Transcript Slide 1

3.7 Support positive outcomes
Unit aim
This unit aims to provide members of the children and young people’s workforce with an
understanding of the factors that can impact, both negatively and positively, on the outcomes
and life chances of children and young people. It includes approaches to supporting positive
outcomes including disability and specific requirements (additional needs).
Learning outcomes
1. Understand how the social, economic and cultural environment can impact on
‘active
the outcomes
participation’
and life chances of children and
young people
2. Understand how practitioners can make a positive difference in outcomes for
children and young people
3. Understand the possible impact of disability, special requirements (additional
needs) and attitudes on positive outcomes for children and young people
4. Understand the importance of equality, diversity and inclusion in promoting
positive outcomes for children and young people
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3.7 Support positive outcomes
ACTIVE PARTICIPATION ?.....What is it?...
Assessment Criteria: Unit 030
(3.7): 2.3
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3.7 Support positive outcomes
What is active participation?
Active participation means more than
just inclusion – it is about being and
feeling involved, enjoying the activity
and anticipating future activities.
While this is most often applied to
children, it is easy to see how active
participation could also be important to
parents and staff too.
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3.7 Support positive outcomes
We are all different
Everyone has their own way of doing, remembering and learning
things.
Active participation ensures that whatever a person’s preferred
method of involvement, there is a way for them to participate.
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3.7 Support positive outcomes
Explanation
Imagine you are given written instructions on how to do
something. If you are unable to read, you cannot participate.
However if those same instructions were explained verbally –
you automatically include those who can understand English but
cannot read it.
If the instructions are demonstrated – you now also include
those who do not understand English.
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3.7 Support positive outcomes
Getting involved
By providing a variety of ways to engage
with the learning or events at the setting,
you promote active participation.
Consider then how you might arouse
each child’s curiosity, attention and
motivation, and how you scaffold their
learning.
Think about what interests a child, without
using this as a reason to limit their
experiences.
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3.7 Support positive outcomes
Recording achievements
The principle of active participation also involves children
recognising or recording their ideas, feelings, preferences and
achievements in a way that is accessible and meaningful
for them.
For some, this may be writing a story or drawing a picture. It
could also be achieved by making an audio or video recording. It
could simply be a series of sticks with each one showing a face
with a particular emotion that the child can hold up.
Think of examples of how children take part in various activities at different levels?
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3.7 Support positive outcomes
Think active when planning
Practitioners who use observations of children will quickly come
to know the needs and interests of each child in their care.
Planning should take this knowledge into account and give
careful thought to how each child can be included through active
participation.
Sharing this information with colleagues will also ensure
continuity across the setting for that child.
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3.7 Support positive outcomes
Outcome
Ways in which I could help to achieve
positive outcomes for children and
young people through my practice
Being healthy
Worksheet 3
Staying safe
Enjoying and
achieving
Making a
positive
contribution
Achieving
economic wellbeing
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Assessment Criteria:
Unit 030: 2.1
3.7 Support positive outcomes
Not just children
Adults also have preferred ways of communicating and getting
involved. The concept of active participation can also be applied to
these relationships:
•
•
Parents might prefer you to talk to them about a forthcoming
event rather than sending a letter.
Staff might understand the principles of behaviour management
better if they watch a film about it rather than listening to their
line manager talk.
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3.7 Support positive outcomes
Case study A - Assessment Criteria:
Unit 030, 2.2
Stavros is four and has cerebral palsy, which results in
him having difficulty in controlling his movements.
He stays at home with his mother and does not attend a
nursery. His mother is a single parent and
overprotective, not allowing others to look after him.
However, she is displaying signs of stress and tiredness
and the health visitor is concerned about her. She wants
to provide support for Stavros and his mother but needs
to do so in a way that is acceptable and appropriate to
the situation.
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3.7 Support positive outcomes
Case study B
Harry started to take drugs at the age of 14. He
has been in and out of rehabilitation clinics for
the past two years and has finally decided to
make a fresh start. He wants to continue his
education as he did not sit his GCSEs and to regain
the trust of his peers, teachers and family. He is
going to need support and help if he is to be
successful in his resolve and new ambitions.
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3.7 Support positive outcomes
Case study C
Eloise is two years old and her parents are deaf. It
does not appear that Eloise has inherited her
parents’ hearing problems but because they are
not pronouncing words correctly when they talk to
her, Eloise is not learning to speak effectively. This
is a crucial stage in Eloise’s language development
and help must be sought now if her speech is not
to be affected adversely in the future.
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3.7 Support positive outcomes
Using the Case studies, source the services and
record what they could offer to each person
Explain the importance of designing services
around the needs of children and young people.
Assessment criteria 2.2
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3.7 Support positive outcomes
Activity
Look at the planning for an activity that you did last week.
Evaluate the activity in terms of how it encouraged and enabled
active participation.
What would you do differently next time?
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bilit
y
1.
2.
3.
3.7 Support positive outcomes
Read the list of statements below and then place them into the boxes provided according to
whether they relate to the social or medical model of disability.
1.Recognises that any problems of disability are created by society and its institutions.
2.Views disability as the problem.
3.Disability is a tragic incurable fact that leaves the sufferer with little chance of a normal life.
4.The Disability Discrimination Acts are tools to help to improve the response of society to
disability.
5.A wheelchair user is not hampered by their disability but by lack of adequate access to
buildings.
6.People should be cared for in institutions and may not be able to be independent.
Social model of disability
1.
Medical model of disability
1.
2.
2.
3.
3.
How would these models
impact on practice?
Assessment Criteria: Unit 030 (3.7) – 3.3
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?
Looking at the four statements explain how to support children and young people according to their age, needs and abilities to make personal choices and exp
3.7 Support positive outcomes
Assessment criteria 2.4 (Ass 10)
Looking at the four statements explain 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.
Going out at night with
my mates is great. We
hang out in the park
smoking and drinking
cider. When we’re really
bored we catapult stones
at houses and run away.
I want to be a
model when I grow
up so I must stay
thin and not eat
very much.
I can’t wait to get
away from home.
I’d rather live on
the streets.
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I hate school, hate
teachers and don’t
see the point in
learning.
3.7 Support positive outcomes
1.
Jodi has hearing difficulties. At nursery, her group leader sits her at the
front during story time and makes sure that the story has lots of visual
appeal, often using puppets.
2.
Darren has been recognised by his teacher as being a talented young
actor and suggests that he joins the after-school drama club. Darren’s
parents are unemployed and cannot afford the cost of the classes. The
school decides to sponsor Darren’s place in the club.
3.
A large number of Polish families have recently moved in to an area close
to Grange Nursery School. The menus have always included Asian and
Italian dishes but the setting decide it would now be good to add some
Polish dishes and ask the families with children at the setting to provide
some recipes.
4.
Sean is albino and visually impaired. He is desperate to take part in the
school play but staff are concerned that he might fall off the stage when
the house lights are down and the stage lights are on. The staff members
decide that some of the house lights near the stage should stay on and
that Sean should have a buddy to help him.
5.
Some Chinese families have moved to the area and their children have
joined the local nursery. They speak no English at all. The Manager
invites one of the parents to visit at circle time to teach all children some
simple Chinese words so that the children can communicate together.
6.
Equality
Diversity
Inclusion
Marisa does not have a computer at home and could not do the research
for her homework like the other children. Her class leader offers to let her
stay after school and to use the class computer.
Assessment Criteria: Unit 030 – 4.1
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