For example, by the age of 5, a child will move from nursery to reception class in school. Disability Children confined to a wheel chair Depending on the severity children may not be able to engage in physical activities which will affect the development of gross and fine motor skills.
Culture For religious or ethnical reasons, girls are not allowed to continue education or work after leaving school or participate in sports such as swimming.
If disabled children not accepted by their peers or excluded from doing things may make them feel angry or upset. Some attend special school and others attend mainstream school.
Not being able to go out or buy the same things as their friends can make them feel depressed or left out. Not able to go out to parties and socialise.
May find it difficult to make friends or keep them if they cannot afford to go out. Living in damp housing conditions Low income May cause respiratory conditions such as bronchitis and chest infections.
Not engaging in physical activity may hinder development of gross motor skills. Not being able to do the same things as their friends can make them feel unhappy or sad.
Low self-esteem may also be experienced. Not being able to continue with their education means they may not acquire the necessary qualifications to work in the future.
The table below outlines the usual transitions most children go through. As a result children may not be able to engage in physical activity hence hindering gross motor skill development. Transitions Transitions refer to changes children go through from one state or situation to another.
The second table shows the transitions that some children go through and how it affects them. Children who have delay in physical development may lack self-esteem and confidence which in turn will affect their ability to interact with their peers. May not have a computer or afford books which may delay learning.
Not have the opportunity to communicate or interact with other people in society. Children with illnesses may often miss school which will affect their learning and achievement.6 Level 2 Certificate for the Children and Young People’s Workforce () (England) The table below illustrates the unit titles, the credit value of each unit and the title of the qualification, which will be awarded to candidates successfully completing the required.
Level 2 Diploma for Children's Care, Learning and Development () (Wales and Northern Ireland) Mandatory units 1 This qualification replaces the City & Guilds Level 2 NVQ and Certificate in Children’s Care, Learning and Development (/).
It is approved by Skills for Care and Development for delivery in. NVQ Support Teaching and Learning In Schools Level 2 Unit TDA – Safeguarding the welfare of children and young people.
– Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety/5(1). TDA Childhood Development.
This unit provides knowledge on the different areas of childhood development from birth to age It focuses on physical, intellectual, communication, language, emotional and social development.
Tassoni et al () Level 3 Diploma Children and Young People's Workforce (Early Learning and Childcare).
Pearson. TDA Safeguarding the welfare of children and young people Different agencies involved in safeguarding the welfare of children and young people and their roles: • Local safeguarding children board- they look into the death of children who have been abused or neglected.
And how different. Assessment Tasks – TDA safeguarding the welfare of children and young people Safeguarding the welfare of children and young people is a high priority in the workplace. As part of your work role you must develop an awareness of this important area.Download