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Supporting Teaching and Learning in Schools
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Question 2: Explain why schools and colleges have aims and values. Schools/Colleges have aims and values to give children, parents and all who are in the learning environment a bright idea about their intention and identity. Aims and values of organisations are usually found in the Schools/college website and also displayed in important and see able parts of the School that can be viewed by all pupils. Aims: of a School/college is what it sets out to accomplish such as “to create a happy and stable environment in which pupils are able to achieve their best”. Values: are the things that puts Schools/college as one. It can be listed or represented by Schools such as “achievement for all”. Value like this can be also bound in with social, personal, health and economic education (PSHE) and citizenship in the setting. Question 3: Describe how schools and colleges maintain their aims and values. Aims and values are maintained by the school/college throughout the day, together with their vision, ethos and statement of mission. An example would be if a Schools aims and value were to deliver a steady environment whilst promoting children’s independence, there must be proof of this through the way in which it is managed. For example in a Faith School, the values will be shown through their religious personality. Question 4: Outline one policy and the associated procedures from either a school or a college. All Schools/colleges have a transition policy and its aim is to acknowledge that transition of relocating to a new School or starting School/college completely, is an crucial step in a child’s school life. That being said it is the Schools duty and aim to make sure the experience is a smooth transition for the child. The school has to make sure that the movement and quality of learning is perceptively provided during the course of the transition phase, so all children can make great development and create the skills required to thrive. Every school has procedures that lessens worries and struggles and aid children to settle down into their new school as swift as possible. Procedures for this policy can include these: Having open days for the new students and parents to attend and get as much as information as possible as well as answer any questions they may have. Communicating with nurseries and pre-schools from where students have previously attended, in order to look through their individual learning journals and see if the child has any specific needs that may need to be looked at as well as looking at children’s strength and weakness and then discuss it with them. Having an information welcome evening specifically for parents to attend and offering them with the schools prospectus. Also giving parents the chance to meet the Head teacher and other relevant teachers and talk about any information regarding the school that they need. A home visit from the relevant teachers to get to know the child better and also organising a stay and play session for new parents to come to their child schools and observe their classroom as well as their teachers and classmates. Question 1: DESCRIBE the characteristics of the different types of schools and colleges in relation to educational opportunities.
State Schools: It is designed to educate all pupils regardless their needs to the finest of their expertise. Although the educational opportunities which are offered will primarily be influenced by the school and their ethos. Below are some of the main types of state schools; - Forest School: the advantages of educating this way latch on into the simple development of children as they are not as much of confined by their surroundings. A study has shown in Sweden that children which attended Forest Schools benefited from learning in numerous ways such as working closely with their classmates as well as respecting each other. It showed that children had developed better social skills, more relaxes and had a better self- esteem compared to children who attended schools in the City. Children with special educational needs have also benefited from learning this way, especially children who have ADHD (attention deficit hyperactivity disorder). - Faith School: has been said that it enhances standards in education because of their ethos and in general faith schools have a better academic result. Although the National secular Society has made aware that all children of all beliefs should be taught together because there will be a better tolerance and understanding of various faiths. - Middle School: don’t specifically offer opportunities but it has been said that middle schools offer greater pastoral care for children because they don’t need to make a huge transition like from primary to secondary. Other benefit is that is does not offer a broad age range. - Academies and free schools: enhance guidelines because the Schools Head teacher have a better management over finances and a better choice over the curriculum inside the school. - Community school: does not impact education opportunities because its not affected by some specific interest groups. Thus, it is seen as more traditional and having greater connection to the community. - Grammar school: purpose was to allow children from underprivileged to attend a school beside other children with similar academic level and to enhance social movement. Because children are of a comparable ability, the teaching can be somehow balanced and continuous progress can be made. Some grammar schools have regularly high ranking outcomes and it has been said that usually children who go to grammar schools will have a high earing than those who go to comprehensive schools. - Specialist school: provide support to children with specific needs, hence teachers should have obtained extra training in some cases of special educational needs. An example would be a child that has communication needs may be placed in a school which offers devoted language, speech and communication support. For that reason, varying on their needs, children may be more benefited from a school which is more suitable for them. Independent schools: are schools where parents have to pay school fees, as a result their size of classes are smaller compare to state schools. It means that children have a greater approach to teachers which can enhance grades. They have outstanding facilities like bigger school grounds, broader chances in curriculum subjects such as arts. But it has been said that some state school have currently achieved outstanding grades and are surpassing children who are attending independent schools. Below are some independent or private schools; - International school: offer UK or US style teaching and adhere to the International Primary Years as well as the International General Certificate of Secondary Education or International Baccalaureate Diploma curriculum. All those qualification can be acknowledged in the whole world by employers and universities. International school are reviewed by the International School Inspectorate.
