Unit 024 Promote Child And Young Person Development Essay

Please ensure this cover sheet is completed with every essay and sent to qualificationsteam-mailbox@devon.gov.uk for marking Process for marking Once submitted, we will acknowledge that your essay has been received and it will be marked by an Assessor. You will receive feedback stating whether you have achieved or not yet achieved. If you have achieved, you will be contacted by telephone by the Assessor who marked your essay. The Assessor will ask you some questions about your essay to validate this. If you have not yet achieved, you will either be required to make some written amendments to your essay and then re-submit this for marking, which will be followed up with a telephone conversation as described above.†¦show more content†¦If things are recorded as achieved, which are only almost achieved, then the observation is not valid. Next steps cannot be planned as it may be a huge step for the child if they have not yet achieved the previous step †¢ Avoiding bias . Sometimes it can be useful for a second person to assess a child as observations can be very subjective. It is also useful to use a wide variety of methods of assessment. Things need to be recorded according to what is exactly happening and should not be interpreted according to the assessors point of view. 1.3 Explain the selection of the assessment methods used (See 1.2 below) Method Explanation †¢ Assessment Framework/s Assessment frameworks are the way in which a child is assessed to see whether they have any particular needs, what they are and how we can help them be met. It is useful in deciding whether a child has reached expected milestones. Assessment frameworks may be summative or formative. Formative assessments are used to check progress and helps us to consider learning opportunities needed to progress. The ongoing observations we do of children are formative assessments. They inform the next steps of the childs learning. Summative assessment provides staff with information about the attainment of knowledge and is usually measured against a benchmark or standard. For example, the EYFS assessment which is done toward the end of the reception year. This â€Å"sums up† all the different information fromShow MoreRelatedUnit 024 Essay3963 Words   |  16 PagesUnit 024- Promote child and young person’s development 1.1. When assessing development some factors need to be taken into account one of these is confidentiality, this means that you will need permission from a child’s parents/carers before doing observations, also when information is wrote down about a child is important that it is kept in a safe place were only the relevant people can access it. Also making sure that information about a child is only shared with parents/carers or colleagues andRead MoreHSC 0243541 Words   |  15 PagesDiploma Health and Social Care settings (QCF) Candidate Name Assessor’s Name Unit Criteria Report Learning outcome/ Assessment criteria Evidence Title and Description HSC 024 Principles of Safeguarding and Protection in Health and Social Care 1 .1 Define the following types of abuse: ï‚ · Physical abuse Physical abuse is deliberate physical force that may result in bodily injury, pain, or impairment. Both old and young people can be physically abused. There are signs or indicators to show physicalRead MoreFootwear Industries in Bangladesh: Problems Prospects.17204 Words   |  69 PagesDefinitions Concepts 1.5 Methodology 1.5.1 Overall Approach 1.5.2 Analysis And Presentation 2. 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Keywords: Corporate Social ResponsibilityRead MoreNokias Human Resources System144007 Words   |  577 PagesPresident, Assistant General Counsel Telephone: +358 (0)7 1800 ­8000, Facsimile: + 358 (0) 7 1803 ­8503 Keilalahdentie 4, P.O. Box 226, FI ­00045 NOKIA GROUP, Espoo, Finland (Name, Telephone, E ­mail and/or Facsimile number and Address of Company Contact Person) Securities registered pursuant to Section 12(b) of the Securities Exchange Act of 1934 (the â€Å"Exchange Act†): Title of each class Name of each exchange on which registered American Depositary Shares Shares (1) New York Stock Exchange New YorkRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesLuis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third Edition Roxy Peck, Chris Olsen, Jay Devore Acquisitions Editor: Carolyn Crockett Development Editor: Danielle Derbenti Assistant Editor: Beth Gershman Editorial Assistant: Ashley Summers Technology Project Manager: Colin Blake Marketing Manager: Joe Rogove Marketing Assistant: Jennifer Liang Marketing Communications Manager: Jessica PerryRead MoreCase Studies67624 Words   |  271 Pagescompanies. Presented within the cases are problems and situations that managers and those with whom they work must analyse and resolve. As you will see, a strategic management case can focus on an entire industry, a single organisation or a business unit of a large, diversified firm. The strategic management issues facing not-for-profit organisations also can be examined using the case analysis method. Basically, the case analysis method calls for a careful diagnosis of an organization’s current conditions

The Commercial Revolution of the Middle Ages 950-1350

