...the child’s health and physical development. As the child will most likely be spending the majority of the day with the practitioner, they should for a bond with each other, allowing them to work together. To form the bond, the practitioner needs to be kind and loving towards the child, to show them that they are wanted, cared for and loved. It is important that the practitioner should be supporting the child’s health, as the parents have put their trust in the practitioner to look after their children and help them to stay safe and healthy. It is also important to show the children the correct way of behaving and doing actions, as they will be learning and copying form the practitioner and will most likely keep that type of behaviour as they grow older. [C.Meggitt,...
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...Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management) Level 5...
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... Sarah Enston. Understanding Child and Young Person Development. 3.1. Explain how to monitor children and young people’s development using different methods. • Assessment Frameworks. There are frameworks in place to asses a child’s development, especially their academic performance. • Observation. Observations can be made at any time to record what a child is doing. The observer can either participate or not. • Standard measurements. Standard measurements are used by many different professionals. They include reasoning tests, Cognitive Aptitude Tests, auditory assessments and health assessments. • Information from carers and colleagues....
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...Engage in Personal Development in Health, Social Care or Children’s and Young People’s settings Outcome 1: Understand what is required for competency in own work role 1.1 Describe the duties and responsibilities of own work role Duties and responsibilities of work role closely related to policies and procedures of the organisation, how the structures work and the |managers and the supervisors of work settings. However, a proper and timely induction programme would help to familiarise with health and safety, keeping up-to-date with changes to procedures and to practice, supporting children and young people with special educational needs, supporting bilingual children and young people and the protection of children and young people in health and social care setting. 1.2 Explain expectations about own work role...
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...Explain how current practice is influenced by: • Theories of development • Frameworks to support development A range of external factors can affect a young person's development. Some of these could include poverty, family environment, personal choices, being a looked after child and education. Firstly, if a pupil comes from a deprived background, it can affect the development of the child. It has been shown that children who come from poverty stricken backgrounds are less likely to thrive and achieve well in school due to the struggle of the parents in managing their children's needs, which will impact on all areas of development. In addition, the family environment that a pupil is brought up in can have an impact on a child's emotional and/or intellectual development. Pupils come from a range of different backgrounds, cultures and circumstances. Some families go through significant change in which the school may not always be aware of. This can include bereavements, family...
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...Disability can affect development in many areas and is different in each child. Any disability can affect how a child interacts with others and they may become withdrawn or isolated. It can also affect behavioural development as they may become frustrated or angry if they find certain activities difficult. Not all disabilities affect all areas of development. Some will only affect one or two. For example, if a child has ASD, their social and emotional development could be affected or it could be their social and behaviour that’s affected. A child with a hearing impairment may find their language and communication is affected which can then affect their social development. A child could have a physical disability such as dyspraxia, which...
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...communicate to build strong relationships with the children and young people, address their emotional needs and support their educational and developmental goals. Communication also helps to ensure effective collaboration amongst the staff team and external professionals involved in the young people’s care Describe factors to consider for effective communication (1.2) Effective communication involves actively listening to others which means paying attention, showing interest in what the person has got to say and responding appropriately and asking questions, interacting back with the person. It also means expressing ideas clearly and concisely, using simple language and avoiding jargon as this will ensure clear and easy understanding for...
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...Does theory of mind develop gradually or is there a radical conceptual shift between the ages of 3 and 4 years? Explain how research evidence supports your views. From an evolutionary perspective, the complex and highly functional psychological abilities can be seen as a product of a continuous adaptation process. Well-developed mental skills form the basis of humans complex and advanced mental functioning, both interpersonal and intrapsychologically. One of these advanced mental abilities is the capability to attribute emotions, intentions and knowledge within yourself and others (Flavell, 2004). This is a form of social cognition or a mental understanding that within developmental psychology is termed “Theory of Mind”. It is often said that children start to develop a “Theory of Mind” at the age between 3 to 5 years (Premack & Woodruff, 1978), but scientists have always had different views and opinions about when and how Theory of Mind develops. Some researchers believe that this development happens gradually, while others believe there is a conceptual shift between the ages of 3 and 4. I will in this essay evaluate and discuss the different viewpoints with the support of previous research evidence. Within the theory of mind approach, the ability to attribute mental states to others is considered evidence for children having developed a psychological understanding of the mind as representational – that is, they have realised that what is in the mind is only a representation...
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...argue that terror was the main component to sustain control, whilst David Crew and Dick Geary believe it was propaganda that made it possible. However, there are other factors that are supported, for instance, contextual condition was backed by Ralph Flenly and Hans Rothfels and the people’s consent, as A.J.P. Taylor proposes, was the imperative constituent. Most historians have the same problem evaluating as they have different definitions for people’s consent. “Silent opposition” is the term used for the people who passively opposed. Dick Geary proposed, “Consent can only be measured in situations in which individuals can choose between real alternatives.” and opposition till death was not a real alternative. Therefore, “silent opposition” does not count for people’s consent. This hugely undermines the role of people’s consent in maintaining the regime as the most people were not actively involved in Nazi action despite its “overwhelming success” [1]. In the first interpretation, Flenly emphasized that although the German people were well-educated, they were blindfolded from the truth of what was really going on. The Nazis did make the German people more literate, for example, scheme of the People’s libraries where every parish of over 500 inhabitants was to have its own library allowed people to have access to books and further education[2]. However, strict Nazi censorships control and brainwashing propaganda “produced a full rather than a wise man”. The German public were...
