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Examining the advantages of creative activities to the client.

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Introduction

Introduction including types and benefits of creative activities Aim: In this unit I will be examining the advantages of creative activities to the client. I will be planning two sets of two activities each one will have a theme and I will only carry out two of those activities. Introduction: This unit concentrates on how important creative activities are and how they are carried out. Creative activities include a large range of social, physical and imaginative activities which are needed to meet Physical, Intellectual, Emotional and Social needs of the client. Creative activities are important as they help people to express their feelings and their emotion. Usually creative activities can improve manual dexterity, hand-eye co-ordination and social skills. These are vitally important for younger children, as it determines their success or creatively in the future. Care Workers must know about: * Different types of activities, - Play, - Cooking, - Crafts, - Games, - Music, - Photography, - Drama. * Activities that can be carried out - Alone, - Groups - Teams. There are a lot of age groups that are able to do all those activities. It doesn't matter how old the client is what matters if they are capable of doing the activity and also if the client gets anything out of it. Mostly the activities can be either done alone, groups or in teams. Play: People mostly think that when you talk about clients playing you imagine young toddlers playing amongst themselves. That isn't the case everyone is able to play alone, groups or in teams no matter what they do and what age they are. Cooking: Cooking is available to anyone who has learnt to cook. Pupils at school or college do some sort of Food Technology which makes them cook certain foods and understand the pros and cons of cooking. When you get older you learn new things of have to do different types of food, the things that you learn when you were younger will always stay with you.

Middle

Reporting accidents and ill health at work is a legal requirement. The information enables the enforcing authorities to identify where and how risks arise and to investigate serious accidents. The enforcing authorities can then help and advise you on preventive action to reduce injury, ill health and accidental loss. All companies must keep records of any reportable injury, disease or dangerous occurrence. This must include the date and method of reporting; the date, time and place of event, personal details of those involved and a brief description of the nature of the event or disease. The company can keep the record in any form they wish. General Health and Safety First Aid Ashleigh First School must keep a properly stocked up first aid kit that should be available at all times, but should not have any medication kept in it. It is advisable for a least one member of staff at the school to undertake an approved first aid course and a named person should be appointed to take charge in the event of an accident. Accident records should be maintained by the school. The easiest way is to record accidents in a log book. This should be available for inspection by authorized persons who want to check it as its an legal document. It is good practice to take the accident book on group outings and accidents should be recorded as soon as possible. Parents should be informed of any accident or injury to their child. Heating appliances Should be safe, securely fixed and guarded, and regularly serviced. The use of portable appliances is generally not acceptable at the school. Doors/window/stairs Precautions should be taken to protect children from the dangers of swing doors, split level floors or unguarded stairs. Windows should be fitted with safety catches if they may be accessible to children additional barriers may be necessary. Adequate door catches (e.g.

Conclusion

Social - This activity was really social at all because they were working on their own but during this activity I wanted my clients to talk together as a group so I prompted them by asking questions about the seaside. They felt comfortable doing this as it was a similar discussion in the first activity. * C3, reasoned discussion of the outcomes of the activities making considered comments on strengths and weaknesses in relation to client needs and the way that you presented the programme First Activity - Seaside Collage The children seem to enjoy this activity as they were enthusiastic because they were doing something different then the rest of the class and they haven't done something like this before so it was new to them. During the activity my clients felt comfortable in doing it as it wasn't a long activity and they enjoyed finding the pictures, I could tell by their facial expressions. When I gave them their piece of scrap paper I asked them to write their names on the back of the paper, which was a process which they do on every single piece of paper which is loose. This meant that they were improving on a skill which they already had, but still found it quite hard getting the letters exactly right. At first my clients found it quite difficult keeping things in their heads and write the numbers down without saying anything, but as the activity went on they got used to keeping things to themselves so they used a skill which they already had without realizing it. For this activity, the children's creative skills and their needs were different, but this activity was something that they all can manage to do, as it wasn't a problem for any of them. There were some distractions in the room when I was doing my creative activity, which didn't really help it at all. The children were more interested what was going on around in the surroundings as we didn't have a small room which we could of done my activities.

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