In this book it revealed how the middle ages were not dead times, but mere it was the just beginning of everything, such as it gave people more freedom and independence and allowed to people to explore trading new things with others. Basically in the beginning of the book Lopez starts talking about the Roman world and also about the commerce and the effect of the Barbarian invasion, and after that industry started sky rocketing because there was tremendous commercial growth. Also he states that agriculture surplus. Another thing he states is the business of penetration of the Jews, and the how adventurousness, the Italians and there role of the credit and value of contracts among and their developments in their transportation. After understanding this book I realized that Middle Ages was the birth of capitalism, in this middle classes, were modern world. Often many of these political issues are happening in our time like class, warfare, hostility to business and the disastrous role of taxation by destructive central government and it was necessary for the freedom to make sure the economic growth is in stable position. Also another word that was frequently used was the middles age was also known as â€Å"The Age of Faith†. Another reason was it was during the gothic cathedral were the most fascinating monuments. During this time â€Å"The Commercial Revolution was of Middle Ages from 950-1350 and this by another named S. Lopez and this story reminds us that the past indeed aShow MoreRelated_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesFit of a Line 221 5.4 Nonlinear Relationships and Transformations 238 5.5 Logistic Regression (Optional) 255 5.6 Interpreting and Communicating the Results of Statistical Analyses 264 Activity 5.1 Exploring Correlation and Regression 267 Activity 5.2 Age and Flexibility 268 Graphing Calculator Explorations 272 6 Probability 279 6.1 Chance Experiments and Events 279 6.2 Deï ¬ nition of Probability 288 ââ€"   Contents ix 6.3 Basic Properties of Probability 295 6.4 Conditional Probability 302Read MoreHsc General Math Textbook with Answers153542 Words   |  615 PagesPrinted in China by Printplus Limited. National Library of Australia Cataloguing in Publication data Powers, G. K. (Gregory K.) Cambridge HSC general mathematics / G. K. Powers. 9780521138345 (pbk.) Cambridge general mathematics. For secondary school age. Mathematics–Textbooks. Mathematics–Problems, exercises, etc. 510 ISBN 978-0-521-13834-5 Paperback Reproduction and Communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pagesRead MoreProject Mgmt296381 Words   |  1186 Pagesexample, building a road 30 years ago was a somewhat simple process. Today, each area has increased in complexity, including materials, specifications, codes, aesthetics, equipment, and required specialists. Similarly, in today’s digital, electronic age it is becoming h ard to find a new product that does not contain at least one microchip. Product complexity has increased the need to integrate divergent technologies. Project management has emerged as an important discipline for achieving this taskRead MoreQuality Improvement328284 Words   |  1314 Pagesthe formal beginning of statistical quality control. Toward the end of the 1920s, Harold F. Dodge and Harry G. Romig, both of Bell Telephone Laboratories, developed statistically based acceptance sampling as an alternative to 100% inspection. By the middle of the 1930s, statistical quality-control methods were in wide use at Western Electric, the manufacturing arm of the Bell System. However, the value of statistical quality control was not widely recognized by industry. World War II saw a greatly expanded

Fruit of the Spirit Free Essays

IYWCC Impact Studies Rediscovering the Holy Spirit Lesson 6: Fruit of the Holy Spirit David Jones, Teacher I. INTRODUCTION: Talking with Christians about the Holy Spirit can sometimes get pretty confusing. Last week we studied the specific â€Å"gifts† of the Holy Spirit – which to an outsider sounds like the Holy Spirit might have something in common with Santa Claus. We will write a custom essay sample on Fruit of the Spirit or any similar topic only for you Order Now This week we study the â€Å"fruit† of the Holy Spirit, which sounds like the Holy Spirit might have something in common with an fruit tree. How would you explain the difference between the gifts of the Holy Spirit and the fruit of the Holy Spirit? . Gifts are about what we do 2. Fruit is about who we are Let’s dive into our study of the Bible and find out! II. LIMITS OF OUR FLESH Galatians 5:16-17 â€Å"This I say then, Walk in the Spirit, and ye shall not fulfil the lust of the flesh. For the flesh lusteth against the Spirit, and the Spirit against the flesh: and these are contrary the one to the other: so that ye cannot do the things that ye would. † We know, then, that the indwelling Spirit wars against the desires of our flesh. What is the desire of the Spirit? It is the desire of the Holy Spirit to produce, or bring forth, fruits of righteousness in us as a result of His presence. He desires to truly transform us from the inside out. Philippians 1:10, 11 â€Å"That ye may approve things that are excellent; that ye may be sincere and without offence till the day of Christ; Being filled with the fruits of righteousness, which are by Jesus Christ, unto the glory and praise of God. † These fruits of righteousness that result from the indwelling Spirit are termed the fruit of the Spirit. 1. There Is Nothing Good That Can Come From Our Flesh. There is a simple and vital law that God has established in the natural world: Genesis 1:11, 12 â€Å"And God said, Let the earth bring forth grass, the herb yielding seed, and the fruit tree yielding fruit after his kind, whose seed is in itself, upon the earth: and it was so. And the earth brought forth grass, and herb yielding seed after his kind, and the tree yielding fruit, whose seed was in itself, after his kind: and God saw that it was good. † In other words:  · Orange trees give rise to orange trees.  · Apple trees give rise to apple trees.  · Wheat plants give rise to wheat plants. Tomato plants give rise to tomato This sinful flesh does not bring forth righteousness – it brings forth sin! Romans 7:18 â€Å"For I know that in me (that is, in my flesh,) dwelleth no good thing: for to will is present with me; but how to perform that which is good I find not. † 2. What Comes From The Flesh’s Fruit? (Galatians 5:19-21). â€Å"Adultery, fornica tion, uncleanness, lasciviousness, Idolatry, witchcraft, hatred, variance, emulations, wrath, strife, seditions, heresies, Envyings, murders, drunkenness, revellings, and such like:† Religion only serves to mask or whitewash these evil works – it cannot bring orth the fruits of righteousness. Even the most righteous works are tainted with pride and self-righteousness. 3. Anything Good In Our Lives Is A Result Of The Work Of The Spirit. â€Å"Now the works of the flesh are manifest, which are these; Adultery,†¦But the fruit of the Spirit is love, joy, peace, longsuffering, gentleness, goodness, faith, Meekness, temperance:† If nothing good can come from our flesh, then it is clear that any good fruit produced in our lives is the result of the inner workings of the Holy Spirit. Just as the sinful flesh brings forth sin, the Holy Spirit will bring forth holiness and righteousness. John 6:63 â€Å"It is the spirit that quickeneth; the flesh profiteth nothing: the words that I speak unto you, they are spirit, and they are life. † 4. It Is Our Duty To Submit To The Spirit And Allow Him To Bring Forth Fruit. â€Å"It is not without design, evidently, that the apostle uses the word â€Å"Spirit† here, as denoting that these things do not flow from our own nature. The vices above enumerated are the proper â€Å"works† or result of the operations of the human heart; the virtues which he enumerates are produced by a foreign influence—the agency of the Holy Spirit. Hence, Paul does not trace them to our own hearts, even when renewed. He says that they are to be regarded as the proper result of the Spirit’s operations on the soul. † (Barnes) 5. God Is Very Interested In Bringing Forth Righteous Fruit In Our Lives: John 15:16 â€Å"Ye have not chosen me, but I have chosen you, and ordained you, that ye should go and bring forth fruit, and that your fruit should remain: that whatsoever ye shall ask of the Father in my name, he may give it you. † Romans 7:4 â€Å"Wherefore, my brethren, ye also are become dead to the law by the body of Christ; that ye should be married to another, even to him who is raised from the dead, that we should bring forth fruit unto God. The source of good works is not a reformed or renewed human heart – it is the person of the indwelling Holy Spirit. It is our part to die to self and yield to the Spirit so that He can produce His fruit in us. John 12:24 â€Å"Verily, verily, I say unto you, Except a corn of wheat fall into the ground and die, it abideth alone: b ut if it die, it bringeth forth much fruit. † III. NOW, WHAT ARE THE FRUIT OF THE SPIRIT? 1. Inward Fruit That Effects My Relationship To God (Godward) A. Love. Colossians 3:14 â€Å"And above all these things put on charity, which is the bond of perfectness. † Love to God and to human beings. The Greek word agape means â€Å"unconditional love; benevolence. † Love forms the foundation for all the other fruit listed. Love seeks the better good of the one to whom it is directed.. B. Joy 1 John 1:4 â€Å"And these things write we unto you, that your joy may be full. † Joy is greater than happiness, for happiness is dependent upon circumstances, whereas joy depends upon an inward faith in the love and goodness of God. C. Peace. John 14:27 â€Å"Peace I leave with you, my peace I give unto you: not as the world giveth, give I unto you. Let not your heart be troubled, neither let it be afraid. † We are to enjoy peace in the midst of trials and persecutions, and peace among one another. An inner quietness and trust in God’s sovereignty and justice, even in the face of adverse circumstances. 2. Inward Fruit That Effects My Relationships with Others (Outward) D. Longsuffering. 2 Timothy 3:10 â€Å"But thou hast fully known my doctrine, manner of life, purpose, faith, longsuffering, charity,patience,† Longsuffering may be defined as the ability to cheerfully endure an unbearable situation. It denotes the state of mind which can bear long when oppressed, provoked, insulted and injured. E. Gentleness. Titus 3:1, 2 â€Å"Put them in mind to be subject to principalities and powers, to obey magistrates, to be ready to every good work, To speak evil of no man, to be no brawlers, but gentle, showing all meekness unto all men. † The word means goodness, kindness, benignity; and is opposed to a harsh, evil, cruel temper. It is mildness of temper, calmness of spirit, and an unruffled disposition. You might say, easy going. F. Goodness. Acts 10:38 â€Å"How God anointed Jesus of Nazareth with the Holy Ghost and with power: who went about doing good, and healing all that were oppressed of the devil; for God was with him. † A Christian must be a good man who does good to all. 3. Inward Fruit That Effects My Relationship To My Conscience (Inward) G. Faith. 1 Corinthians 4:2 â€Å"Moreover it is required in stewards, that a man be found faithful. † A Christian is to be a faithful man, faithful to his word and promises; faithful to His God and to His calling; faithful to those he loves and serves; A Christian is to be a man who can be trusted in. H. Meekness. Ephesians 4:2 â€Å"With all lowliness and meekness, with longsuffering, forbearing one another in love;† Meekness is subdued strength, or power under control. Meekness does not equal weakness! Meekness is the reception of injuries with a belief that God will vindicate us, and it is the opposite of vengeance and retaliation. It is not easily ruffled, insulted, angered, or offended. I. Temperance. 