- Save the Children
- UNICEF
- World Vision
- Humanium
- Right to Play
- International Bureau for Children’s Rights (IBCR)
- We Charity Question 2: Outline behaviour that shows respect for and the value of children Its very important for us to know how to act in front of children, reason being is that children easily learn by replicating us in terms of what they hear and see. When children see us treat everyone with respect, they will do the same and know it is the correct way to behave. Its extremely vital that we show politeness, respect and are polite towards children because they feel a sense of being valued and also secure. We should also inspire children to respect one another and support them to appreciate that every person is an individual. All the difference amongst children need to be seen as positive, as this is what makes a child so unique. When they know that being different is a good thing, children automatically feel good about themselves as well as acknowledge differences in other children. One way to behave towards children to show that we respect and value them is for example how we adults in a nursery respect and value children’s differences. This can be holding up posters that show children of different races/skin colours. Another one could be recognising fetes from various religions and cultures such as Diwali, Chinese New year, Christmas and Eid. Or looking at some books that have pictures of children that wear glasses or maybe using a wheelchair. Question 1: Give examples of ways in which children and young people can experience prejudice and discrimination. Children or young people can experience prejudice and discrimination in a lot of ways, where some may be noticeable and some not so. Prejudice may run to some kind of discrimination, because those who are accountable could have set ideas what children or young people can do. Prejudice and discrimination can come from children and young people but it can also come from other adults within the school or from parents as well. Some examples of explicit discrimination are listed below;
- Name calling children and young people
- Give out comments about their gender, sexuality, appearance and even their background
- Not letting them take parts in activities due to biased ideas about their capabilities However, there are other less noticeable cases of prejudice and discrimination and the child or young person might be uninformed that their opinions are not consistent with those people of the setting. Some examples are listed below;
- Have less expectations of People with special educational needs or even disabilities
- Not caring about the needs of some people when sorting out an activity such as bilingual people that need extra help.
- Unintended discrimination caused by ignorance
Question 2: Outline the impact of prejudice and discrimination on children and young people. The impact of prejudice and discrimination will cause negativity and if it is continuing it will be prolonged for the person. It will make them feel unvalued which can cause them to suffer the loss of self-confidence and not try out new activities for themselves because they do not want to be seen by other children or young people. It can also cause unhappiness in Schools and they won’t build robust relationships with children as well as improve good in their education. Which is why it is important that we confront discrimination and prejudice, if we see one. Reason why is because everyone should be handled with respect and equality by other children. However in some instances, some children may not be aware what they have stated and it is crucial that they are made realize that what they have implied should not be said again and that every child need to be handled equally. Question 3: Describe how to promote anti-discriminatory practice in work with children and young people. There are a lot of ways where anti-discriminatory practice can promote in work with children and young people. An example is when teachers could explain properly to children on their first school day that any kind of discrimination will not be allowed and that every child or young person should be handled equally and respect. By telling students this, it will set out strong limits on how to treat their classmates as well as others will feel safer and can be themselves how they want to be. Although, any kind of discrimination should be instantly be looked at to enable that is not considered as appropriate. An example would be challenging behaviour, where two student will be sat down if it has been informed that one student has discriminated the other classmate and try to explain to them that it is not tolerable and also explain to them that every student is equal and are entitled to be handled with respect. If this particular behaviour has been hindered from inaccurate information, it is best to teach either the student or the whole class on distinct sexual orientations as well as disabilities and religions. This is to that every pupil is educated and have understood the right way to debate other religions and so on, if