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  TDA 2.14 SUPPORT CHILDREN AND YOUNG PEOPLE AT MEAL OR SNACK TIME 1.1

  $10.00

  TDA 2.14 SUPPORT CHILDREN AND YOUNG PEOPLE AT MEAL OR SNACK TIME 1.1

  Outline the nutritional  requirements of a healthy diet for children and young people.
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  TDA 2.3 Communication and professional relationships with children, young people and adults

  $27.50

  TDA 2.3 Communication and professional relationships with children, young people and adults.

  Children and young people

  1.1 Describe how to establish respectful, professional relationships with children any young people

  1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development

  1.3 Describe how to deal with disagreements between children and young people

  Adults
  2.1 Describe how to establish respectful, professional relationships with adults

  2.2 Describe the importance of adult relationships as role models for children and young people

  3.1 Describe how communication with children and young people differs across different age ranges and stages of development

  3.2 Describe the main differences between communicating with adults and communicating with children and young people

  3.3 Examples of communication difficulties

  3.4 Describe how to adapt communication to meet different communication needs

  4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information

  4.3 Identify the kinds of situations when confidentiality protocols must be breached

  Resubmission

  TDA 2.3 Communication and Professional relationships with children, young people and adults

  1.3 Describe how to deal with disagreements between children and young people

   2.1 Describe how to establish a respectful professional relationship with adults

  2 Describe the importance of adult relationships as role models for children and young people

  3.1 Describe how communication with children and young people differs across different ages and stages of development

  3.4 Describe how to adapt communication to meet different communication needs

  3.5 Describe how to deal with disagreements between the practitioner and children and young people

  4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information

  4.3 Identify the kinds of situations when confidentiality protocols must be breached
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  TDA 3.6 Promote equality, diversity and inclusion in work with children and young people

  $7.00

  TDA 3.6 Promote equality, diversity and inclusion in work with children and young people

  2.1 Explain ways in which children and young people can experience prejudice and discrimination.

  2.2 Analyse the impact of prejudice and discrimination on children and young people.

  2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people.

  2.4 Explain how to promote anti-discriminatory practise in work with children and young people.

  2.5 Explain how to challenge discrimination.
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  TDA 2.1 ACTIVITY Task 1-3

  $5.00

  TDA 2.1
  ACTIVITY
  Task 1
  [2.1] Check your knowledge of child development with this quiz! You have 10 minutes to answer as many questions as you can. You must not look at your textbooks or your work. Choose your answers from the following age ranges:
  0–3 months 3–6 months 6–9 months 9–12 months 12–18 months
  18–24 months 2–3 years 3–7 years 7–12 years 12–19 years

  Physical development

  1. When does walking commonly begin?
  2. When are babies able to hold their heads up and steady for a few seconds?
  3. When do babies start to roll from front to back?
  4. When do children begin to feed themselves with a spoon?
  5. When do babies often start to crawl?

  Communication, language and literacy development

  1. At what age do children enjoy jokes?
  2. What is a common age for asking ‘why?’ and other questions?
  3. At what age can children understand ‘no’+?
  4. When does babbling begin?
  5. When can children begin to put two words together?

  Knowledge and understanding of the world / Problem solving, reasoning and numeracy

  1. When can children understand concepts of weight and size?
  2. When does academic knowledge grow through following exam curriculum?
  3. When is an interest in reading and writing shown?
  4. When will children solve a simple puzzle?
  5. At what age is sorting objects enjoyed?

  Personal, social, and emotional development

  1. When is a strong desire to fit in with peers commonly shown?
  2. When do children find it difficult to share?
  3. At what age are tantrums common?
  4. When is distress at separation first shown?
  5. When do children begin to like their privacy to be respected?

  Task 2
  [2.1] Complete the spider diagram below with influences on children’s development, and examples of each one.

  Task 3 [2.2]

  Complete the following paragraph using the words provided in below with the following word choices. Word choices:
  thoughts milestones referral typical feedback
  specialist identify support observation extra
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  TDA 3.2 Schools as organisation

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  TDA 3.2 Schools as organisation
  AREA 1
  Summarise entitlement and provision for early years education

  Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance

  Explain the post-16 options for young people and adults

  List of options for post 16, 17 and 18

  AREA 2
  The purpose of having a school governing body is to:

  Evaluate methods of communicating a schools ethos, mission, aims and values

  Explain how the ethos, mission, aims and values of a school may be reflected in working practices.

  Summarise the law and codes of practice affecting work in schools

  Explain how legislation affects how school work
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  TDA 3.19 Support disabled children and young people

  $7.00

  TDA 3.19 Support disabled children and young people and those with special education needs.
  
  3. Be able to support the inclusion of disabled children and young people and those with special educational needs.

  3.1 Obtain information about the individual needs, capabilities and interests of disabled children and young people and those with special educational needs with whom they work.

  TDA 3.19 Support disabled children and young people and those with special education needs.

  3. Be able to support the inclusion of disabled children and young people and those with special educational needs

  3.2 Identify barriers to participation for disabled children and young people and those with special educational needs with whom they work.
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  Biological Psychology Worksheet

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  Biological Psychology Worksheet
  Answer the following questions in short-essay format. Be prepared to discuss your answers.

  1. What is biological psychology?
  2. What is the historical development of biological psychology?
  3. Name one to three important theorists associated with biological psychology.
  4. Describe the relationship between biological psychology and other fields in psychology and neuroscience.
  5. Describe the major underlying assumptions of a biopsychological approach.
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  TDA 2.9: Importance of all staff consistently and fairly applying boundaries and rules for children

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  1.1.2. Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the set It is very important for all adults working with children and young people to be fair and consistent when inappropriate behaviour occurs.
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  TDA 2.9: Policies and procedures of the setting relevant to promoting children and young people’s positive behaviour

  $5.00

  1.1.1. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.