2 Peter 1:5, 6 â€Å"And beside this, giving all diligence, add to your faith virtue; and to virtue knowledge; And to knowledge temperance; and to temperance patience; and to patience godliness;† Temperance is self-control. It is derived from the Greek word meaning strength, and refers to the power which we have over passions of all kinds. It denotes the self-rule which a man has over the evil tendencies of his nature. The word temperance has often referred to abstaining from alcoholic drinks, but here it has a much wider meaning, implying chastity, self-government, restraint and moderation. The influences of the Holy Spirit on the heart make a man moderate and restrained, teaching him to restrain his passions and govern himself. IV. CONCLUSION The Spirit produces these character traits that are found in the nature of Christ. They are the by-products of Christ’s control; we can’t obtain them by trying to get them without his help. If we want the fruit of the Spirit to grow in us, we must align our lives to his John 15:4-5 – Remain in Me, and I in you. Just as a branch is unable to produce fruit by itself unless it remains on the vine, so neither can you unless you remain in Me. 5 â€Å"I am the vine; you are the branches. The one who remains in Me and I in him produces much fruit, because you can do nothing without Me. a. We must know him. b. We must love him. c. We must remember him. d. We must imitate him. To understand the fruit of the Spirit, we must see ourselves, not as individual trees, but as an entire garden under the cultivation of God’s Spirit. His purpose involves not simply the production of a single kind of fruit but all the fruit, each becoming ripe as it is needed. How to cite Fruit of the Spirit, Papers

An Intoduction to Working with Children Essay Sample free essay sample

There are three different types of scenes which provide attention and instruction for kids. Statutory sectors are legal demands which mean the authorities says they have to be at that place and besides financess the scene. For illustration a primary school is a statutory sector because kids must go to school from the term following their 5th birthday and every local authorization must supply this instruction. They are paid for through revenue enhancements and national insurance. Primary schools follow the Foundation Phase course of study for kids aged from four to seven. Parents must direct their kids to school because it is statutory and schools try to back up parents by doing certain they have information about how their kids are come oning. They besides supply a topographic point for kids to travel during working hours without holding to pay. A voluntary sector is a scene that is set up because people feel it’s something that needs to be in the country and the authorities is non run intoing the demands. It is besides a non net income administration which means they don’t set out to do money. An illustration of this would be after-school nines because they are at that place for grounds to assist the community but are non required by jurisprudence. They are funded by a combination of grants and fees. They provide a safe topographic point for kids to larn and stand out in different activities and give them clip to loosen up and socialize. Clubs give kids good experience for later on in life and are besides a large aid to the parents who have to worry less about their kids acquiring into problem on the streets. If parents work longer hours than a typical school twenty-four hours. their kids have a safe and caring topographic point to travel. A private sector is a scene which is run by a company or has an proprietor and they aim to do a net income from the fees that they charge. A private sector is non run by the authorities. A twenty-four hours babys room is an illustration of private sector proviso because it is non mandatory but provides attention for babes and immature kids under the age of mandatory instruction to assist parents who need someplace to care for their kids while they are at work. Day babys rooms look after kids that are excessively immature to travel to school. They provide attention for the kid in a safe environment and learn them basic accomplishments to fix them for primary school. Day babys rooms are really helpful to parents who need to travel back to work. They help them to remain unagitated and experience comfy in traveling back to work cognizing their kid is in safe custodies and many twenty-four hours babys rooms besides provide after school attention. The 1948 Children Act in England and Wales required local governments to care for kids whose parents were non capable of looking after them decently. â€Å"In 1989. authoritiess worldwide promised all kids the same rights by following the UN Convention on the Rights of the Child ( CRC ) . These rights are based on what a kid needs to last. turn. take part and carry through their possible. They apply every bit to every kid. regardless of who they are. or where they are from. † ( UNICEF. 2012 ) The chief statute law for England and Wales that supports the rights of kids is The Children Act 2004. The Welsh Assembly Government brought out a papers called Children and Young Peoples: Rights To Action which explains in more item the alterations that needed to take topographic point in Wales. The chief point is that all administrations working with kids must work together and portion information. All local governments in Wales must hold a Children’s Services Coordinator and eac h local authorization is able to organize themselves in the best manner to accommodate their country. The seven chief purposes from Rights to Action are: â€Å" 1. A winging start in life2. A comprehensive scope of instruction. preparation and acquisition chances.3. The best possible wellness. free from maltreatment. exploitation. and development.4. Play. leisure. sporting and cultural activities.5. To be treated with regard and have their race and cultural individuality recognised.6. To hold a safe place and community.7. Not to be disadvantaged by poorness. † ( WAG. 2004. p1 ) E4The Foundation Phase Framework for Children’s larning for 3 to 7 year-olds in Wales has seven nucleus purposes which are based on those in the Welsh Assembly Government’s ‘Rights to Action’ papers. These nucleus aims add to the purposes in Rights to Action and practicians are guided in how they treat the kids in their attention by the values stated by the Council for Awards in Care. Health and Education ( CACHE ) . The Foundation Phase replaced Key Stage 1 of the primary school course of study in Wales from September 2008 and is strongly based on kids larning through drama. The seven countries of larning covered by the Foundation Phase are: * â€Å"Language. literacy and communicating * Mathematical development* Welsh linguistic communication development* Personal and societal instruction. well-being and cultural diverseness* Knowledge and apprehension of the universe* Creative development* Physical development† ( Curriculum and Assessment 3–14 Division Department for Children. Education. Lifelong Learning and Skills. 