Identify the positive outcomes for children and young people that practitioners should be striving to achieve. In 2003 the UK government for England and Wales launched one of the most important policies‚ partly in response to the death of Victoria Climbie‚ in relation to children and children’s services. It was produced as a result of a review of children and young people’s services‚ it had two main findings; one was for all services to work together and share information and it identified five
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Level 3 Certificate Supporting Teaching and Learning in Schools Unit 304 – Promote children and young people’s positive behaviour Feedback to candidate: Action to be taken by candidate: Candidate Signature: Date: Assessor Signature: Date: Outcome 1 – Understand policies and procedures for promoting children and young people’s positive behaviour 1.2 Evaluate (assess) how the policies and procedures of the setting support children and young people to: a) feel safe As part of the Every Child
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Positive behaviour Definition Behaviour that tends to satisfy the desires of the respondent is Positive Behaviour . It will become apparent that by this definition some positive behaviour may lead to antisocial (so called “negative”) responses and hence is not recommended. Furthermore‚ some behaviour that is itself socially acceptable and apparently positive is not‚ by this definition‚ actually positive because it does not tend to satisfy the desires of the respondent. The reverse is also true:
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TOPIC:-SUPPORTING POSITIVE BEHAVIOUR • Complete section 1 of the table provided describing the typical behaviors children exhibit at a range of ages and stages of development. Think about why they display these behaviors. • Complete section 2 thinking about the key events in their lives that might impact on their behaviour. • Using The Typical Behaviors Template) Relevant Assessment Criteria: Describe typical behaviors exhibited by children linked to their stage of development and key events
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Unit 011 – Contribute to the Support of Positive Environments for Children and Young People Outcome 1 – 1. Describe what is meant by a positive environment – inside and outside Positive environment inside: In my setting we singing wellcome song before start every sesion that help because every child learn and memory your names‚ also there are feel motivated for participate and sharing with others. Also Positive environment outside: In my setting when the child arrive one person is delegate for
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Positive Behaviour Support Policies and Procedures of the Work Setting There are many different policies and procedures that schools have to abide by some of these are; Behaviour policy- The behaviour policy goes over topics like how to treat others‚ how you should act in the premises‚ how you should talk to others and how you should do something when you have been told to do it etc. The policy also goes over rules and consequence’s if the rules are not followed. It goes over how they use positive
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As Willert & Willert suggest‚ ‘positive behaviour supports developed through the implementation of simple reinforcement strategies…can have a significant influence on the social climate of an entire school.’ (As cited in Zirpoli‚ 2012‚ p. 257). With this in mind‚ this paper aims to analyse and compare the School’s management‚ welfare‚ and discipline policies with positive behaviour support models‚ specifically Mayer’s (1999) constructive discipline approach. The School reflects the view that the
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Positive and Negative Outcomes of Conflict Most people tend to think that conflict is a bad thing‚ however‚ if it is managed properly positive outcomes can be produced. It can be positive when it encourages creativity‚ new looks at old conditions‚ the clarification of points of view‚ and the development of human capabilities to handle interpersonal differences. Conflict can be negative when it creates resistance to change‚ establishes chaos in organizations or interpersonal relations‚ fosters distrust
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Unit 22. Outcome 1: Understand child and young person development. Birth – 1 Month • Sleeps 20 hours a day • Crying – main form of communication (fosters early interaction) • Begins to have distinct facial expressions • Moves around more • Focuses both eyes together • Can detect smells • Sensitive to touch • Uses reflexes • Focuses on source of sound 2 – 3 Months • Visual and oral exploration • Cries‚ coos‚ and grunts • Emotional distress • Smiles at a face (social smiling)
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Unit 209: Support children and young people’s positive behaviour. Assignment 1: Supporting positive behaviour. Assessment criteria: 1.2‚ 2.1‚3.2 This assignment will look at supporting positive behaviour. I will begin by looking at why consistency is important when dealing with behaviour and applying boundaries and rules. I will include some examples of these rules and boundaries in accordance with school policy and procedure I will also detail the benefits of rewarding positive behaviour
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