1.1 Explain The Importance Of Legislation Relevant To The Study

This aims is to ensure that every child has the chance to fulfil their potential by reducing levels of educational failure, ill health, substance misuse, teenage pregnancy, abuse and neglect, crime and anti-social behaviour among children and young people.

2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

this assignment, I will be explaining the differences between legislation, policies and procedures. Also, I will be explaining the relationship between legislation, policies and procedures. Finally, I will be explaining how one can have a direct influence on the other within the legal framework. The United Kingdome of Great Britain and Northern Island have various legislations by which government agencies such as the National Health Service must abide to.

Identify the positive outcomes for children and young people that practitioners should be striving to achieve

As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development, as will be identified by this essay; below are areas where one should concentrate in order to further

Effectively supporting children with realistic responses to their questions, ideas, suggestions and concerns is essential to developing their communication skills; you should put aside your own feelings

As a level 3 practitioner it is important to take a balanced approach to risk management so that children are able to learn and develop. Practitioners need to be aware of the risks, however “if the activity is well planned and organised, with thought given to possible risks, the likelihood of an accident or injury should be minimal” (Tassoni et al, 2010, p144). Practitioners working with children have a duty of care towards the children and must make sure that they are safe at all times. They should plan the play environment and activity which is safe for the child, but there also needs to be a balance between the risks a child is able take. Children should be allowed to take risk they think they are able to achieve with adult support but not too much intervention, If they are not allowed to take risk they will not be able to develop the skills required to deal with risks and make judgement about their own strengths and skills which may affect their development, self-esteem and confidence. Avoiding risks and challenges may result in a very timid adult lacking in every day skills and abilities. Children can take risks in all different areas by following the seven areas of development which was introduced by the foundation phase, these areas are as follow:-

• Provision needs to be inclusive & reflect/meet the needs of all children irrespective of their background or ability.

One of the key principles of the curriculum is Health and Wellbeing. This area focuses on the development and maintenance of young people’s mental, emotional, social and physical health. As well as promoting a healthy lifestyle, full of activity, challenge and

External factors can be recognised as interventions from surrounding environments such as government, school or law. All of these environments provide a wide range of information about health that is available through specific sources and intend to improve the health of people. Although the level of provided information is extensive that does not always mean they are fully competent. There are a few positive interventions made by schools that focus on educating children on the subject of health. One of these interventions is providing physical education in schools, which is needed in present times as children are overwhelmed by electronic devices. It stimulates them to being active and gives an opportunity to take part in a wide range of sporting activities (Y158, cited in L185 Block 3 Session 3, p.13). Another intervention refers to a healthy diet, more specifically to meals that are provided in schools. There is a high involvement of media that comments on what kind of food is served by school kitchens. Parents as well as a society expect that schools offer balanced nutrition and encourage children to take a healthy approach to their diet (Y158, cited in L185 Block 3 Session 3, p.14). One more intervention is educating children about health, which is included in their lessons. Information given during the lessons is focusing on having a greater understanding and knowledge of health matters (Y158, cited in L185 Block 3 Session 3, p.13).

Wake up. Eat. Go to school. Eat. Go home. Eat. Do homework. Eat. Go to bed. This is an average person’s day while they are between the ages of 5 and 22 (the school aged children through average college graduation). The daily intake of food for a person is so important, as it sustains their every move throughout the day. This is especially true for school aged children, as the habits that they will learn and develop now will follow them for the rest of their lives. It is just as important for educators to be aware of what their students are eating and how to provide a healthy intervention when a child’s health is in question.

Children in today’s society have the right to be listened to, have their thoughts and ideas heard thereby becoming active agents in their lives rather than relying on adults to make decision for them. The United Nations Convention on the Rights of the Child [UNCRC] states under Article 12 that children are entitled to have their views respected. This right calls on adults to ensure that children’s views are valued, taken seriously and respected (King, 2013). Research shows that children draw on their individual experiences from families, culture and society to form their unique opinions which subsequently influence their developing sense of identity. This report will analyse children’s theories on the topic of rights and offer ways in which educators can adapt their own practice to ensure they are advocating for the rights of children. Two separate interviews were conducted with children aged 7 and 8 where they were given the opportunity to also draw their theories (See Appendix B, C). A consent letter has been obtained (See Appendix A) and pseudonyms will be used throughout the report to protect the identity of each child.

appropriate truths gives power to their body, it instills a trusting bond with parents, and it

Obesity is a problem in America, one that is continuously growing, with seemingly no end in sight. According to Jamie Oliver in his Ted Talk, Teach Every Child about Food, ¨diet related disease is the biggest killer in the US.¨ To fight the epidemic of obesity in the United States population, young children need to be educated about the difference between what eating a candy bar and what eating an apple can do to their bodies. Children also need to be taught about the immense health benefits that come with exercise. But, there is a debate as to where these teachings should come from. Some people simplify the problem and argue that children's parents can deal with this education. In reality, health and fitness education needs to be integrated into the place where children receive all other education, from the ages of four to early twenties, that place being school. Nobody wants to see the next generation add to the high percentage of already obese adults which “has more than doubled in the last 30 years”(Bittman 77).

The self-confidence and self-esteem of young children may be greatly boosted by a strong key person approach in the setting. Many aspects of this approach support the safeguarding of children. A sense of wellbeing involves feeling good about yourself and having a positive outlook on life. It embraces a range of positive feelings, including enjoyment, vitality, self-confidence and self-esteem. Children and young people who have a positive sense of wellbeing are less likely to be vulnerable to abuse, harm or bullying. Supporting self-confidence and self-esteem is very important in helping children and young people to protect themselves and make positive decisions about their own safety.