2008 ) In presenting these countries of larning practicians provide kids with chances to research. to do picks. to take safe hazards and to do determinations and there is an accent on utilizing the out-of-doorss to heighten the indoor activities. For illustration. practicians might supply kids with some H2O and pieces of plastic pipe and guttering and allow them research for themselves what they can make with them. E5It is really of import to value and esteem all kids in the scene regardless of their background. gender. race or faith. First. it’s of import because it helps a batch with self assurance. For illustration. by valuing a kid and demoing them you truly care about them. that are non merely at that place to learn them. This would do them experience particular and that they’re truly deserving something. You can make this merely by listening to what they have to state. which makes a child feel valued and makes a immense betterment to the manner they learn. Every kid is different and has different demands and as a practician you have to run into the demands of each kid and to assist them to turn in all countries of development. For illustration. if a kid is ever desiring to play out-of-doorss and is non interested in figure games you could be after an out-of-door activity like throwing bean bags into pails with Numberss on to promote them to be involved. Some professional accomplishments a practician would necessitate to back up their work with kids are: Team work – Being an effectual member of a squad is a really of import accomplishment in working with kids because you would hold to be able to pass on efficaciously to work with other practicians. It is of import to listen to the thoughts and suggestions of other members of the squad. to follow the determinations that the squad has made. even if they were non your thought and for them to be able to depend on you. Working with parents – It’s your duty to esteem the parents’ authorization as the child’s primary carer and pedagogue so you have to work with each parent to do certain everyone is happy with what you are making with their kids particularly if their kid is holding a job either at place or in school. You would hold to talk to the parents and figure out an effectual manner of covering with the job together. As a practician. if you did non hold this accomplishment you would happen it much harder to cover with jobs such as a kid with dyslexia. This would be because so parents might non understand what was traveling on or how to assist their kid. Listening – It is of import to be able to listen to the kids and grownups you are working with. Listening. means that you give the individual you are talking to your whole attending. A good manner of demoing this is to reiterate what they have said to demo you have understood. Even really immature kids should be listened to in order to understand their demands and feelings and this helps to develop feelings of ego regard. Active hearing is besides a good accomplishment to assist to understand how a kid is experiencing and builds up good relationships. The three acquisition manners Visual. Audio and Kinaesthetic mean you learn in different ways. * Ocular: you learn best by seeing things happen.* Audio: you learn best be hearing things.* Kinaesthetic: you learn best by makingFinding which one of these you are provides support during your preparation because you so cognize what to make to guarantee you are taking in the information. Research is an of import survey accomplishment. If you have to compose an essay. researching the subject helps you to happen out information. Research could be from a book. article. magazine or web site. Another of import survey accomplishment is note taking. For illustration if you take notes on everything that person shows you or state you so you can travel back through your notes to remind yourself. This is really helpful if you have to make an assignment because you can flick through your notes so you know the information you need to set in. A practician should develop and keep appropriate relationships with parents and other professionals. There are frequently many barriers between parents and practicians and it is the practitioner’s occupation to interrupt these down. Parents are the most of import people in a immature child’s life and are the first pedagogues of their kid and merit to be consulted and included in their attention and instruction in other scenes. For illustration. there could be dissensions about what’s best for the kid. the parents may experience judged that others think they are making something incorrect. they might hold a different faith to the practician or they may non hold with the course of study. If the parent themselves had a bad experience while they were in school they might be a spot wary of where they are directing their kid. A good manner to alter this is through communicating. The practician could put up an after school nine for kids and parents to go to where all