Assess how own attitude‚ values and behaviour could impact on work with children and young people You should always be professional within the work place‚ it is important to remember that we are role models. If we act inappropriately then children and young people will think it’s acceptable for them to act like that too. Children look up to us and will copy what we do‚ we should include all children and young people .we should praise them and not discriminate. If we are respectful it will show
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E3; Describe the main legislations in your country that supports the rights of children; The Children (NI) Order (1995) is one of the main pieces of legislation in our country which supports the rights of children and shows that children should be treated equally and also fairly. They should also be treated with respect and should always be given a chance and should always be kept safe and out of any danger. Children have the right to be with their families or those who will care for them they have
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PIN 30284926 TDA 3.2 1.1 As part of the Every Child Matters agenda and the Childcare Act 2006‚ every three and four year old in England receives free part-time early years education for 38 weeks a year‚ for 15 hours a weeks. These 15 hours can be shared amongst different places for childcare. The government funds the local authorities to ensure every child can receive up
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They take pleasure in personal hygiene especially washing hands after toileting. |Joins 2-3 words in sentences. Recognises details in pictures. Uses their own name to refer to themselves. |They talk to themselves continuously. Speak over two hundred words‚ and accumulate new words very rapidly. They can communicate about matters which interest them. | |3 Years |Can jump off lower steps. Can pedal and steer a tricycle. Go up stairs 1 foot per step and downstairs 2 feet per
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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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CHILD AND YOUNG PERSONAL DEVELOPMENT FROM BIRTH TO 19 YEARS TIMELINE Task 1 Fiona Griffiths15/10/12 PHYSICAL DEVELOPMENT | | 0 – 3 MONTHS | | 3 – 6 MONTHS | * Raises head and chest when lying on stomach * Stretches legs out and kicks when lying on stomach or back * Opens and closes hands * Can sit with and‚ later‚ without support * Pushes down on legs when feet are placed on a firm surface *
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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 observe at each age range | 0–3 years | Physical | Crawling‚ rolling‚ shuffling‚ walking.Pointing‚ holding small objects.Climb stairs and furniture.Riding a trike | | Communication | Crying‚ gurgling‚ pointing‚ tantrums‚ head banging‚ nodding‚ baby noises‚ smiling‚ frowning‚ scared
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Tda 2.13 - 1.2 In schools you will find display boards that are used for many different purposes. It’s important to remember when you do a display that it has a clear purpose and the headings identify this so that anyone who sees the display find it appealing and are able to understand it. In schools displays are used to provide information for pupils‚ staff and parents. Generally you will find specific boards are set aside in the reception area of a school to give information to parents. Staff
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remember and follow them. 2. Be proactive. This means preparing things in advance and taking action before something happens to prevent the pupils‚ group or class from working well. Advance planning and preparation is essential to avoid disruption. 3. Work within a clear framework. As directed by the teacher‚ organize work and give pupils clear instructions/explanations so to minimize opportunities for disruption. 4. Set goals for lessons/activities. Have appropriate and realistic goals for a given
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their body‚ fine motor development is in their hands and fingers. 2. Social and emotional development- this is the development of relationships and feelings about the things they learn around them and the development of their identity and self-image. 3. Intellectual development-this is the skill of learning‚ understanding‚ memory and concentration. 39. 4. Communication and speech development- this is where a child learns to communicate with their friends‚ family and others around them. The sequence
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