...setting to promote this, also they must ensure that all staff members are made aware of this law and given essential information on this. The health and safety policy will be discussed in a staff meeting where they can be written up as a policy in the setting. All staff must follow this policy and work effectively following procedures with care and familiarising health and safety rules to all children. Reporting of injuries, Diseases and Dangerous occurrences Regulations 1995 RIDDOR Reporting accidents and ill health at work is a legal requirement. Passing on this information enables the Health and Safety Executive (HSE) and local authorities, to identify where and how risks arise, and to investigate serious accidents. They are then able to help practitioners with these statuses and provide advice on how to reduce emergencies ,accidents and ill health in the Early Years setting. Control of substances and Hazardous to health Regulations COSSH 1994 control hazardous substances in the setting set by a simple framework. This then prevents Illness to employees and children in a setting. Fire precautions Regulations 1997 The premises must be checked by fire officers before the start of the first term, this gives them a chance to be able to advise the employers what is needed to make the setting as safe as possible. In the setting there must be a practised fire drill where children and staff take responsibility and follow procedures to evacuate the building safely...
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...Leading the School Cynthia Cole EDU 7820 Principles of Educational Administration 7875 Amethyst Drive Pensacola, Fl 32506 850-449-0975 cynthiacole1@bellsouth.net Instructor: Dr. Ted Ray Effective school leaders should ensure that vision, mission, and goals encompass awareness of school culture, instruction, organizational management, group process and consensus building, learning resources, school law and politics, and ethics. School leaders play a significant role in school culture. Organizations with a positive culture have cohesiveness and responsibility towards maintaining embedded attitudes, beliefs, and behaviors (Ali, Brownson, Kahlert, & Sobel, 2002). It is important for leaders to create cultures that have values, equity, and high expectations. Effective leaders accomplish positive cultures with the use of appropriate dialogue, actions, and symbolic gestures. The overall goal of positive school culture is effective student learning and achievement. Therefore, school leaders must establish a culture that meets the needs of diverse student populations and challenges of accountability-driven education systems. This also involves effective collaborative instruction that is designed to maintain a focus on improving student learning. School leaders are required to ensure that students are meeting performance standards in a collaborative process. The research in this paper offers several suggestions for school leaders to facilitate...
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...Learning, Relationships and Communication in a Classroom Studies have shown that learning, relationships and communication actively interrelate, influencing each other. If a teacher has good communication skills they will develop a good relationship with their students which in turn will have a positive effect on the learning environment (Kyriacou 1998). However, over the years theorists in educational psychology have viewed pupils’ motivation as one of the most important features that contribute to student learning (Chrisotphel 1990). Therefore, this essay will critically discuss motivation as a key factor that influences these three areas. According to Seifert (1999) motivation affects the amount of time and energy students are willing to devote to any task. If motivation is essential for learning students need reasons to expend the energy. Teachers are the main adults in students live for several hours during the week. Therefore teachers are given the opportunity to play a significant role in the pupil’s social and personal development (Woolfolk et al 2008). It is the teachers’ responsibility to establish such an environment, flourished with positive energy which enables pupils to reach their potential both academically and socially. Factors which influence Communication In order to motivate the students it is essential that the teacher has the necessary skills. Communication is of immense importance in relation to teaching skills. When communication is effective learning...
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...Explain the role of supportive relationships in reducing the risk of abuse and neglect and discuss the role of supportive relationships in reducing the risk of abuse and neglect (linked together) In order for a vulnerable individual to feel confident and feel as if their needs are met, a supportive relationship is essential. A supportive relationship is a relation based on empathy and encouragement and based on the individuals supporting each other in different ways, in order to maintain happy and healthy, physically and mentally. Without a supportive relationship, individuals might not feel confident or they might feel withdrawn and neglected by the person who is taking care of them. Without a supportive relationship people might start feeling self-conscious or they might become depressed as they might feel as people do not want to be their friends or not even to communicate with them. Practitioners must build relationships and promote the rights of people using the services and they do this through a variety of different techniques and skills. There are core principles used that are vital throughout supportive relationships. The core principles of care are; •Dignity - This ensures that individuals are being respected and have control. •Equality - Encouraging equal opportunities and rights for everyone involved within supportive relationships. •Respect - Admiration towards abilities and qualities of individuals within supportive relationships. Without having...
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...Effective communication with children, young people and families Good communication is central to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. You should always communicate with them appropriately to match the stage of development, personal circumstances, and needs of the person you’re talking to. It is important to be able to communicate both on a one-on-one basis and in a group. Communication is not just about the words you use, but also about the way you’re speaking and your body language. You need to feel and show empathy and sincerity, and above all, listen. You need to take account of culture and context. For example, you need to be aware and communicate appropriately if English is an additional language, or the child is disabled or at risk of under-achievement or other poor outcomes. Effective communication extends to involving children, young people, their parents and carers in the design and delivery of services and decisions that affect them. It is important to consult the people affected and consider opinions and perspectives from the outset. Another crucial element of effective communication is developing trust between the workforce and children, young people, parents and carers – as well as within different sectors of the workforce...
