and may need help communicating. When talking to them you need to get down to their level so that you don’t feel intimidating. You will need to listen to them and tell them to take turns while
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policies and procedures for safeguarding the welfare of children and young people including e-safety. The United Nations Convention on the Rights of the Child 1989 - which ensure that children are safe and looked after‚ children have the right to be protected from all forms of physical or mental violence‚ injury or abuse‚ neglect‚ negligent treatment‚ maltreatment or exploitation including sexual abuse by those looking after them. Children act 1989 Parents and professionals must work to ensure
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Describe how to deal with disagreements between the practitioner and children and young people If it is TA versus a child‚ then the chances are that the child is being confrontational and disobedient. You would have to point out the boundaries and explain that it would not be wise to cross these boundaries if the child did not want to make the situation worse for their self. With an adult‚ they have their own perspective on what has caused the disagreement and this should be listened to and then
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Children and young people need to be empowered to keep themselves safe. Children will always push boundaries and take a risk that is how we all learn. Our role is to manage them risks without taking away children’s independence. We should think about how we could help a child to learn a new skill such as crossing the road. We should hold their hand and explain to them how we cross the road we explain to them first we hold hands and look left and right and use our ears to listen to the traffic and
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birth children develop their behaviour and social skills from what they experience at home. This experience should be caring‚ loving and supportive‚ it should provide children with the opportunity to develop and interact as much as possible. Children need to be exposed to as many experiences as feasible‚ so that not only can they learn and develop‚ but they can have their main carers/parents support. This will allow a child to learn to deal with different situations. Sadly‚ for some children their
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