can anyone help K4D809

[sunshine]

ive only just started my level 4 and my tutor has given me 403 to start and to be honest im struggling with K4D809 question 7

its says how and why we provide programmes and activities to support communication, language and litercay including
verbal and non verbal communication

listening, watching, talking, early reading, writing stratergies for use with children experiencing barries to developing literacy

adapting strategies where learning language is through an addition language

adapting strategies where there are communication barriers

bilingual and multiligual settings

ICT

im booked on a course but dont really have any experience with children havingadditional languages or barriers with communication so if anyone could give me any pointers pleasex

Firstly look at the age group you've chosen - and list all the activities or things you do under each heading. Within that - explain how by doing those activities it promotes the area you're talking about. It may help to link it back to the 6 areas of learning? or what ever curriculum that age group uses.

For the bilingual / language parts look at the every child matters website, teachertv etc (and the dfes - now called something I can't remember right now) put in inclusion, outreach and hard to reach groups and see what comes up!

HTH

bilingual research - this is fab!

http://publications.teachernet.gov.u..._06_unit_3.pdf

You should have started with 401 then 402 because lots will x ref with 403.
Think about how you do things in your setting,and why you do them and .I done mine as a dictatorial.

[sunshine]

thank you so much i have finally made a start on this question after putting it off for a long time and the link you gave me is great thanks again x

Here we are!

• We provide programmes and activities to support communication, language and literacy including
Verbal and non verbal- puppets, role play, circle time, mark making, reading and listening.
Listening, watching, talking, early reading and writing for children experiencing barriers to developing literacy-show and tell, picture flash cards,pre writing in sand and shaving foam, photos and treasure boxes
Adapt strategies where learning is through an additional language-visual aids, body language, gesture, stimulus, two languages if able
Adapt strategies where there are communication barriers- sign language, Makaton, additional support, interpreter, word/picture cards
Bilingual and multilingual settings-books in different languages, displays in different languages, posters in different languages, multi cultural dressing up/books/puzzles/puppets
Instruments, celebrating different festivals and celebrations, different foods in home corner and at snack time.
Use of ICT- roamers, bee bots, computers, listening tapes, microphones, calculators, type writers, cash registers, microscopes
Provide appropriate resources for learning-different areas of learning to enhance all areas of the curriculum. Ensure non stereo typical images.

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[Catchat500]

list factors which may enhance talking and listening activities

[Ruthierhyme]

Hi, use what happens in your setting, any recommendations from the literature in your literacy, PSHE programmes and specific advice from speech therapists. Consider things such as group size, the duration of activities and location eg. lighting, noise levels, is it close to the kitchen, type of resources available, language being used, links to children's individual development. Strategies used to engage children's interest. Knowledge and experience of practitioners involved with talking and listening activities.

The original post relates directly to the CWDC's level 4 National Occupational Standard 403

Quote: K4D809
How to promote children’s development from Birth to 3 years, how and why you:

1. Provide a healthy, safe, secure and encouraging environment in partnership with families

2. Work within frameworks to support inclusion and anti-discriminatory practice

3. Ensure the close and consistent relationships required for this age range and the implications for babies and very young children whose attachments are not secure

4. Manage and organise environments for babies and young children that facilitate emotionally secure attachments and encourage emotional well-being and intelligence

5. Provide programme and activities to support intellectual development and learning, covering:
a. Attention
b. Concentration
c. Persistence
d. Exposure to different and varied concepts
e. Motivation
f. Challenging and stimulating learning and love of learning

6. Provide programmes and activities to support communication, language and literacy, including:
a. Verbal and non-verbal communication strategies
b. Listening, watching, talking, early recognition of print, mark making, including strategies for use with children experiencing barriers to developing literacy
c. Adapting strategies where learning is through an additional language
d. Adapting strategies where there are communication barriers
e. Bilingual; and multilingual settings
f. Using ICT

7. Encourage realistic, positive, consistent and supportive responses to children’s behaviour

8. Adapt your practice and support all children for whom you are responsible, including those with disabilities and special educational needs

9. Model good practice and support other adults involved in service delivery

The Every Child a Talker publication 2008 is still a good read

Hth xx

[Catchat500]

Thank you can you help on this plz
Answer the questions below in a Word or PDF document and then upload them here for marking. You must answer all of the questions shown here in your assignment for this to be marked by your tutor. There is no word limit on the assignment but answers that are not on topic will not be awarded any marks.



ASSESSMENT TASKS



Leaning outcome 1- Understand risk assessment and its role in supporting the babysitter
1.1 Define what is meant by a risk assessment
1.2 Explain the benefits of carrying out a risk assessment in a babysitting environment to:


The child/children
The babysitter


Leaning outcome 2- Know how to assess risks in a babysitting environment
2.1 Identify possible risks in a babysitting environment for the following:

Fire
Accident
Injury


Leaning outcome 3- Understand the role of preventing or minimising risk which could be put in place for each of the following
3.1 Explain ways of preventing or minimising risk which could be put in place for each of the following:

Fire
Accident
Injury
3.2 Explain how the control measure supports the safety of:


The child/children
The babysitter
3.3 Explain the actions which would need to be taken in the event of a fire or accident to prioritise the safety of the children

[Charlucyjosh]

Hi, I’m doing the same assignment. Did you get any answers to this? Would appreciate some help in this too.
Many thanks