they wanted to, without triggering insult to anyone. Question 4: Describe how a support worker can ensure the inclusion of children and young people with special educational needs and/or disabilities in a learning environment. Like summarised in the European Convention on Human Rights, every child and young person has rights, which involves the right to an education. A small part of supporting inclusive practice in Schools are done working through children who might have disabilities and educational needs. Every person has the right to be included in all spectra of the Schools broader life and curriculum, which needs to be in measure with the organisations equality as well as equal opportunities and inclusion policies. We need to be always alerted about the child’s needs and will become more familiar once we work with them more and be extra aware of those who have disabilities and tend to be more vulnerable. The reason is because their anxiety and stress level is much greater than other people and tend to have more health problems. Every School has a special educational needs co-ordinator who can make sure that Students with special educational needs or disabilities are assisted efficiently so they can make the most to their best of ability. Every School should refer to the Special Educational Needs and Disability Code of Practice (2014) when working with children or young people who have Special educational needs and disabilities. It defines the legal guidance for Schools,
enhance the results for students with Special educational needs and disabilities as well as providing frequent suggestions for targets for student who got an EHC (Education, Health and Care) plan. When Adults work in Schools, they tend to see the aspect of students. But every professional has their own understanding of the student and their SEND. When adults share this knowledge it will mean that adults who work with students have a much better understanding of the student needs on a greater level. When information is constantly shared between the ones who work with the children, they will have a better and clearer understanding of the child as a whole which will benefit those people who work in Schools to give the best support to the child. Sharing profession knowledge amongst professionals will aid to give out background to the child’s SEND, which can also improve every child’s knowledge in terms of various aspects of their development. Question 1: Describe how safeguarding and welfare requirements can be met through policies and procedures. Every Adult that works with children have the responsibility and duty to safeguard their safety and wellbeing, because they have the right to be kept safe from any harm (also summarised in the United Nations Convention on the Rights of the Child). To safeguard simply means guarding all children from any type of harm, abuse and bullying. Every School/college has their own procedures and polies to safeguard children. All this should have been clarified at Teachers staff induction and revised through frequent staff training, to make sure every staff is made aware of their responsibilities when working with children and are alerted how to act when any safeguarding problems arise. To acknowledge indications of harm and abuse and the appropriate action to take is very crucial, as welfare and safeguarding needs can be only encountered then. The Ofsted guidelines state that “every setting should have an effective child protection policy and a staff behaviour policy” and every Staff member need to be conscious of all of them, which in other hand means that settings need to make sure they have policies as follows; the use of social media, adequate use of technologies and Teacher, Staffs and students communications as well as relationships. They are usually contained in the safeguarding or either in the child protection policy, however they could be split up. Some Schools might have other policies that can have influence on the welfare of children as well. Question 2: Describe the actions to take if a child or young person discloses harm or abuse. Being a member of staff in a School and continuously working with children either face to face or in groups, we develop tight relationships with them. So if for example a child needs help or advice and needs to talk to someone, they will come back to you. If children in the school setting claims abuse or any harm, we need to make sure it is reported to the correct people and make sure to keep up with your Schools procedure and policies. We need to act upon it promptly and gently and try and prevent exaggerating what the person tell us while we offer them with comfort. The NSPCC has summarized some steps we should take, if a child comes to you and speaks out about abuse we should; listen to them carefully= we should steer clear of stating our own opinions on the matter. Tell them they have done the right thing= giving them the assurance can make an great influence on the child. Say it is not their fault= they need to know that any kind of abuse is not their fault in the first place.