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...Effective communication with children, young people and families Good communication is central to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. You should always communicate with them appropriately to match the stage of development, personal circumstances, and needs of the person you’re talking to. It is important to be able to communicate both on a one-on-one basis and in a group. Communication is not just about the words you use, but also about the way you’re speaking and your body language. You need to feel and show empathy and sincerity, and above all, listen. You need to take account of culture and context. For example, you need to be aware and communicate appropriately if English is an additional language, or the child is disabled or at risk of under-achievement or other poor outcomes. Effective communication extends to involving children, young people, their parents and carers in the design and delivery of services and decisions that affect them. It is important to consult the people affected and consider opinions and perspectives from the outset. Another crucial element of effective communication is developing trust between the workforce and children, young people, parents and carers – as well as within different sectors of the workforce...
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...When there are teams of professionals around a child, regular meetings are held to discuss any issues or progress made and ways to achieve a positive outcome for the child and parent. Also relevant referrals can be made to specialist agencies. Working together prevents duplication across all agencies, contributing to better support for the family. For example I send weekly reports to the social worker’s to update them on the progress of the young mothers and their babies. This report contains a variety of information from bonding and feeding baby to the well being of the mother. This ensures that all support is in place to help the development of the baby and parenting skills of the mother. Core group meetings are also usually held at our home...
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...|Title |Introduction to personal development in health, social care or children’s and young | | |people’s settings | |Unit ref |SHC 22 | |Level |TWO | |Credit value |3 | |Learning Outcomes |Assessment Criteria | |The learner will |The learner can | |1 Understand what is required for |1.1 Describe the duties and responsibilities of own role | |competence in own work role |1.2 Identify standards that influence the way the role is | | |carried out | | |1.3 Describe ways to ensure that personal attitudes or beliefs | | ...
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...Unit 4 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings 1. Understand how duty of care contributes to safe practice 1.1 Explain what it means to have a duty of care in own work role. Ensuring accountability for e.g. exercising authority, managing the risk of all clients and situations, working safely, safeguarding children and young people, monitoring own behaviour and conduct through supervisions and appraisals, maintaining confidentiality, storing personal information appropriately, reporting concerns and allegations, making professional judgements, maintaining professional boundaries, avoiding favouritism, maintaining high standards of conduct outside the professional role. 1.2 Explain how duty of care contributes to the safeguarding or protection of individuals. Duty of care contributes to the safeguarding or protection of individuals by protecting them from sexual, physical or emotional harm, allowing the respect and dignity, creating trust. It ensures safety in the environment, safe use of resources and equipment, prevents intimidation or humiliation. It also protects the workforce by ensuring against risk of allegations of misconduct or abuse, avoiding risk of accusations of malpractice. 2. Know how to address conflicts or dilemmas that may arise between and individual’s rights and the duty of care 2.1 Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s...
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...1 Know the regulatory requirements for a positive environment for children and young people 1.1 Describe what is meant by a positive environment A positive environment is where the children at all stages of development feel comfortable. For example having a baby room in the setting, the babies would have a large space to move around on the floor so there wouldn’t be the hazard of the baby falling. Having a child with a disability such as Down syndrome, the child would like somewhere quiet such as the reading corner or like being in the sensory room. If the child is 3-4 years old, they may want to stay inside and do dancing/ cooking or they may want to go outside and play on the bikes or with the parachute. 1.2 Identify regulatory requirements...
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...Kimberly Yaeger CHLD 210 Topic Paper March 5, 2011 Affects of Divorce on Children Introduction Divorce can have a devastating impact on a family. Children are particularly vulnerable when their parents are divorced. For many years, experts in the field of child psychology and child development have researched the impact of divorce on children. They have found that children of divorce can have a wide range of problems including behavioral, emotional and adjustment difficulties. For the purposes of this discussion, I will explore the impact of divorce on children. According to current data, nearly 51% of all marriages in the United States end in divorce (Love and Murdock , 2008). In addition, the divorce rate began to increase in the 1960’s. Many factors may have contributed to this increase including women feeling a sense of greater independence and ability to support themselves (Love and Murdock, 2008). Along with these factors is the increase in the number of stepfamilies because many who remarry already have children (Love and Murdock, 2008). The introduction of the stepfamily into a divorced situation can lead to even greater problems for children of divorce (Love and Murdock, 2008). Another researcher reports that there are differing opinions concerning the impact of divorce on children. Jeynes (2005) reports some experts believe that most children heal from divorce 2 to 3 years after the divorce has occurred. While others have concluded that the...
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