th ese issues can be discussed while holding merriment and acquiring to cognize each other. Parents would experience much more relaxed at go forthing their kid in person else’s attention if they knew who was looking after them and what kind of things they would be making. There should be regular chances for parents to cognize how their kid is acquiring on. for illustration possibly a day-to-day study book for really immature kids and so unfastened yearss or eventides to come and see what they have been making and written studies for older kids. When developing relationships with parents it is of import to understand what they think is best for the kid. For illustration many parents find it hard to understand larning through drama and experience that their kid should be working in a more formal and traditional manner. As a practician you are working towards the rules of the Foundation Phase and cognize how much better it is for kids to larn through their drama. so you might ask for the parent to come into the scene and see how it benefits the kid. â€Å"Close working between early old ages practicians and parents is critical for the designation of children’s acquisition demands and to guarantee a speedy response to any country of peculiar trouble. † ( Statutory Framework for the Early Years Foundation Stage. p10 ) Where a kid has a peculiar job it is of import for practicians to work together with other professionals such as wellness visitants. psychologists and physicians to derive a holistic image of the kid. This means that a program can be put together for the kid utilizing information from all facets of their life and everyone will be working together. The parents would besides be happier if they are kept informed about what everyone is making and why. Good communicating with other professionals is besides really of import in maintaining kids safe. For illustration. in the instance of ‘Baby P’ many professionals saw him during his short life but there was no communicating between the different bureaus to bind the concerns together and demo the whole image. A multi bureau squad is a group of people working together to acquire a occupation done. There are many features of working in a multi-agency squad. Some of these are communicating. partnership. common support and active hearing. A multi-agency squad would hold people with different countries of expertness which would intend that the squad would be able to cover a broad scope of support. For a squad to work good they need to be to the full committed to working in partnership with others. to swear one another. relate good together and recognize each others’ strengths. All members of a squad should be involved in determination devising and be able to show their sentiments freely. For a multi-agency squad to work good it is of import that all members of the squad cognize precisely what their function is and what they need to make. Multi bureau squads are an of import portion of seting into topographic point the demands of the 2004 Children Act which states if a kid is registered at hazard by any service they must all fall in together and portion their information. Victoria Climbie was an eight twelvemonth old miss who was tortured and murdered by her defenders in February 2000. The constabulary. physicians. societal services section. local churches. infirmaries and even National Society for the Prevention of Cruelty to Children ( NSPCC ) all had contact with her and noticed the marks that she was being abused but none of them investigated decently. They did non portion information with each other. As a consequence of her decease the authorities published a papers called Every Child Matters which proposed that administrations working with kids should work harder together to protect kids and immature people. Since December 2008 all local governments have been utilizing the Common Assessment Framework ( CAF ) to assist to convey together all bureaus involved with a kid or immature individual in demand. The CAF has been put together to back up kids and immature people in accomplishing their full potency. The purpose is for all bureaus working with kids and immature people to enter their information in the same manner. They so need to portion this with each other so that the demands or the kid or immature individual can be identified every bit shortly as possible in order to supply appropriate support. This is used for kids who are at hazard. hold a disablement or damage or have a specific demand. The procedure starts with a pre appraisal cheque list and. if this shows that the kid needs more support. a common appraisal is carried out by the practicians working with the kid. Information is recorded on a standard signifier for all bureaus. Working together in a multi-agency squad means that you are seting together the accomplishments of different persons with expert cognition in different countries such as instruction. wellness. medical etc to do certain you form an all circular image of the demands of the kid you are seeking to back up. It can besides intend that the work can be share d between different members of the squad and avoids repeat. Traditionally. kids were meant to be seen and non heard. Nowadays. it has been shown that speech production and listening to kids helps with both their societal and emotional development. Article 12 of the UN Convention on the Rights of the Child ( 1989 ) encourages grownups to listen to the sentiments of kids and affect them in determination devising. It states that â€Å"children have the right to state what they think should go on and hold their sentiments taken into history. † An early old ages practician should ever listen to and value children’s positions and sentiments. This is an of import thing to make as a practician because it has many effects on a kid. For illustration. giving a kid