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...Supportive Relationships that help Reduce Risk of Abuse and Neglect P6: Explain the role of supportive relationships in reducing the risk of abuse and neglect M3: Discuss the role of supportive relationships in reducing the risks of abuse and neglect, using examples In order for a vulnerable individual to feel confident and feel as though their needs are being met, a supportive relationship is essential. A supportive relationship is a relation based on empathy and encouragement and involves the care and support from those around them such as, friends, and family and care workers. Supportive relationships can affect an individual’s health and well-being in a positive way and by having the support of others around them can give the individual confidence and make the individual feel better about themselves. It also means that trust is built between the carer and the cared for, and when something goes wrong, the individual feels that they can go and report it someone who is close to them, who can then go on to resolve the situation. For a new care worker this could prove difficult for them to create any kind of relationship with a client or service user, but they would need to consider both the nature of themselves, and the individual they are supporting’s role. Being a vulnerable adult leads them to being susceptible to various forms of abuse and/or neglect, and because of the very nature of what is happening they may have no idea as to how to respond to the abuse – finding...
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...Permission to complete the case study was sought and given by B himself, his parents and the head teacher. Introduction and rationale In order to protect privacy the child will be known as B throughout. The setting is a classroom in a main stream 2 form entry LEA Infant and nursery school. B is a 6 year old child with a diagnosis of ASD [Autism] he also has EBD [emotional and behavioural difficulties] with Attachment issues. B is now in Year 2 . B is academically able but exhibiting severe behavioural difficulties and displaying severe aggression toward both peers and adults with obsessive demand avoidance behaviour and impulsivity. These behaviours severely inhibit both his learning and social interaction. B is an only child . The time scale is over a nine month period, June 2010 to February 2011. B was chosen as he was not only requiring two to one support and isolation from the group to uphold the safety of his peers and of staff but was also attending for a reduced timetable of mornings only. Evidently work was required in order to go some way to improve the situation. The impact of the interventions and strategies on the child will form the main thrust of the case study. There are two main aims in undertaking the child study : * To monitor the progress of B and in particular his response to behaviour modification strategies – embarked upon through research study, discussion with other professionals, staff, child and parents. * To enhance the understanding and...
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...The role of effective communication Task: Produce a document that explains the role of effective communication and interpersonal interaction in a health and social care context. Extend this work by assessing the role of effective communication and interpersonal Interaction in health and social care with reference to theories of communication (P1, M1). Communication is where an individual shares information through speaking, writing or body language. This could be texting an individual or using social media sites to interact. Communication is important in a health and social care setting as you may need to inform those around you about a certain patient. For example, when an individual is put into a caring home, the person (typically a family member) would tell the manager/ nurses about the patient. This is because they want the patient to feel comfortable in the home. This would require the manager to communicate with the care workers, so they all have a clear understanding. Effective communication extends the concept to require that transmitted content is received and understood by someone in the way that it was intended. The goals of effective communication include creating a common perception, changing behaviours and acquiring information. Effective communication begins with encoding, or the skill of relaying information in a clear, direct way that allows the receiver to correctly decode your message. Decoding is also a skill as it requires the receiver to ensure that...
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...Assignment 1 – Becoming an effective Leader Understanding own ability to fulfil key responsibilities of the leadership role 1.1 Evaluate own ability to use a range of leadership styles in different situations with different people There are many similarities between Leadership and Management but the fundamental difference is that Leadership always involves people, whereas Management can just involve items such as stock or IT. Therefore Leadership is the responsibility for and the leading of people. It also includes the management of the team which can ideally be delegated to team members to help them develop and boost their motivation and morale. There are numerous categories of leadership style proposed by different theorists – Bureaucratic, Charismatic, Servant, Transactional, Transformational, Situational, Behavioural, Functional and more In the 1930s, the psychologist Kurt Lewin proposed that there are three types of leaders: Autocratic leaders make decisions without consulting their teams. This may be appropriate when decisions need to be made quickly, when there's no need for team input or if team agreement isn't necessary for a successful outcome. This style can be demoralizing and lead to high staff absenteeism/turnover. Democratic leaders allow the team to provide input before a final decision is made. This style can be difficult to manage when there are lots of different perspectives and ideas and is not effective if a quick decision is required. It does encourage...
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...There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Advanced Practice) 3978-52 600/0573/7 3978-53 600/0573/7 3978-54 600/0573/7 3978-55 3978-56 600/0573/7 600/0573/7...