Do not speak to the suspected abuser= facing the suspected abuser should be avoided, as it will make matters more worse for the child. Explaining the next steps= If the child’s age is appropriate, we must tell them that it needs to be reported to those who can help the child. Never delay the abuse= The report should be handled quicker once the child has disclosed it, because reporting it fast means details are still fresh and appropriate actions can be taken against it as swiftly as possible. Baring in mind if a child confesses to us and hasn’t confesses to anybody else, it is our responsibility to tell them that it needs to be told to other people so they can get the best help. It is better of we report it promptly to our organisations child protection of safeguarding officer. Question 3: Describe the actions to take in response to concerns that a colleague may be: a) failing to comply with safeguarding procedures b) harming, abusing or bullying a child or young person. Every Child or young person has to be shielded from ay harm whilst they are under the care of the School. All Employers have to make sure that every adult who takes care of the children are fit to be able to do this and current checks have been done prior to them working with children. It can be done by registering with the DBS (Disclosure and Barring Service) to make sure nobody has got criminal convictions which can impact their ability to work along with children in Schools. If we do assume that a child under our supervision is involved in any harm, we will be the ones who are responsible to act upon it and removing the child from any harm. Below are examples of staff not behaving as they should be are as follows; Failure to comply with safeguarding procedures: which can contain usage of mobile phones or even taking pictures of children
Sending friend request to pupil on social media
Revealing confidential information with other people outside School
Often alone time with a child
Or too friendly with a child at school Harming, abusing or bullying a child or young person: suspecting or finding out that a staff member is abusing a student, that can include the following;
Touching the child inappropriately
Speaking to the child inappropriately
Meet up outside the school
Bullying the child
Frightening the child
Showing emotional abuse towards the child
And control their behaviour If we do discover that a staff member is neglecting to fulfil with safeguarding procedures, abusing or bullying a child, we are the ones who are responsible of reporting it immediately and appropriately, which is also know as whistleblowing. Question 4: Identify UK policies and procedures covering: a) confidentiality b) data protection c) disclosure of information. When working in a School as either a volunteer or a member of staff, it is crucial we know about and recognize the meaning of confidentiality. Thus understanding not to share any important
If a child comes to us and confesses something that might happen to them, we must report it to others such as alleged abuse.
If a child is at any risks such a self-harming
Or if a pupil is behaving on misleading information that we know is not true If a child comes to us and tell us about something that worries us, we need to let the child know that we have to proceed this crucial information to other people who can help the child, thus making sure to follow Schools policy for proceeding this information. Question 1: Explain how to identify potential hazards to health, safety and security of children and young people Hazards will always be there in any education environment and Staff members as well as students have to educate themselves how to face a hazard and deal with it appropriately. Everyone need to be able to be taught to understand and control any risks so everyone can build responsibility fir the safety of themselves in various situations within or offsite the school. If we are faced with a hazard we need to make sure that we and others are not putting ourselves at any risks, considering to disregard a hazard that is risky and unsafe. To be able to discover possible health and safety hazards in and outside the Schools learning environment, we all should be deliberately informed of what could happen at any time during the day. Any Staff member that is faced first on a hazardous scene, must if they can notify those people who are in charge to deal with hazards. This will ensure nobody is exposed to any dangers. In any learning environment, potential hazards and risks can occur in numerous ways, such as:
Physical
Security
Fire
Food and Personal safety Every case we just listed, the level of risk needs to be thought thoroughly to prevent it from taking place and how serious it can turn out if not acted swiftly. Physical: risks and hazards are the ones that we face in the general school environment, for example leaving coats on the floor can cause someone to trip. Other types of risks and hazards are equipment’s and material not being checked thoroughly and safety equipment’s not used correctly. If it is possible, we adults have to take action on it to prevent other pupil being put at any dangers and follow the schools policy appropriately when stating a physical hazard, especially if a swift act is required from us to get rid of the hazard to stop pupils from any harm. Security: Every Staff member that work with children should have their DBS (Disclosure and Barring Service) checked. This kind of Background check of staff members will make sure they are suitable to work with children. When unknow people get entry to the school or children go off-site school times, this is when security hazards can happen. It can also happen to children when another person comes and pick them up after School. Hence why we need to be extra careful and make sure if we do not recognise a familiar person, we should not send the child home with them, only if we have the consent from the parent, then yes. Other security hazards can also happen when there are small gaps in fences or gates are not closed properly and left unattended. Most Schools have security cameras on the school site and every staff member are handed out entry codes which they are not allowed to share with other people, that’s why all entrances are monitored all the time to make sure that the surroundings are safe. Always be
