Please help me I am stuck on my Level 3 course

[ColletteHoare]

Question asked: How to support children and young people according to their age, needs and abilities to make personal choices and experiences that have a positive impact on their lives (give a minimum of THREE examples).

I am really struggling with this as the handbook does not give enough information to support. Can anyone please help me, I have to have this coursework handed in by friday and need to finish this unit.

Thanks

[Ruthierhyme]

Hi, welcome to silkysteps.

This will depend on the age of children you're with. You could maybe look at how you help children..

Say yes, no, stop, go, friend, select this one, that one, the other

Choose physical activity - running, climbing, pushing that helps to keep bodies fit assist circulation, avoid certain health issues, develop muscles,
or,
more sedate/stationary activity for fine motor activity and rest - dolls house, small world role play, table top activities, books, sleepy soft area

Healthy food choices - doughnut or apple slices, crisps or jacket potato, meat or plant & dairy proteins, foods with higher fat content are usually considered less healthy options/personal choices unless a level of physical activity/environment requires it.

Sugary foods can cause decay in teeth and may mean planning more physical exercise & hydration to ensure any excess simple/complex carbohydrate isn't stored as fat - options for choice could be fizzy drinks or milk, sweets or vegetables.

Fluids and body hydration. Water is a requirement for life and as such access to it is a right. The quantity needed per day is given as a recommendation - how much water do children need each day. Personal choice exists between available options - effect of alcohol, tea, coffee, flavoured milk, fruit squashes, smoothies, water

Brushing teeth & dental awareness sets up routines that help children understand how to protect their first/milk and later adult teeth.

Covering up in the sun is a positive personal choice that impacts by protecting skin from burning and later from possible melanoma diagnosis - maybe the setting does this by asking for sunscreen items hats, cream, tshirts? maybe they have awareness campaigns, creative activities that help children understand the issues and information involved.

Sharing, turn taking, empathy, listening, respecting friends ideas when they share them are all personal choices that lead on to working effectively with others.

Road safety awareness provides information that children can use as personal choices in managing and dealing with situations that involve roads - crossing, where, how and when.

For young people you could look at sexual health, pregnancy, positive relationships, how to end relationships that damage, how practitioners are able to see, support and value individual skills and interests as career choices.

Personal choices, informed decisions and learning - resources and places that support learning eg: inside & outside, school, park, club, toys, tools, equipment, other people all provide opportunities to discover preferences, social aptitude, the community around them, develop their sense of identity and self awareness, likes, dislikes that have the potential to guide and reinforce individual interests.

Hth, enjoy the site

[ColletteHoare]

Thanks for that, although I am still somewhat confused.

I work with a 14 year old male with aspergus syndrome mainly but do support other pupils within my setting at a High school level which is why I am not being able to uderstand this question fully. Any further assistance that I can get would be really welcome

Thanks

[Ruthierhyme]

Hi, thank you, extra information helps xx

CYP3.7 involves the positive outcomes of ECM and children's rights UNCRC, notably articles 12 and 13 a right to freedom of expression.

We make personal choices day in and day out that impact our lives positively and negatively, what information is provided to children - by adults, peers, internet & other sources is what they'll hopefully use when forming and basing their own ideas and reasoning on when making their own personal choices..

The 5 outcomes can be used as a way to categorise what setting's do in planning for their students most successful eventuality, they are what the the officiating goverment of the time wanted for the country's children/young people.

Excellencegateway Every Child Matters
ECM full publication and a summary
ECM on Newcastle.gov.uk

From the task you mention, you need to identify 3 aspects/examples of provision that sees you supporting children and their voice, understanding each young person's individual needs and their unique abilities in order to meet those needs, plan ways to empower/inform them and as a consequence, how they can then make their own personal choices that will impact on their lives.

Aspergers Syndrome - teachers tips and what is aspergers syndrome

To help identify 3 examples maybe a broarder overview of everything you're a part of will help .. look to see if ..

your setting organises any clubs
Are there outside school events/experiences - sports, creative arts or cultural activities available
What would a typical day/timetable at your setting look like on paper
Does having a routine help children with continuity, feel reassured knowing what their day is about, experience confidece and resilliance where they can choose to challenge changes to a routine/schedule positively.
What interests, hobbies and preferences do your young people have
What would be their most prefered activity/ies
Which subjects would they choose to have all day long if that were possible
What meals, snacks and drinks would they personally choose
What access to resources is there in their rooms and outdoor areas
What choice of resources are there - sports equipment, lesson tools

How involved are they with other health related personal choices: medication and who administers it, visiting the doctor, optician, implementing and following through with their own dental care .. brush, floss, mouthwash, 6 month checkups, importance of personal hygiene, and helping them to find products they would make the personal choice to use.
What sensory considerations are you aware when supporting your young people - noise levels, prefered taste and texture of foods/drinks, smells, levels of stimulation
What social considerations are you aware of - crowds, company, friendship groups, solitude
What considerations for communication are you aware of
What provision is there for higher functioning young people

Are there any plans, schemes, visits, activities in place that help to support their developing independance, responsibility, knowledge of puberty and thier changing bodies - development at 14

Are they provided with information on dangers and how to make personal choices to stay safe - pshe? visitors or trips out maybe to places that look at and discuss life, community, its issues, interests, policing, alcohol -CYN South Australia, drugs, effects of smoking & asthma, peer pressure, bullying, discrimination, road safety, fire awareness ..

What activities support the understanding of other people's emotions, responses and invitiations - reading facial expressions and social cues maybe through acting, stories & narration, emotive imagery, descriptive language, strategies that provide an awareness of empathy and how others communicate through body language.

All of this will depend on the specific needs of your young people and their position within the spectrum of autism, knowing that will help you support and push ceilings for them and to see how your setting aims for them to achieve all the outcomes of ECM tailored to the age of 14

http://www.sensorytrust.org.uk/proje...xperience.html

Level 3 handbook cyp 3.7 from pg 286

I hope this helps a little more xx

[ColletteHoare]

many thanks, this has helped me a lot