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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

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  #1  
Old 06-11-2012, 04:19 PM
sarah.payne sarah.payne is offline
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Default Please can some one help claify some questions that I need to do for my assessment please

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step by step help for unit SHC 32 engage in personal development
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1. Describe the potential tensions between maintaining an individual's confidentiality and disclosing concerns... Include where abuse of a child is supected, or when it is suspected that a crime has been committed.

2. Demonstrate how to put others to promote equality and right.

3. Do a creative activy to support children to recognise value and meet their health needs.

4.Evaluate the effectiveness of proative strategies on mitigating challenging behaviour

5. Describe complex feelings that may be experienced by others involved or witnessing an incident of challenging behaviour.

6. Describe steps that should be taken to check for injuries following an incident of challenging behaviour

7. Describe how you work with others to analyse antecedent behaviour and consequences of an incident of challenging behaviour

8. Describe how you work with others to review the approaches to promoting positive behaviour using information from records, the briefing and support activities.

9. describe how an individual can be supported to reflect on an incident of challenging behaviour.... How they were feeling prior to the incident... thier behaviour.... the consequenses of thier behaviour

Please I really need some help I have my assessment friday and my setting is not helping me one bit all I seem to be to them at the present is a spare part and covering in different classes when tyhey need me to etc..


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  #2  
Old 06-11-2012, 05:46 PM
donna534 donna534 is offline
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Do you know which unit this is covering? You also need to speak to your assessor and explain that you are not getting the support you require in your work setting.... If i know the unit you are meant to be covering then i maybe able to help you. x
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Old 06-11-2012, 06:00 PM
sarah.payne sarah.payne is offline
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Quote:
Originally Posted by donna534 View Post
Do you know which unit this is covering? You also need to speak to your assessor and explain that you are not getting the support you require in your work setting.... If i know the unit you are meant to be covering then i maybe able to help you. x
Hi thanks they are all covering different units
I have spoke to my assessor and she told me to speak to them which I have and still nothing I have explained I need to be doing a level 3 role not just taking over staff here there in everywhere. Told the setting my assessment will be on Friday 15th and was told that was fine. Reminded them today and was told oh need you to cover oin yr 4 as we are short staff, Told them I cant do my assessment in thier and needs to be in here and they were totally off with me.
I will try and do the units

1. Describe the potential tensions between maintaining an individual's confidentiality and disclosing concerns... Include where abuse of a child is supected, or when it is suspected that a crime has been committed. hsc 3045

2. Demonstrate how to put others to promote equality and right. shc 3.2

3. Do a creative activy to support children to recognise value and meet their health needs. SCM 4

4.Evaluate the effectiveness of proative strategies on mitigating challenging behaviour HSC 3045

5. Describe complex feelings that may be experienced by others involved or witnessing an incident of challenging behaviour. HSC3045

6. Describe steps that should be taken to check for injuries following an incident of challenging behaviour HSC 3045

7. Describe how you work with others to analyse antecedent behaviour and consequences of an incident of challenging behaviour HSC 3045

8. Describe how you work with others to review the approaches to promoting positive behaviour using information from records, the briefing and support activities. HSC3045

9. describe how an individual can be supported to reflect on an incident of challenging behaviour.... How they were feeling prior to the incident... thier behaviour.... the consequenses of thier behaviour
HSC 3045
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  #4  
Old 06-11-2012, 06:37 PM
donna534 donna534 is offline
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It looks to me that all your units are mixed up...i have a SHC32 but not a SCH3.2 I will have a look under the equality unit and see if their is anything there.

3. Do a creative activy to support children to recognise value and meet their health needs. SCM 4
For that activity you could do some cooking (flap-jacks) explain to the children how good oats are in a balance diet, you could make a fruit salad with them, explaining how good it is at eat fruit, or you could do a tasting fruit activity. Making sure the children wash their hands before and after, ask the children why we wash our hands before touching food..etc
4.Evaluate the effectiveness of proative strategies on mitigating challenging behaviour HSC 3045
Proactive strategies are ways you've already got in place to deal with behaviour. Challenging behaviour can be lots, hitting, kicking, spitting, pulling hair or anything that is aggressive, confrontational and also children that don't want to take part where a teacher thinks they should.

The question asks you to look at whether those strategies work or not, how well that might be or how bad. Mitigate means to make less severe, serious or painful, spreading out the challenging behaviour so staff can deal with what's going on.

I wrote, when supporting positive behaviour it very much depends on the child, their age and existing knowledge of their behaviour as to which method you use.

Reinforcing positive behaviour is following B.F. Skinner’s theories of positive enforcement. This works as children respond more to positive enforcement than to punishment. Children need not be given a reward each time so making the child strive for a reward but with this appraoch there needs to be a threat of punishment to keep the child from reverting to their old behaviour.

Modelling follows bandura’s theories that a child will model or copy behaviour. This works if the child has a good role model but if the child see’s bad behaviour they will copy that too.

Speech, language and communication covered in unit 097 and 022. By improving the child’s ability to communicate we can help the child’s behaviour. Following management plans which has preventative practice trying to redirect child attention elsewhere. Specific instructions can make it easier for the child to understand the language used. Complex or ambiguous instructions might not be understood, meaning communication needs to be at the age and ability of the child.

Ignoring – giving positive attention to those who do well can get a child to notice, 'if i behave like that i can get more attention'.

The children help make their own pre-school rules and boundaries which helps the children remember their behaviour if this is not done then sanctions can happen using the 3 steps or strikes method. This gives children a chance to process what can happen if they don’t think about and change what they are doing wrong and make choices based on that information.