your full attending helps to construct a healthy relationship and to construct up trust and common regard. It besides helps practicians to sympathize with the kids in their attention and to understand how persons are believing and experiencing. It is really of import to listen to what they have to state because if there is something traveling on at place or something serious you should cognize about. a kid is much more likely to state you if they think you will really listen to them. As a practician there are many ways to demo kids in your attention that you are listening to them and that they can state you things. For illustration. you could hold one to one conversations. Possibly have one time a hebdomad where you spend clip with each kid on their ain merely speaking to them and listening to what they have to state. Another manner is to transport out their thoughts. So. if you’re planning on adorning a wall. inquire the kids what they want on it and really utilize their thoughts. If you use their thoughts or person says something nice. state everyone about it to do the kid experience particular and know they have done something good. Making this clearly shows them you are listening and hearing what they are stating and valuing their sentiments. Another of import ground for listening to kids is the immense betterment it makes on their ego regard. For illustration hearing to a kid with your full attending shows that you truly care about what they are stati ng which would do the kid experience good and of import. Again by moving on what the kid has put frontward helps with their ego regard because it makes them experience like they have done something right. This can be developed by rehearsing brooding hearing where you reiterate back what the kid has said to demo you’ve understood. It is of import as a practician that you should understand the boundaries of your function in order to be certain to maintain the kids safe. Every scene is required to hold policies and processs for safeguarding the kids in their attention and it is the duty of every early old ages practitioner to do certain they have read and understood these and been on appropriate preparation classs to understand how to maintain kids safe. For illustration some administrations have regulations about touching or embracing kids which are aimed to maintain both the kids safe from possible maltreatment and grownups safe from accusals. Since the instance of Vanessa George in 2009. early old ages scenes have become more cognizant of the demand to command the usage of nomadic phones and staff are non allowed to hold them while they are working. Settings have besides have put into topographic point clearer agreements to do certain that practicians are non on a regular basis entirely with immature kids par ticularly while altering diapers. Practitioners need to understand the importance of confidentiality in their work. There may be personal things that you know about the kids which must non be gossiped about to your friends and household or even in the staffroom to co-workers. For illustration. if a parent tells you that there are troubles at place because they are interrupting up with their partner or spouse. other members of staff may necessitate to cognize that the kid could be upset and behave otherwise from normal but they do non necessitate to cognize all the inside informations that the parent may hold told you. It is of import for practicians to retrieve that the child’s parents are the primary carers and pedagogues and that their sentiments must ever be considered and respected so long as they are in the best involvements of their kid. While it is good to hold close and caring relationships with single kids you should ever retrieve that they do non belong to you but to their parents who should be kept informed about how their kid is acquiring on. If you have any concerns about the k id it is of import to discourse these with the parent and to hold between you how you could assist the kid. An illustration of this would be if a kid is holding jobs with recognizing colorss – you could discourse this with their parent and propose some ways they could assist their kid at place such as concentrating on one coloring material at a clip. There are occasions where it is non right to maintain information to yourself. If a kid discloses information to you that might bespeak that they are being. or have been. abused so the jurisprudence requires you to go through this information on to the individual in the scene who is responsible for Safeguarding. Besides. if you suspect another member of staff of acting unsuitably with kids it is your duty to allow person else know about it. This would normally be the individual responsible for Safeguarding but if you suspect them so you should describe your concerns straight to the societal services or constabularies. One of the boundaries of the ways Early old ages practicians should act is to ever put a good illustration for the kids in their attention and do certain that they have the same criterions for themselves as they expect from the kids. For illustration. they should maintain their things tidy because they are anticipating the kids to maintain the room and equipment tidy. They should besides ever handle the kids and other grownups with the same regard as they would wish to be treated – this includes stating please and thank you and promoting kids when they do something good. Early old ages practicians must neer utilize physical penalty as this is neer allowed in early old ages proviso and goes against the rules of Every Child Matters. A kid centred attack is really of import in an early old ages puting. This is when kids are challenged to work out solutions to jobs given to them which helps cooperation and develops life accomplishments. Practitioners work hard to calculate out