observant throughout the whole day and if we see an unknown person in the premises or someone who isn’t carrying a visitor’s badge, then we must act by questioning the person. Security hazards can also happen off-site the School, for example a fire outbreak. If this is the case the School has to go through a lockdown policy, where everyone including Staff members and students need to be gathered inside the School with all doors locked up, for safety reasons. Fire: Smoking within the School premises can trigger a fire hazard. Other hazards such as candles or any other open flames must be kept away. Fire blankets should be placed close by if needed and Fire extinguishers should be frequently checked to make sure they are not damaged and also when the checks were done should be placed/written on the fire extinguisher. Every staff member must be cautious of the various types of fire extinguishers and which sorts of fires they must use it on. Food safety: When it comes to Food safety, we all need to be good prepared to conduct cooking or other cooking activities and show great training. When we cook along with children, we need to tell them about possible dangers so they can become more conscious and develop further. Also making sure we are good example and examine proper hygiene measures as well as using equipment safely and securely. Specialised qualifications are obtainable for those who want to have good training in food management. Personal safety: should be made aware to all children and supervised when children perform activities, which are seen as greater risk. Also making sure they practice safety equipment’s if need it, these can include when taking care whilst raising weighty items and making sure to do it properly and in the correct way. PPE also know as Personal protective equipment’s such as earplugs and googles should be in hand if needed to safeguard employees and to make sure that dangers are reduced. Always be observant in your own surroundings, especially when working by yourself alone and there are no colleagues nearby.
Question 2: Describe how to minimise risks to the health, safety
and security of children and young people.
We should all know how cope with any kind of hazards that could occur at any time during our learning setting and also to reduce any additional dangers to other people. It can be expected as little things such as a wet floor that is slippery once it has been scrubbed. Below is a list of preventative measures that can be taken to make sure that the amount of dangers are handled efficiently. Once these measures have be taken successfully, it will lower the amount of risks. o Electrical equipment’s= need to be checked constantly by someone who is qualified as an electrician. But we need to look at electrical devices ourselves before we take use of them and promote others to do the same thing. Never bring any electrical devices from home to be used at school as those would have not been checked by a specialist and are not safe to use. o Chemicals= that are dangerous and has been bought, stored or even used and discarded in Schools, need to be put away in cupboards if they are not going to be used so the risks
taken, teachers are then able to take into consideration how much of responsibility can be given to the child, based on their demands. That way children can enhance being independent and confident in handling dangerous circumstances and also practice their own choices as well as their own rights. Staff members have to have a chat with the child about why some actions were taken and look at the dangers prior to behaving in particular situations. Also pupils as they grow older day by day should think about and talk through the affect of their actions and the ones surrounded by them. Question 5: Describe ways of supporting children and young people to assess and manage risk for themselves. We need be always there for the child and encourage them when they try out new skills, such as to stand up behind a very young child and providing them the confidence as they go up the stairs and stand there if in any case they fall down the stairs. We also need to be a good and optimistic role model for them, such as wearing a bike helmet to keep them safe if they trip from the bike or holding a safety rail which will keep them safe from falling down the stairs. We need to explain to children why we take those measures so they understand. Always try and encourage a child by applauding their effort and achievements and focus on their abilities. We also need to take part in right moments that can support children to perform important decision making, for example crossing the road where a child will make the decision and tell us when they think it is safe to cross the road. When we adults carry out any tasks, try and talk over the procedure of evaluating risks that may occur, for instance ‘I am going to put my oven gloves on so I don’t burn myself when I’m getting food out of the oven’. Give plenty of time for the development of risk assessment to occur appropriately, because if we hurry the child they will not be able to summarise it thoroughly. We