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- Brand: Hodder Education
- Sku: SK636UK
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About the book:
Edition 2022;
Pages: 553;
Authors: Penny Tassoni, Louise Burnham;
Publisher: Рщввук Увгсфешщт;
Language: English;
Size: 6 Mb;
Content
Element 1 Wider context
1.1 The differences between a range of
childcare and education provision from 0
to 19 years
1.2 The different responsibilities of each of
the identified roles, the entry
requirements and possible career
progression routes in the sector
Element 2 Supporting education
2.1 The origin and purpose of the EYFS and
the National Curriculum from Key Stage 1
to Key Stage 4
2.2 How teachers/practitioners can
effectively support children and young
people in their education
2.3 Current theoretical and pedagogical
approaches applied in education and the
evidence that underpins them
2.4 How metacognition supports children and
young people to manage their own
learning
2.5 How practitioners provide effective
feedback and why it is important in
supporting educational development
2.6 Why up-to-date and appropriate
technology is important to effectively
support educational development
2.7 How personal, educational and
environmental factors may affect
engagement and development in reading,
literacy and mathematics
Element 3 Safeguarding, health and safety and
wellbeing
3.1 The requirements and purpose of
legislation in relation to educational
settings
3.2 How statutory guidance informs policies
and procedures in educational settings
3.3 The importance of emotional health and
its impact on overall wellbeing
3.4 The difference between a child or young
person ‘at risk’ and ‘in need’
3.5 The factors that may indicate that a child
or young person is in danger or at risk of
abuse
3.6 The legal definition of a position of trust,
as defined by the Sexual Offences
(Amendment) Act 2000, and how power
and influence can be used and abused
3.7 Grooming: an individual developing a
relationship, trust and emotional
connection with a child or young person
so that they can manipulate, exploit and
abuse them
3.8 The range of indicators that an adult in a
setting may have inappropriate
relationships with children and young
people
3.9 How abuse, neglect, bullying,
persecution and violence may impact on
development and behaviour
Element 4 Behaviour
4.1 How the stages of social, emotional and
physical development may inform
behaviour, and how practitioners can use
this information to meet needs
4.2 How a range of individual, environmental
and educational factors can positively or
negatively influence behaviour
4.3 The link between self-esteem, identity
and inappropriate behaviour, and the
effects of over-confidence as well as low
self-esteem
4.4 How self-image, self-esteem and the
ideal self inform self-concept
4.5 Why children and young people must
know how to adapt behaviour to different
social contexts
4.6 Why it is important to set and follow
behaviour management policy and
processes
4.7 How home, family circumstances and
care history can affect behaviour
4.8 How children/young people may respond
to both positive and negative verbal and
non-verbal communication from adults
4.9 How and why practitioners use positive
approaches to motivate behaviour,
attainment and achievement
4.10 How and why practitioners use a range
of strategies for setting clear expectations
of behaviour
4.11 How and why practitioners use a range of
strategies to support children and young
people to develop self-regulation and
resilience
4.12 How and why practitioners use a range
of strategies to deal with inappropriate
behaviour
4.13 How and why practitioners use a range
of strategies to motivate children and
young people to test and stretch their
skills and abilities
4.14 How practitioners assess risks to their
own and others’ safety when dealing with
challenging behaviour
Element 5 Parents, families and carers
5.1 The advantages of working with parents,
carers and wider families to support
children and young people
5.2 The characteristics of different family
structures
5.3 Possible barriers to effective partnerships
with parents, carers and wider families
5.4 Where to find a range of reliable
resources to support parents and carers
and the wider family
Element 6 Working with others
6.1 How agencies and services support
children, parents/ carers and wider
families
6.2 The roles of other professionals in
supporting children, parents/carers and
families
6.3 How to work collaboratively with other
agencies and professionals
6.4 Why practitioners establish and maintain
professional boundaries and relationships
with children/young people, families and
other professionals
Element 7 Child development
7.1 The expected patterns of development in
infancy, early childhood, middle childhood
and adolescence
7.2 The key concepts of attachment theory
and how early attachments influence
adult relationships
7.3 The differences between receptive and
expressive language
7.4 How practitioners, parents, carers and
other professionals can promote
language development at different ages
7.5 How children and young people develop
friendships from infancy through to
adolescence
7.6 The difference between expected and
unexpected transitions, and how these
may affect children in positive or negative
ways
Element 8 Observation and assessment
8.1 The purpose of national assessments
and benchmarks
8.2 The different purposes of formative and
summative assessment
8.3 The purpose of accurately observing,
recording and reporting on participation,
conceptual understanding and progress
8.4 Different roles that practitioners play in
assessment processes and requirements
Element 9 Reflective practice
9.1 Key concepts of specific models of
reflection
9.2 Current priorities and debates in
education
9.3 The importance of receiving ongoing
developmental feedback
9.4 How practitioners can meet their own
developmental needs
Element 10 Equality and diversity
10.1 The basic principles of laws, regulations
and codes of practice in relation to
equality, diversity and human rights
10.2 The links between legal requirements
and the organisational policies and
procedures relating to equality, diversity,
discrimination, confidentiality and the
rights of children and young people
10.3 Why it is important to promote equality,
diversity and inclusion
10.4 The consequences of labelling children
and young people
10.5 The impact of a range of barriers to
participation
Element 11 Special educational needs and
disability
11.1 The statutory duties and responsibilities
of practitioners supporting children and
young people with SEND and the link
between the Children and Families Act
2014 and the SEND Code of Practice: 0
to 25 years 2015
11.2 How professionals and organisations
support children and young people with
SEND
11.3 The principles of integration, equity and
inclusion, and the differences between
them
11.4 Appropriate terminology to use when
discussing the needs of children and
young people with SEND
11.5 The difference between the medical and
social models of disability
11.6 How a primary disability may affect
development
11.7 The range of cognitive skills necessary
for effective educational development,
and how single or multiple disabilities
might affect these
11.8 How cognitive difficulties might have an
impact on language, communication and
educational development
11.9 How a chronic condition may affect
emotions, education, behaviour and
quality of life
11.10 How adults can remove barriers in order
to empower and value children and young
people
11.11 When and how speech can be
supplemented or replaced by AAC
Element 12 English as an additional language
12.1 The characteristics of the five stages of
acquiring an additional language
12.2 How a range of factors might affect
language acquisition
12.3 How home language affects education
and development
12.4 The communication, social and
emotional needs of children/young people
being taught EAL
12.5 How practitioners can use a range of
strategies to support children/young
people being taught EAL
Glossary
Index
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