Child Study observation - We will bake a type of desert that Zariya enjoys. I will let her look through recipe books to choose what she would like.
Name of Activity: Baking! When and where will this take place: Late December at Zariya's house! Who will be there? Myself, Zariya and her mother will have to supervise What resources will be needed? Flour Sugar Eggs (other ingredients depend) Need to use the oven Baking tray Recipe books Description of activity: We will bake a type of desert that Zariya enjoys. I will let her look through recipe books to choose what she would like. Then we will start to bake and finally get to eat them! Risk assessment: Oven: There will be a risk because of the heat of the oven. Will have to ensure adult presence at all times during the baking and also make sure Zariya's younger sister, aged 1 is not in the kitchen. Observation, how will I record this? I will be using my notebook to record observations of Zariya Baking To start with Zariya and I had to put on some aprons, tie up our long hair and wash our hands so that we were ready to bake. I found a chef's hat in Zariya's fancy dress box for her to wear. When she first put this on and looked in the mirror she said, "Like a baker hat!" To begin with, Zariya and I looked through lots of recipe books for ideas for our baking. She helped me choose what to bake by looking at the colourful pictures and pointed out the double chocolate chip cookies saying that she liked to eat biscuits. Zariya found looking through the books
Explain the factors that would lead to suspicion of child maltreatment or abuse
Nicola Sydorenko 50122883 Unit 10 Health and Social Care P3 Types of Child Abuse and Neglect . Physical abuse is any physical action by a person that harms, or could harm, a child. It includes hitting, kicking, slapping, shaking, burning, pinching, biting, choking, throwing, shoving and whipping. It also includes using unreasonable force to punish children or prevent them from harming themselves or others. The child’s injuries may range from minor bruises, burns, welts or bite marks to broken bones or – in extreme cases – death. . Sexual abuse happens when a person uses a child for sexual purposes. It can include: - sexually touching a child, or inviting a child to touch -Intercourse (vaginal, oral or anal) threatening sexual acts, obscene gestures or communications, or stalking. -sexual references (words or gestures) to the child’s body or behavior. -asking the child to expose their body for sexual purposes exposing the child to sexual activity or material, or sexual aspects of organized or ritual abuse. Neglect happens when a parent or guardian ignores or overlooks a child’s basic needs – to the point where the child is, or could be, harmed. Neglect includes failing to provide a child with food, shelter, basic health care, supervision, nurturing or protection from risks. • risk factors for child maltreatment,
Individual Needs in Health & Social Care
Unit 3: Individual Needs in Health & Social Care Instruction: What is this unit about? The aim of this unit is to the aim of this unit is to enable learners to gain the knowledge, understanding and skills related to meeting individual needs. Knowledge and understanding of the needs of individuals is fundamental to delivering effective health and social care. Assessment of the needs of individuals is necessary before a plan can be developed to meet their needs. In this unit learners will explore different needs in relation to MASLOWS hierarchy of needs and consider how needs may vary at different life stages. The unit requires learners to gather relevant information from an individual to enable identification of the general needs of an individual and to use the information from this assessment to develop a plan to improve the individual’s general health and wellbeing. Scenario: you are a trainee health and social care support worker. You have been asked your supervisor to prepare a presentation detailing an action plan created by you for an individual that will help them to improve their overall health and well being. Learning outcomes: On completion of this unit a learner should: . Know everyday needs of individuals. 2. Understand factors that influence the health and needs of individuals. 3. Be able to plan to meet the health and wellbeing needs of an individual.
Stages of adolecence
Adolecence! (Ages 11-18) -Stages of adolecence- Adolecence can roughly be divided into three stages: Early adolecence (11-13), Middle adolecence (14-16) and late adolecence (17-18). In addition to physiological growth, 7 key intellectual, physiological and social developmental tasks are also squeezed into these years. The fundemental aim of this task is to form ones own identity and prepare them for adulthood. Physical development- Puberty is defined as the biological changes of adolecence. By mid adolecence probably sooner, a teenagers physiological growth should be complete; they should be the weight and hight they would be as an adult, they are also now physically capable of having babies. Intellectual development- Most children enter adolecence still perceive the world as black and white, everything is either right or wrong, good or bad. Teens rarely look beyond the present which explains their inability to look at the long term consequences of their actions. By late adolecence, many teenagers would have come to appreciate subtleties of ideas and situations and will be able to project to the future. Their capaility to sense what others feel and solve complex situations has improved considerably. But as they are still quite inexperianced in life, even older teenagers may use these newfound skills erratically and may act without thinking. Emotional development- If
The Pros and Cons of Smoking
Smoking The medical research turns against smoking and refers to the dangers. However the rising consumption shows that more people begin with smoking. Therefore is to be examined in the following, the effects of smoking and what speaks for and against smoking. Many smokers have the opinion that the smoking of cigarettes has a lot of positive effects. The most important thing for them is the joy of smoking. They enjoy the taste. Also most of them smoke only a certain cigarette mark, which tastes particularly good to them. Another point is that it is easier to get to know other people if one smokes as if one doesn’t. Because a smoker can simply ask other smokers for a cigarette or for a lighter. That is not so simple with nonsmokers. Furthermore many smokers think that smoking helps to relax. The daily stress at work, trouble with the fellow men and overcrowded department stores affect humans very unpleasantly so they need compensation. In these situations the cigarette is like a release for smokers and strange enough they see it as a possibility of breathing deeply finally. The reason for this is the Nicotine temporarily stimulates the nervous system. For example to an exam they feel less nervous, if they smoke a cigarette. Because it helps to concentrate on other things than the exam. Another positive effect is that smoking supports thinking. Many smokers say that they