should also offer help to the parents of the child and find out if they can also support their child to make up further independent choices such as telling the parents about their child’s daily activities carried out and the outcome and preferences they made. At last, if children do not have the initial support they need, they are unlikely to try new things or even attempt it and stretch their capabilities. We need to let children take risks, only then they will gain confidence in their own abilities. Question 1: Identify health and safety risks that need to be considered when providing craft activities for young children AND explain how to deal with health and safety risks you have identified. Health and safety risks that need to be considered when providing craft activities for children need to be thought by adults before the actual activity is set or given out. Any risks in carrying out craft activities, can be things that can cause serious injury to young children. An example would be handling a pair of scissors by a child. Scissors in general can be unsafe, just as the ones that are made specific for children, which are usually made out of hard material and are quite pointy and long. Scissors are a serious risk when a child accidently puts it in their mouth or poking another child with it. Other risks that can be considered are: a child putting accidentally paint in their eyes, gluing their skin, a child putting small items in their mouth that are known to chocking, slippery floor due to liquids spilled, accidently putting pipe-cleaners up their nose and the child putting play foam inside their mouth. We can deal with health and safety risks by regularly checking all equipment’s for safe use by children, Makes sure any surfaces are clean before use, also make sure there is plenty of safe for the child to carry out the activity and we can put up picture warning of what they can and cannot do. Also we adults have to make sure that we keep an eye on all children and young people at all times.
Question 2: Describe the support a young child may need when carrying out craft activities in relation to health and safety. Any activity that has been carried out with children or young people, we need to be vary about any accidents that may happen. Even if we plan carefully and thoughtfully, still things can end up wrong. Children or young people overall put things inside their mouth or use materials in a incorrect way for example, swaying paintbrushes in the same way as a sword. Always making sure that all materials and kits are in a excellent condition and are suitable for the activity. We as adults when working with children and young people have to think about the health and safety risks before undertaking any craft activity with the child. So, therefore it is crucial to watch children all the time while they are handling activities. Give examples of ways that local organisations, services or people working in the community can broaden children's experiences. There are loads of organisations, services or people working in the community who can help to deliver many experiences for children in the local area. Any community or community originations can offer situations which allow children to give new stuffs a go, learn basic skills as well as have a good time overall. Various types of services will give children the opportunity to broaden their experiences and discover new skills when offering children with different activities to participate. Several new experiences for children could be messy play sessions, gymnastics classes, music, song sessions and football coaching. Question 8: Describe with examples ways that an adult can support young children's play An adult can support young children’s play by interacting with the child during a play and talk about it. Simply by being engaged, children understand that Adults show interest as well as respect individuals play choices. Adults should take part in play with children as it is fun for them and reveals that we respect what they are undertaking. Our presence alone to children can show many things to them and that’s what they want to see in an adult. When adults actively are joining in play with children, if they are invited they can reach a child’s knowledge which can help them make new acquaintances, which can be done by demonstrating good interactions as well as behaviour. When adults are enthusiastically engaged in the practice of play, they are in a great situation to get involved when a problem occurs where children might need assistance such as a worry regarding safety. Thus, remember that children must experience issues arising and need to practise on how to solve them on their own time, making sure to give them enough space to practise those skills by themselves and interfere only if we must. Most times children require assistance by interacting or participating in activities. So when adults are mostly a part of children’s play, they can be very helpful to make children feel calm joining in play overall. Question 9: Outline the importance of age appropriate adult and child interaction
All children and young people have to learn how to talk and adults can help
by actively listening to children. All children and young people of all ages
require adults to be approachable to them, which means adults are
interested by them. There are a lot of ways that we adults can be
approachable to children of all kinds of ages such as:
By showing interest in how children see themselves as well as what they think of themselves and the experiences the face
Teaching how to react to negative comments
