children and young people’s development. 1.1 Explain different theories and frameworks of children and young person’s development Refer back to 137. 1.2 Explain the potential impact on service provision of different theories and approaches Sigmund Freud Freud believed that our unconscious minds influence the way in which we behave. He thought that our early experiences caused our later adult behaviour. We are influenced by this in our provision by being good role models for children. We also make sure
7.2 Explain how to adapt resources and approaches to provide additional support Practitioners will continue to observe, plan and review for their key children, they will record all targets for individual children to help them progress in their development. There are ways to approach additional support such as: • Adapting activities to meet the child’s needs • Providing appropriate resources, activities and experiences support the child’s additional needs • Review learning plans and profiles regularly
PEOPLE TASK 1 TO LEARNING OUTCOME 1 ASSESMENT CRITERIA 1.1, 1.2, 1.3, 1.4, 1.5 1.1 The first children’s act was brought out in 1989 to make it easier for the laws which protected children and young adults. It was mad clear that all children had rights and all the children services should work together in the event of any allegations of child abuse. England & Wales produced separate documents WORKING TOGETHER TO SAFEGUARD CHILDREN. This was to make clear to responsibilities of professionals
other practitioners need to consider; individual children and any specific needs they may have, for example at my work place we a baby with Prader-Willi syndrome, a rare genetic condition that causes restricted growth, poor core muscle strength, learning difficulties, behavioural problems such as temper tantrums or stubbornness and a permanent feeling of hunger which will start between the age of 2 and 8 years old. The practitioners who work with the baby must always consider her needs in relation
to continually reflect on and improve practice. The learning outcomes below are to be covered to enable you to achieve the unit. 1. Understand principles of professional development. 2. Be able to prioritise goals and targets for own professional development. 3. Be able to prepare a professional development plan. 4. Be able to improve performance through reflective practice. ASSIGNMENT COMPLETION INSTRUCTIONS Complete each learning outcome with a minimum of 250 words for each assessment
idea is for all children to have 2 years of free education before they even start school. Early year’s provision for these very young children varies greatly from the education they will receive in KS1 as it is play focused as opposed to formal learning, which is how these very young children learn best. The Foundation Curriculum in England and Wales runs from age 3-5 and is therefore implemented in nursery schools right up to the end of the autumn term in Year 1. It focuses on specific tasks
TDA 3.7-1.1 Compare and contrast the role of the teacher and the learning support practitioner in assessment of learner’ achievements. “Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”. Assessment Reform Group, 2002 The teacher has ultimate responsibility for setting schemes of work for the class with clear objectives (Formative
is a long-standing form of training, learning and development and an increasingly popular tool for supporting personal development. Traditionally, mentoring is the long term passing on of support, guidance and advice. In the workplace it has tended to describe a relationship in which a more experienced colleague uses their greater knowledge and understanding of the work or workplace to support the development of a more junior or inexperienced member of staff. Mentoring is used specifically and
Assessment task – TDA 3.2 Schools as organisations Task 1 links to learning outcomes 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3. Knowing how schools work as organisations would support your work in education. Provide evidence that shows you can: a) Summarise entitlement and provision for Early years education There are different types of childcare options available for 0-5 year olds, these include:
Level 3 Diploma in Specialist Support for Teaching and Learning in Schools Assignment – Unit 302 Schools as organisations (also includes unit 306 1.1, unit 333 1.1) Summarise entitlement and provision for early years’ education (Refer to Childcare Act 2006 and Every Child matters) (1.1) As part of the Childcare Act 2006 and every child matters, all 3 and 4 year old children in England are able to receive free, part