Ensuring Safe Environments in Health and Social Care P1
UNIT 4: Ensuring Safe Environments in Health and Social Care P1 . Teachers socialising while children play outside, not being fully watched, could cause sudden incidents occurring, with no awareness. 2. Children left unattended are at risk of hurting themselves, for example falling over a chair or using objects they are not entitled to. 3. Unlocked safety gates/doors can encourage the children to step out of the nursery premises and that will lead to further danger. Teachers socialising while children play outside, not being fully watched, could cause sudden incidents occurring, with no awareness. This could raise risks to the children; also put the teachers in danger as they are not doing their job correctly. Children left unattended are at risk of hurting themselves, for example falling over a chair or using objects they are not entitled to. The children in the nursery will pick up a object e.g. a knife or scissor from the kitchen, or putting glue in their mouth because they are not watched to be told that’s wrong, so they have that advantage, allegedly causing harm to themselves and others around. Unlocked safety gates/doors can encourage the children to step out of the nursery premises and that will lead to further danger. Having doors fully unlocked that lead to the public streets, will encourage the children to step out there because it’s not locked as it
Caring For Older People. Explain why there are difficulties defining the term older perso
Caring For Older People P1 - Describe the meaning of the term 'older people' M1 - Explain why there are difficulties defining the term 'older person'. So what is an older person? Someone in their 60s? 70s? 80s? or even 90s? From researching on the internet I have come to find that it's not really that easy to find a definition of what an 'older person' is. What I do know is that there are certain physical marks on an individual that makes you think that they are an 'old person', for example, toothlessness, balding or grey hair, hunched back, lameness, deafness. Old people have limited regenerative abilities and are more prone to disease, syndromes, and sickness than other adults. Most developed world countries have accepted the chronological age of 65 years as a definition of 'elderly' or older person. While this definition is somewhat arbitrary, it is many times associated with the age at which one can begin to receive pension benefits. Although there are commonly used definitions of old age, there is no general agreement on the age at which a person becomes old. From my own experience there are many types of older people. My own Grandmother has just turned ninety-four, she is living in a care home and can't really do anything for herself. She can't feed herself, or wash herself and she doesn't really recognise anybody including her family. But on the other hand
Development of 4 to 9 years
4 to 9 years Physical Development Many children grow steadily at this time but less fast than during infancy. By the age of 6, a child's head will be almost adult size, even though the body still has a lot of growing to do. They practical abilities continue to develop. At four years they may be able to kick and throw large ball around. By 6 or 7, a child may be able to skip and ride a bike. They would enjoy climbing places and enjoy learning to swim. S/He will be able to draw a picture of a house and will include the garden and sky. Intellectual Development By the age of 6, children often use language as well as some adults. Normally language develops very fast between 2 and 6 years. Between the age of 2 and 7 years, most of the children learn to count and to explain how much things weigh. Language Development At round two years of age most children have started to speak, using two word phrases such as 'Melissa park', meaning Melissa wants to go to park. As children grow, they start to use their own type of language pattern to communicate such as 'I want drink', Young children of 2 or 3 years do not use adults language, and it is probably best not correct what they say. They can use adult speech and have a reasonable knowledge of words by the age of 5 or 6 years. Although, children continue to develop their knowledge of words and ability to understand and use speech
child development visit 1
Visit 1 (Focusing on Physical Development) Date Of Visit: Wednesday 28th February 2007 Time: 4.30pm - 5.30pm Age Of Child: 4 years old Location: Richard's house People present: Richard's mum and dad What is Physical Development? Physical development is one of the easiest developments to observe and recognise in children. There are two separate parts to physical development growth, which is about the physical changes in the child (increase in size, height and weight), and development, which is about how children begin to gain control over their physical actions, so they can do more complex activities. Aims and Planning My aim is to focus on Richards's physical development. I am going to be looking at his gross and fine motor skills. I will also be watching his sensory skills by reading to him and asking him to identify words and pictures. There are many activities which I can monitor Richard's Physical Development. Expectations For gross motor skills Richard should be able to: . Run up and down stairs, one foot per step. 2. Stand, walk and run on tiptoe. 3. Walk with a good sense of balance. 4. Bend and pick up objects from the floor. 5. Climb on frames. For fine motor skills Richard should be able to: . Hold a pencil in an adult fashion. 2. Copy the letters O, H and T 3. Copy a building pattern of three steps. 4. Draw a person showing head, legs and
P5 P6 M3 D2 unit 7
P5 For this task we had to participate in two interactions. The first activity we had to do was take the temperature of an elderly lady who had significant loss of hearing. The second was to move a teenager from a bed to a chair that had just had surgery on both his eyes and because of the dressing over the patient's eyes it was obscuring his vision. For this we worked in a group of three and switched the role of career, service user and the observer. P6 In activity 1 I feel as I communicated well with the service user, as I used quite effective eye contact and facial expressions to show my understanding and to let the service user know I was listening. This kind of non-verbal communication is effective when careering for a patient who has loss of hearing in both ear, because the service user can begin to understand what you are doing and can communicate feelings easily through facial expression, which can help her to feel relaxed in the situation. The person who was observing me also felt I used these types of communication quite effectively but she also though I did other things that were very effective- things like the tone of my voice. She thought this was good because I wasn't patronising towards her. Another would be my use of props/signs- as I showed the service user pictures of how I was going to take her temperature and also acted out the procedure on myself, so