Method: Mix the peanut butter, eggs and brown sugar in a bowl. Then using your hand roll the combined mixture into small balls. Put the balls on a baking sheet and carefully push a fork on the balls to make a shape. Put in the oven and bake at 180 °C for 6 to 10 minutes or until golden brown. Make sure the children wash their hands once they finished and clean the surfaces too. Identifying the health, safety and hygiene requirements when preparing food with children are as follows:
Before an activity, a risk assessment within the area needs to be done
Nearby Adult supervision must be kept always
Objects that must be safe and age applicable to be used
In terms of hygiene matter, gloves aprons have to be given out to cover up hairs
Any children who might have allergic problems, need a parent consent before any activity is carried out
Always making sure to use clean, secure, and healthy foods
Preparing everything beforehand to evade and spillage of any dangers
Hand must be clean
The area has to be clean and safe when using it Question 12: Importance of Play: Describe the role of the adult during a cooking activity with children. All Adults play a significant role in children’s development. Adults offer assistance and inspiration as well as a safe and protected ecosystem around children where they can discover and develop. The role of adults during a cooing activity with children involves:
Letting children be independent as they want to be
Always follow health and safety like clean surface and personal hygiene
Making sure the cooking activity is being prepared and all equipment’s and ingredient needed should be available for the child
Discuss the ingredient with children for example where each ingredient might come from and how it grows
Informing children about risks and hazards as well as making sure every child is protected from any harm and danger
Put together simple recipes for children with pictures
Always help children out with measuring and weighing ingredients though helping problem solving and mathematical skills
Explain children how to handle safely equipment’s such as knives
As an adult always be supportive towards children but allowing them to discover, learn and think for themselves
Let children work with their classmates as a team and take part in any activities
Question 13: Describe how books and stories can promote the learning and development of children. Books and stories are loved by children of all ages, especially favourite ones that always fascinates the minds of children. It can develop their habit of reading and promote the learning and development of children in various ways. Younger children create their sensations through “touch and feel books”. Different books with pop-up pictures fascinate the interests of younger children, where they create an interest for books and slowly identify things such as animals, clothes, different seasons and many more things. When Children start to read, they not only develop vocabulary but also helps them to understand what is happening around them, improve their knowledge as well as go into imaginations of the characters and circumstances in the story. When reading Books and Stories, it will help children develop language skills. It gives children the chance to enhance their vocabulary for example: children in a younger stage learn by rhyming words from books and stories and older children learn by knowing different words and expressions by reading books and stories, which helps them become more flowing in language skills that will help them communicate greater in the future. Reading Books and stories also help enhance children’s concentration by developing the concentration energy between children. Usually, younger children have a little concentration limit. Although books and stories make them very excited, thus reading it slowly develop their concentration ability. Reading books and stories can also help children cope with feelings. This means when they listen or read out a story, children get engaged with feelings of the characters in the story, therefore they will then recognize the sensations of various situations and conditions. Moving along, books and stories can also develop children’s creativity and imagination, which means when they read their favourite books or stories, it will have a greater advantage of creating their artistic and imaginative thinking. Whilst they read stories they get captivated in the story itself by imagining the character and the circumstances that happen in the story and so on. By creating their own stories, they get inspired by their favourite characters. When reading books with children, it will help promote the desire of knowledge. They tend to ask lots of questions when they listen to a story or read one in their own time. Children become curious of what will happen next in the story or what the outcome is, hence they will develop an interest amongst other children from different cultures, backgrounds, language or feelings. Books and stories create a form of entertainment for children too. Children getting involved by reading their favourite stories and books and enjoying them, is better than spending time on smart phones and watching television. At last, reading books and stories can help create a bond for children. When we read to them at bedtime, it is the best time to spend and bond with them. Because when we read stories aloud and act on them, it will create a huge influence on the bond with the child as they love the company of adults whilst reading out their favourite books and stories. Question 14: Describe criteria you could refer to when choosing books for young children. Criteria’s we could refer to when choosing books for young people are as follows: - Is it right for my Child? We as adults/parents are the best person which book will be of best interest to our child. We should not buy books just because they are award-winners, bearing in mind our child’s exceptional personality too. - Are the images well made? Vibrant and strong pictures are a must for children aged 4 to 8, and the effectiveness of the pictures are when they relate to the story. Books that have no words are also an excellent