what each kid is interested in and how they work best and so use that cognition to their lesson. This attack makes larning more merriment for the kid and the fact that he is happening his ain solutions to jobs helps to construct assurance and regard. Another attack to working with kids is the kid friendly attack. This is when kids are all treated the same no affair what sex. race or ability to assist them to experience safe. happy and for their public presentations to better bit by bit. Jean Piaget was the first theoretician to suggest the construct that understanding how kids learn helps grownups to cognize how to learn them better. Through his observation of kids. he developed the theory that kids can merely larn when they have reached a c ertain phase of development. Piaget’s theories were the beginning of kid centred acquisition and doing learning more interesting and less based on larning things by rote. Scaffolding is a child-centred instruction tool based on the research and findings of Lev Vygotsky. It builds on the findings of Piaget but Vygotsky believed that you don’t have to wait for a kid to be ready to larn something but that it is possible for grownups to assist them by scaffolding their acquisition. â€Å"Vygotsky believed that when a pupil is at the Zone of Proximal Development for a peculiar undertaking. supplying the appropriate aid ( scaffolding ) will give the pupil sufficiency of a â€Å"boost† to accomplish the undertaking. Once the pupil. with the benefit of scaffolding. Masterss the undertaking. the staging can so be removed and the pupil will so be able to finish the undertaking once more on their ain. † ( Saul McLeod. 2010 ) An illustration of this would be mounting a ladder up a slide. First th e grownup would hold to assist the kid with each pes. traveling on to indicating to the following pes until finally the kid is able to make it on their own` . The ‘Reggio’ attack to learning immature kids has grown from the work of Loris Mallaguzzi in the metropolis of Reggio Emilia in Italy. It has had a immense. world-wide consequence on attacks to learning immature kids and focal points on the usage of the environment and centripetal experiences to animate children’s acquisition and depends on following children’s involvements in developing the course of study. * The rules from all these theories and attacks form the footing of the The Foundation Phase Framework for Children’s Learning. Early old ages scenes are now encouraged to supply a kid centered course of study based on the seven countries of acquisition and following the involvements of the kids to back up their acquisition through exploring and look intoing the universe around them. On my arrangement I was working with a group of six twelvemonth old kids on an activity which involved numbering money and identifying coins. One male child started to be instead silly and stopped paying attending to what we were making. I realized that he was happening the activity excessively easy and was acquiring bored so I took him aside and gave him some more hard illustrations to believe about. I feel this is a good illustration of kid centered acquisition. * A kid centered attack enables kids to entree the course of study at their ain degree because they can follow their involvements and do truly good at something they like. This gives the practician the chance to supply specific support in something that the kid might be holding problem with. With a kid centered attack kids are able to research and experiment with things they are interested in and to larn in ways which suit them which helps them to accomplish good. Mentions Atherton J S ( 2011 ) Learning and Teaching ; Piaget’s developmental theory hypertext transfer protocol: //www. learningandteaching. info/learning/piaget. htm Curriculum and Assessment 3–14 Division Department for Children. Education. Lifelong Learning and Skills ( 2008 ) Model for Children’s Learning for 3 to 7-year-olds in Wales. Welsh Assembly Government. Department for Education ( 2012 ) . Statutory Framework for the Early Years Foundation Stage. Department for Education. hypertext transfer protocol: //www. unicef. org. uk/UNICEFs-Work/Our-mission/UN-Convention 10/10/12 UNICEF ( 2009 ) A Better Life for Everyone: A sum-up of the UN Convention on the Rights of the Child. United kingdom: UNICEF Welsh Assembly Government ( 2004 ) Children and Young Peoples: Rights to Action. Welsh Assembly Government. BibliographyCouncil for Awards in Care. Health and Education ( 2011 ) CACHE Level 3 Award/Certificate/Diploma in Child Care and Education Course Handbook. Council for Awards in Care. Health and Education. hypertext transfer protocol: //www. bernardvanleer. org/files/chetna/Child_rights_booklet-8. pdf 12/10/12 hypertext transfer protocol: //www. brainy-child. com/article/reggioemilia. shtml 14/10/12 Rita Cheminais ( 2009 ) Effective Mulit-Agency Partnerships Putting Every Child Matters into Practice Sage Publications Ltd hypertext transfer protocol: //www. defender. co. uk/society/2009/oct/01/vanessa-george-plymouth-abuse-background 13/10/12 Scott. Johnstone. MacMillan. Paterson. Rescuers and Anderson ( Eds ) ( 2008 ) HNC Early Education and Childcare ( for Scotland ) Heinemann hypertext transfer protocol: //www. pearsonschoolsandfecolleges. co. uk/FEAndVocational/Childcare/HNC/HNCEarlyEducationandChildcare/Samples/Samplechapters/HNC-Childcare_CH01. pdf hypertext transfer protocol: //www. learningandteaching. info/learning/piaget. htm 15/10/12 hypertext transfer protocol: //www. nspcc. org. uk/inform/research/questions/child_protection_legislation_in_the_uk_pdf_wdf48953. pdf 13/10/12 hypertext transfer protocol: //www. pre-school. org. uk/practitioners/681/listening-to-children 12/10/12 hypertext transfer protocol: //www. publications. parliament. uk/pa/cm200405/cmselect/cmeduski/40/40. pdf 13/10/12