The Long Term Benefits Of Attending An Outdoor Centre For Young People With Behavioural Challenges

Assignment 034 Understand the Needs of Children and Young People who are Vulnerable and Experiencing

Right from birth children develop their behaviour and social skills from what they experience at home. This experience should be caring, loving and supportive, it should provide children with the opportunity to develop and interact as much as possible. Children need to be exposed to as many experiences as feasible, so that not only can they learn and develop, but they can have their main carers/parents support. This will allow a child to learn to deal with different situations.

10. Explain how play work organisations seek to balance the health, safety and security of the play environment with children and young people’s need for stimulation, risk and challenge. A play work provision

Outcome 1: Understand how to plan and provide environments and services that support children and young people’s health & safety.

Of care owed to young people children and also this is something which those who working in sports with the young people must

The poverty that was spreading throughout the country accompanied by the search for recognition and the need to express oneself served like an ideal predisposition to the emergence of the group that would challenge the society. The addition of the factor of drought that enabled the use of swimming pools for the skateboarding and the growing popularity of the countersport among the youth have also highly contributed to the creation of what later developed into an ideology. The historical factors provided external opportunities for the development of the sports direction. At the same time, the social issues created the internal motivation for the youth to be special, to stand out from the society and to express their identities through the respective

Outdoor Education in KS3 and KS4 involves different adventurous activities that can be accomplished either as an individual or in a group. These activities include things such as: residential visits, orienteering, climbing, caving, team building, problem solving and many more. It generally provides depth to the curriculum which makes an important contribution to pupil’s physical, personal and social education (OFSTED, 2004; Priest and Gass, 1997). In order for these activities to be successful and meet the National Curriculum (NC), teachers must make sure all KS3 pupils are taking part in these outdoor adventurous activities (OAA), whilst being intellectually and physically challenged (National Curriculum, 2014). The two schemes of work presented are aimed to meet these NC subject content targets. They are two very different schemes of work but they both provide opportunities for pupils which challenge them both physically and mentally. The year 8 scheme of work focuses on a variety of different OAA activities that can be progressed and developed throughout each lesson and over the period of time they are in school. The content challenges the pupils thinking throughout the whole six weeks, developing the way they think to solve particular problems. Whereas, the year 9 scheme of work primarily focuses on the planning and preparation for a Duke of Edinburgh (DofE) expedition which will be carried out at the end of the term.

My central idea for this topic is for my audience to be aware that spending time outdoors is important for the body and mind and helps you relieve stress more so than having not to spend time outdoors. Spending more time outdoors can be done in many ways and it is healthy for your body.

Youth sport classes is the basic and the most important fundamental offering type in North America, because youth are able to learn fundamental of the sport. In many organization such as the YMCA or local communities recreational centers children can learn the basic skill, rules and strategies with enjoyment. Programs within the youth sport classes’ range from young age to ensure the development of every kid. An example of youth sport classes can included the local

My placement in Cheeverstown , gave me the opportunities for learning and to improve my social care knowledge, skills and values. Example was a scenario where I would engage in activities like socialiseing with clients, talking to them, playing games with them and helping them in whatever way possible. however from a professional point of view this reduces my learning experience, but personally it greatly improves it. because during this time, I had the opportunity of knowing the service users, their likes and dislikes, their personal plans and most importantly, what it was like for them personally growing up in the community with disabilities and how Cheeverstown has greatly improved their lives and self worth

The third places are crucial for learning how children interlock with their own growing up, implying that enduring being in the outdoor areas is a fundamental part of a young person’s separation from children. The life experienced and investigated through the interviewee described in Table 1. The outcomes move towards one main notes that give a difference in interest between the children and their breadwinners in the role of the environment that take care of the child. Also, the outcomes suggest that in addition to positive environmental experiences, people need role models in the home, school, or third places that demonstrate the environment’s value, as well as opportunities to practice the skills required to translate responsiveness into a

➢ Nature and outdoors.   5. Summary of Action Summary of Strengths/Needs/Learning Preferences Recommended Action Strengths 1.

The aim of this essay is to focus on a long day shift which I took a leading role. In this essay I am focusing on some key tasks I have undertaken when I managed a day shift at an assessment and care unit for people with learning disabilities. Following this I will discuss and evaluate the key tasks I have undertaken. Based on this I will identify my learning need and outline what I will do to improve my learning need.

Why are a majority of doctors prescribing only medications to their patients for psychological and physiological health conditions, and not outdoor therapy? Numerous scientific studies have proven outdoor therapy benefiting individuals who suffer from both psychological and physiological health conditions. The amount of individuals suffering from such health conditions, are continually being prescribed more and more medications that are having adverse effects on the individual taking the medication. The accessibility to “green areas” in urbanized areas is shockingly low; these areas also have been shown to have an increased rate of psychological health conditions, such as depression. Can a doctor prescribing “time outdoors” benefit an individual

Nature has been shown to support all areas of a child’s Whole: cognitive, social, emotional, and physical. In a natural environment, we can witness the ways in which a child engages all aspects of the core competencies fueled by their own curiosity and engagement of the wilderness. Children learn and develop best when they gain skills holistically and experientially such as exploring nature, rather than in discrete subject areas or domains such as specified classroom topics. When allowed to engage in meaningful exploration of the world around them, children can develop skills and understanding of many areas at the same time. Learning with nature is such a powerful motivator for skill development.