Older children can draw up contracts with teachers. This helps the child want to improve their behaviour especially if backed up with positive reinforcement. Children are encouraged to reflect on their own behaviour this encourages them to take responsibility for their behaviour this can be useful to focus on the positive behaviour rather than just on negative behaviour this can help children think about what they need to do in the future and about other peoples feelings.
5. Describe complex feelings that may be experienced by others involved or witnessing an incident of challenging behaviour. HSC3045
When children start to bully other children or exclude them from playing these needs to be handle quickly children need to understand this is not acceptable behaviour this can be done with the children then and there explaining to the child how they think the other child feels. Then have a discussion over circle time so all the children can learn positive behaviour and not to bully other children. older children needs more in depth material and may need to have specialist support this can help a child over come the problem which has made the child feel they have to bully others.

The use of physical intervention is a last resort and should only be used if the child is in danger of hurting themselves or others. If in immediate danger staff can react and explain once they are safe. This can upset the child but then the children and staff are safe and no injuries have occurred. This ocassions have to be recorded on paper and parents informed on the same day.

Diversion is another approach for young children to distract them from the behaviour they are or about to display.


When you support a child through an incident of challenging behaviour you may go through a ’fight or flight’ response (a release of adrenaline and other chemicals) and experience some other emotions (fear, anger).

After the incident you may feel tired and upset, judgemental, shocked, surprised, angry, sad, glad its over. It is important to talk to someone else about what has happened.


Children must always be treated with dignity and respect. This may be difficult when their behaviour is threatening to their peers or members of staff but it underlines the need for planning and adopting well thought-out strategies where members of staff are enabled to intervene positively.

Following an incident in which restrictive physical interventions are employed, both children and staff should be given separate opportunities to talk about what happened in a safe and calm environment, when everyone involved has regained their composure. These interviews should be designed to discover exactly what happened and the effects on those involved, and should be carried out by the line manger of the staff involved. There must also be an interview with those with parental responsibility
The interview should not be used to apportion blame or punish those involved; (if however there is clear evidence that a member of staff used force which was excessive and against agreed guidelines the line manager needs to record carefully the views of everyone concerned for possible disciplinary action).
Prompt medical attention should be given to any child or member of staff involved if significant injury or distress has been experienced. Carers and/or family members of a child should be informed of any incident and invited to contribute their views.
The line manager of the staff involved should ensure that all paperwork, including any necessary assault/incident reporting documentation, is completed accurately and in a timely manner and a de-briefing given to all those involved and other relevant individuals.
Staff must be encouraged to report truthfully and accurately all information they have in relation to an incident where physical intervention has taken place. It is their responsibility to share any concerns they have about actions taken with their line manager, and to raise with line managers and other professionals and carers if a child’s behaviour is changing so as to require increasing interventions.

When you support a child through an incident of challenging behaviour you may go through a ’fight or flight’ response (a release of adrenaline and other chemicals) and experience some other emotions (fear, anger).
After the incident you may feel tired and upset. It is important to talk to someone else about what has happened.

6. Describe steps that should be taken to check for injuries following an incident of challenging behaviour HSC 3045
The child should be checked over by a member of staff who was not involved in the incident of challenging behaviour. Immediate action should be taken to ensure medical help is sought if there are any injuries which require more than basic first aid. At our school all injuries should be reported and recorded using the schools systems.

8. Describe how you work with others to review the approaches to promoting positive behaviour using information from records, the briefing and support activities. HSC3045
While working in reception class I was asked by the class teacher to support a child with behavioural difficulties, I am familiar with child ‘M’ as I have seen him in the playground and have often sat with him but I have never supported him in class with his work, am aware that he has speech and language problems and he becomes frustrated when he is told he needs to do his work, subsequently his work is poor and academically he is falling behind the other children in his class. Miss P asked me how I would like to work with ‘M’, I informed her that I thought it would be a good idea if we worked together in a one to one situation then that way ‘M’ would have no distractions and he could have my full attention rather than being nervous about other children in the class. I decided that I would work with him in the cookery room as it was quiet in there and there would be no interruptions. His work consisted writing a ‘Mothers Day’ card and all he was asked to do was write a few lines about his Mum. When we were seated I told ‘M’ that I was really looking forward to seeing his beautiful work and that I was also glad I was working with him, this made him feel a little confident and I could visibly see him start to relax, I told him that I would write the words down on the white board but he needed to help me with the sounds, I was very surprised at how confident ‘M’ seemed when he was not with other children and realised that it was because he had no other distractions and obviously felt comfortable with me. We worked on his card for 20 minutes and during that time ‘M’ told me the words he wanted to write about his Mum, I wrote down the words while he used his sounds and eventually produced a beautiful card. When we went back to class Miss P was very surprised at how well ‘M’ had done. I told her that I thought in my opinion that ‘M’ should have a sticker chart which would increase his confidence and therefore his work would improve, as I have done this many times with other children who I have supported I know the benefits that it can bring. Although Miss P is quite strict in her ways and has a set program for her class she was unsure about the idea so I told her that maybe she could try it for a week and if she was not happy about singling ‘M’ out for the chart then she could stop using it, she said she would try and would let me know how it worked.

Hope this helps, ive got most of this off this website. im not sure on the other's as your units seem to be different to mine. Are you doing Diploma Level 3 - children & young persons workforce?
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  #5  
Old 06-11-2012, 07:37 PM
sarah.payne sarah.payne is offline
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Hi yes I am doing level 3 diploma children and young peoples work force my handbook doesn't have the behaviour oppitional uit in
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Old 06-11-2012, 08:33 PM
discod discod is offline
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your setting sounds like mine...tutor comes in to listen to my completed work and its oh we dont have the staff to cover you we will have to leave it....waiting for next Tuesday when its the last visit...three of us have to go out of our rooms and hand in our work and talk about the course.....can see the panic now....oh we have no staff to cover blah blah blah....very selfish it should be sorted the boss has more than enough warning!
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