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1.1. Explain how current and relevant legislation and policy affects work with children and young people.
Children under 16 do not normally have legal capacity but this Act identifies the circumstances in which children can act in a way that is legally competent. [ The Act specifies when children and young people can consent to medical treatment or instruct a solicitor. Read more at ]
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Asked 6/2/2012 10:52:31 AM
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Summarize the typical stages of speech, language and communication development of children in the following age groups, including both understanding and use of language: 11-16 years
Weegy: 6 Months Vocalization with intonation Responds to his name Responds to human voices without visual cues by turning his head and eyes Responds appropriately to friendly and angry tones 12 Months Uses one or more words with [ meaning (this may be a fragment of a word) Understands simple instructions, especially if vocal or physical cues are given Practices inflection Is aware of the social value of speech ] (More)
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Asked 5/27/2012 3:28:00 PM
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Summarise the speech, language and communication of age group 11-16 years
Weegy: Children aged 9 or 10 are consolidating their expressive language skills and learning to express themselves in a range of situations. [ Speech and language milestones are divided by speech therapists, and professionals in the field, into the 6 different categories below, which are all equally important. Speech and language development:Audition (Listening) Audition is the development of listening skills. Children at this age are active listeners and have developed a range of strategies for ‘during listening’ and ‘after listening’ to help cognitive development. Not only are children maintaining eye contact but, they are able to offer feedback and verbal encouragement to their peers. Children are listening to a wider range of texts being read aloud and this may include lyrics and ballad poems. ] (More)
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Asked 5/27/2012 3:37:26 PM
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1.2 .Explain current theoretical approaches to creativity and creative learning in early childhood.
Weegy: Creativity involves being imaginative and original. Creativity is about problem solving. Creativity is often more about the process, rather than the actual product. [ The creative process is useful for many reasons, developing confidence in ourselves, developing good relationships, finding out what talents and strengths we have. The creative process helps us by teaching us about who we are what we love and what we can give to others. Being involved in creative activities is fun and absorbing for children. It suggests it helps children to have positive experiences and develop important characteristics and abilities like; : Appreciation of different ways of looking at the world and surroundings. : Collaboration- being keen to work together. : Communication and language - developing better communication through talking, listening writing or pictures. : Concentration- focusing on what they are doing. : Developing good relationships – working together and making new friends. : Discipline – developing self control through a requirement to practice (for example such as playing a musical instrument, needs practice) : Emotional intelligence – being able to express emotions. : Empathy – understanding what it can feel like being someone else (like being someone else through role play, drama activities) : Imagination – bringing ideas to life. : Independence of thought – discovering things for themselves. : Interaction – being involved in a group and having peer support. : Physical activity – participating in activities that encourage movement : Positive emotion – having fun and enjoying what they are doing. : Problem solving – being able to explore different solutions. These characteristics and abilities have shown to lead to a sense of purpose, achievement, confidence, development of strengths, talents and interest, self respect and a sense of belonging. hope this helps ] (More)
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Asked 6/2/2012 11:57:49 AM
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1.2. Explain the factors and tensions that may affect the ability of young people and significant others involved with them to address their anti-social and/or criminal behaviour.
Weegy: Risk factors, factors that increase the likelihood of future maladaptive outcomes, can be broadly grouped into five domains: • individual (eg, personality variables, developmental delays) • family (eg, low socioeconomic status, mental illness, [ family conflict, coercive parenting) • peer (eg, peer rejection, deviant peer-group membership) • school (eg, academic failure, low commitment to school) • community (eg, neighbourhood, poverty). Within the literature, research has largely examined the risk factors that are associated with specific outcomes or behaviours such as depression, substance misuse and suicide/self harm. The study by Bond et al. (2005) of Victorian secondary school students found that depressive symptoms were associated with increased risk factors in all domains including individual, family, peer, school, and community with the strongest associations in the family domain. In a literature review of the risk factors for conduct disorder, Bassarath (2001) identified a number of factors that were strongly related to future conduct problems. These included prior anti-social behaviour; involvement with anti-social peers; poor social connectedness such as low popularity and peer rejection; early substance use; male gender; and having anti-social parents. Family factors such as poor supervision, low warmth and a negative attitude toward the child or young person were found to be moderately predictive of later conduct problems. ............. ] (More)
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Asked 6/4/2012 12:06:14 PM
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1.1. Explain the causes and circumstances that may contribute to the anti-social and/or criminal activity of young people including personal, physical, psychological and social factors.
Weegy: Understand the underlying issues contributing to the anti-social and/or criminal activity of young people (More)
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Asked 6/4/2012 12:01:50 PM
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