Question 7: Describe different types of play activities and the resources needed to support play for the following age ranges: a) birth to 11 mths b) age 1 to 1 yr 11 mths c) 2 yrs to 2 yrs 11 mths d) 3 yrs to 3 yrs 11 mths e) 4 yrs to 5 yrs 11 mths. Birth to 11 months: - Play activity: This can be an activity such as Tummy time or block stacking. - Resource: a place where the child is comfortable to lay on, rattles they can hold on and put in their mouth and blocks children can stack up without needing assistance of adults. Age 1 to 1 years 11 months: - Play activity: sensory activity such as water play - Resource: Can be things such as different sizes of cups for pouring or filling in. Others include boats or toys that are able to float or sink Age 2 to 2 years 11 months: - Play activity: can be sitting or riding activities or story telling as well as thick jigsaws - Resource: toys they can push along with themselves, for story telling they can look out for a quite area where they can share books and jigsaws that are big enough for them to play with Age 3 to 3 years 11 months: - Play activity: making marks or dots on papers or cutting papers - Resource: scissors appropriate for this age, pencils papers and chalk Age 4 to 5 years 11 months: - Play activity: role playing which is a popular amongst children - - Resource: any kind of dressing up clothes and puppets made of different materials and resources. Question 2: Describe the purpose of a career plan and detail the types of information it needs to contain. The purpose of a career plan is a list of actions that we can take to undertake goals for our future, which will help us to distinguish which areas we want to follow, expand long-term purposes as well as tactic for career accomplishment. When we create a career plan, it can also help us get prepared for the future, so we can plan to make decisions about what positions for example we want to apply for later. Preferably, our career plan can be there as an motivation by narrowing a long way into a lesser and easier steps which are simpler to achieve. A career plan should contain the following information’s: A personal overview; which contains a short summary of who we are and what we are looking for. Things to include can be our greatest qualities and what interest us and where we are at in our present position. Education; should contain a summary of our educational qualifications
Employment History; stating a short description of our employment history Goals; should contain our short-term, mid-term and long-term goals. For example: Short- term we want to obtain a job with development opportunities within 6 months. Mid-term, we want to get a promotion in about 2 to 5 years time and long-term, become the head of department in about 5 or 6 years time. Skills, knowledge and current experiences; Assess key sills that are either obtained from studies, work or even our own hobbies. Training and development needs; What is needed to reach our goals Action plan; need to include a step-by-step guidance of the actions that we need to be able to achieve our goals. appraise your readiness for your chosen career path and readiness to take advantage of any opportunities available. You must appraise your achievements and work experience to date AND any further study or learning needed It helps me to prepare myself to enter the career force. It may involve learning new skills and creating goals. To prepare myself for a career, it will ensure me accomplishment and teach me how to manage it and prepare me to use the skills I have studied. To take advantage of any opportunities available in terms of my career path, I will consider expanding my current job, so that I can learn more or become a contributor in meetings by sharing my ideas, as an alternative of going after anyone else’s leadership all the time. I have gained couple of Achievements and work experiences. Starting with Work experiences, that I worked for nearly two weeks in a Nursery, where I learned information skills as well as those nursing of children with special needs in the category of age 3- years old. Then I did an work experience in a Medical centre where my duties included booking appointments for patients as well as doing general admin tasks. Moving along to Achievements, I worked in 3 different pharmacy’s, one still up to date. In all those pharmacy places I worked, I gained along the way other achievements too. Achievements that were Retail related as well as undergoing a Medicine Counter Assistant course and Functional skills qualifications. My Pharmacy duties included preparing Medication for dispensing against a script, advising patients in response to symptoms and receiving prescriptions from patients and making a legal, technical assessment of the Script to determine validity of Patient’s prescriptions. I am planning to undertake more learning in due course, by arranging a work experience placement in a Primary school to allow me to experience life in primary school setting from a teacher’s perspective. My ambition is to one day become a Teacher and for that I needed further study, which is the course I am currently undertaking to give me the qualifications I need to pursue further. Once I achieve the Teacher Assistant course, then I can apply for further studies in the future.
Complete teaching assisnment
Fach: Supporting Teaching and Learning in Schools
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