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...head: INFLUENCE OF ONLINE COMMUNICATION ON RELATIONSHIPS ! 1 Your Life on a Screen: The Influence of Online Communication on Modern Relationships Denise Arellano, Danielle Grommersch, Jonathan Infranco, Lindsey Lippert Point Loma Nazarene University Author Note Research conducted by Denise Arellano, Danielle Grommersch, Jonathan Infranco, Lindsey Lippert. Department of Communications, Point Loma Nazarene University. This paper was produced as a group research project for the Communications Research and Theories (COM465) course for the Fall semester of 2013. Correspondence for this paper should be addressed to Danielle Grommersch at dgrommersch116@pointloma.edu. ! INFLUENCE OF ONLINE COMMUNICATION ON RELATIONSHIPS Abstract Computer-mediated communication has increased in recent years, making it more socially acceptable as a means of interaction. This study explored the different ways that computer-mediated communication (CMC) develops and maintains relationships. Strong 2! correlations were found between the effect on one’s degree of communication satisfaction and self-disclosure on their choice of mode of communication. Findings also indicated a correlation between one’s motivation, intention, and communicator style and the perceived level effectiveness of the transaction. The level of satisfaction of a CMC interaction can be determined by one’s communicator style, level of experience with the technology, and intention of the communication. In addition, it was...
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...ADULT LITERACY EDUCATION IN NIGERIA AND THE USE OF INFORMATION TECHNOLOGY CHAPTER ONE INTRODUCTION 1. The need for adult literacy education in Nigeria cannot be over-emphasized. In the context of global economy and competitive markets, adult literacy is a key factor contributing to economic development. In all countries of the world, adults constitute a larger proportion of the work force. Therefore, human resource development through adult literacy education has become a key component within the overall strategy for economic restructuring both in the developed and developing countries. The future of global economy and democratic polity in the twenty-first century is likely to depend on skilled, educated, and enlightened adult citizens. It was the World Conference on Education for All, held in Jomtien, (Thailand) in 1990 that highlighted the critical importance of addressing the learning needs of adults. In the context of globalization, basic learning skills and competencies are necessary not only for children, but also for adults, who are valuable human resources of every society. The new technological developments in information and Communication technologies (ICTs), such as satellite radio and television broadcasting, long distance telephony, computers and telecommunications have dramatically expanded our options for engaging in learning and teaching at the individual, community and societal levels. The hallmark of ICTs is their distributive power and...
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...Explain the term school readiness. The school readiness means that when children are ready to go to primary school and transition from the nursery. Children's readiness for positive transition into primary school needs to be view as an everyone’s responsibility. Parents, nursery teachers, primary schools, and local community programs working together provide the best common for children's success in school. School readiness needs to be clear in general, developmental terms so that the individuality of each child is well kept and respected. Explain how the early years practitioner supports children to prepare for school. Many young children who are developing normally nevertheless find this stage of life very difficult. For most of the children, leaving...
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...Abstract Children and adolescents who engage in and antisocial behaviors repeatedly, exhibit a persistent pattern of antisocial behavior that significantly impairs everyday functioning in the contexts of the school, home and the community. Preventing and treating aggressive behaviors in children and youth encompasses a combination of cognitive, behavioral interventions, and parental training and increased school involvement and is targeted to the reduction of dysfunctional cognitive, behavioral, and problem-solving patterns of aggressive youths. Keywords: aggression, antisocial behavior, children, adolescence, conduct disorders, behavioral problems, development and intervention. Introduction The display of aggressive behaviors by children and youths in Trinidad and Tobago is one of the most pressing concerns facing parents and teachers today. As a result, students with significant behavioral concerns or educational disabilities are clustered together into alternative educational programs. As a result, increased inclusion of disturbed and socially maladjusted students, including those with histories of aggression and violence, is related to an overall increase in school aggression and violence. Aggressive antisocial behavior appears to be a developmental trait that begins early in life and often continues into adolescence and adulthood. For many youths, stable manifestations of antisocial behavior begin as early as pre-elementary school (Emond, Ormel, Veenstra, & Oldehinkel...
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...Activities from Educators Around the World This file has been made available to educators and parents as a courtesy of Health Communication, Inc. and the Association of Living Values Education International. This file contains the Peace Unit of Living Values Activities for Children Ages 8–14. The full book in English with 12 values units is available through HCI and amazon.com. (Published in 10 languages. See page 8 for a list of which languages.) Values posters are available for free download on the www.livingvalues.net website. Please note that the Setting the Context and Introduction sections are updated. These updated chapters will be in the new edition of the book, when HCI reprints. This edition made available on the international Living Values Education website. (May 2012) C O N T E N T S Setting the Context 3 The Need for Values Education 3 The Living Values Education Approach 4 LVE Resource Materials 8 Purpose and Aims 9 The Living Values Series 9 For Children and Youth At-Risk 11 History of Living Values Education 12 Acknowledgement 13 Results 16 Introduction – Exploring and Developing Values 21 Teaching Values 21 The Developing Values Schematic – The LVEP Method 22 Bringing In the Values of Your Culture 35 Making Values Education a Practical Reality...
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