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NVQ CCLD Level 2 & Level 3 Answers

K2C6 The key features of effective communication and why it is important to model this when interacting with adults and children

Timing, eye contact, make sure your not passive or aggressive but assertive instead, and state your case clearly and you need to make sure both parties understand what it is that you have said – which means honesty and trust between you because if they just want to get out of there they will just say yes, leave and nothing will really have been resolved.

K2D5 Why it is important to help children make choices and how you can assist them to do this

Making choices is like any other skill. Unless it is practiced, it will not develop. The choices given should match the skill level of the child. For instance, you might ask whether a child wants to use the puzzles or the blocks. If the child chooses to use the clay instead of either of the choices you have given, that is a choice, too. There are too many possibilities for giving choices to even list them, but here are some examples:
Do you want to wear your sweater or your jacket? If it is cold outside, you don’t give the choice of wearing an outer garment or not, but a choice between what kind of outer garment. Would you like your teddy or your stuffed dog for rest time? This indicates that a rest time will append, but the child may still choose the cuddly. Giving children choices allows them to gain some control over their lives. That helps them feel empowered and confident. Adults tend to forget that children CAN make choices. When children are feeling that they have no control in their lives, they are more likely to have feelings of helplessness or anger. When the child gives you their choice and their opinion give them lots of praise by telling them that they made a really good choice and that their idea was fabulous. Show great excitement and enthusiasm at their choices and have great respect for their decision. Encouraging the child and giving lots of praise will develop the child’s self esteem and encourage them to keep on making choices and how to make their own choices.

NVQ Health & Social Care Answers

K2C1 The importance of giving children full attention when listening to them and how you demonstrate this through body language, facial expression, speech and gesture

Good listening is one of the most important skills we as carer or parent. We want to strengthen our relationships with children, and one of the best ways to do this is through our active, caring listening. Our undivided attention to what our children are saying tells them that they are important to us. It shows that we value them as individuals; we care about them and every part of their lives. Also, we can teach them to be good listeners by modelling good listening skills.

What To Know
•Be prepared to drop what you are doing when a child wants to talk, even when it is not the most convenient time for you. A child or teen may finally get up the courage to discuss a tough problem, and you don’t want to miss the opportunity to connect with him through active listening.
What To Do
•Be interested and attentive. Look into a child’s eyes while it is speaking. Forget about the telephone, the television, and whatever else you were doing—just listen!
•Don’t interrupt. Sometimes, as carers, we want to jump into the conversation with an opinion or a solution before letting the child finish talking. By being an active listener, we can help him work through an issue on his own instead of solving the problem for the child.
•Give the child active feedback while it is speaking—nodding, giving verbal responses such as “I see,” etc. When the child has finished speaking, ask clarifying questions or restate what she’s said. If she is telling you something she is enthusiastic about, for example, try to respond with similar enthusiasm.2
•Name the feeling You can help a child clarify his feelings through your active feedback by restating his thoughts or asking questions. This can help him deal with a problem or tackle a difficult task. The child can clarify, for example, that it’s avoiding homework because it’s afraid he can’t do the math. Facing this fear will help overcome it.
•Watch for nonverbal messages. Posture, eye contact, energy level—these can all be clues to your child’s true feelings. She may tell you school is going okay but her nonverbal messages may tell a different story.
•Ask open-ended questions. Avoid asking questions that can be answered with a yes or no.
•Don’t talk down to a child no matter what his age. You probably know more than he does from experience alone, but don’t use this knowledge to discount his opinions. Don’t say, for example, “You’re only 14. What do you know about.?”
•Follow-up. Try to remember and ask about issues or events a child talked about a day or two earlier. This shows her that you were listening and are concerned about the outcomes.4

Put It Into Practice
Facial expressions, body language and gestures also play a big part in how we communicate with children and we should therefore always adapt it to the situation accordingly. So a simple example of this could be to pull a sad face if the child is feeling sad. This will show we are understanding how the child is feeling and also allow them to relate the expression to a feeling or thought. Our body language is also very important and the way in which we carry ourselves can show how interested we are in a child i.e what they are doing or saying. How we communicate with children must teach the child how they should communicate to other children and adults alike. The key is to show respect to the child and teach them the art of showing respect to others.

K3D307 Factors that affect resilience in children

There are several factors that effect resilience in a child some of them are;

  • Peer pressure can force children or encourage them to taking drugs, alcohol or smoke.
  • Living in areas of poverty, lack of jobs and money and poor accommodation. In which these things can lead to crime and anti-social behaviour.
  • A family break up, parents divorcing.
  • Pressures to do well at school, parents or teachers having to high expectations of the child.

NVQ Health & Social Care Answers

K3H303 Activities that can be undertaken by children to raise awareness of their own bodies and their health needs, according to their age, gender, needs and abilities

*Food tasting.
*Singing songs such as head shoulders knees and toes.
*Talking about why washing hands before eating and after visiting the toilet.
*Healthy snacks.
*Drawing around hands and feet or getting children to draw around each other and then naming the body parts and organs.

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K3H304 Details of health surveillance of children and young people, the role of immunisations and information on regimes for children

Mothers to be are closely monitored and given advice on healthy foods that will help their child to grow and stay healthy.
Health visitors
Carry out health checks and developmental checks for children 0-5 years of age. They record all the information and give the parent a book of the recorded information, such as growth and weight charts, as well as immunizations that have been given and that will be due. The school nurse takes over from the health visitor when the child reaches 5 years of age.
The school nurse
Is responsible for accessing the needs of the children.
Agree individual school health plans.
Advise and coordinate with other health professionals regarding Childs medical needs.
Gives immunizations and shares information regarding them.

K3H301 Principles of cross infection and basic food hygiene

Principles of cross infection and basic food hygiene

Good hygiene practice; Good hygiene procedures help to stop infection and cross infection, one of the ways in which germs can be past around is on our hands. It’s important that hands are washed before food is prepared and after, after visiting the toilet, our hands carry many germs and therefore it is important that we wash them with soap and water for at least 15 seconds each time and dry them with a paper towel and dispose of it in a bin. E coli, tummy bugs can cause serious illnesses that are easily transmitted by the germ on hands; they can make you very unwell so it’s really important that hands are washed regularly. Within my setting we follow the guidelines of the Environmental Protection Act 1990 that states all waste such as nappies, blood, faeces etc are disposed in the designated bin that has a lock on it so that it’s stored safely until taken away and disposed of. This prevents any cross infection. Bodily fluids run the risk of carrying the risk of HIV, Aids and hepatitis to minimize the risk of infection I wear disposable gloves and aprons and disinfect all areas after use. I have completed a food hygiene course and understand the procedures for preparing food, storing food, temperatures, cleaning food areas

NVQ Health & Social Care Answers

K3H295 The government’s guidelines on healthy eating and nutrition for children and why it is important that these are followed by childcare practitioners

Following extensive research on childhood obesity the government have provided some guidelines on healthy eating and the sorts of foods that children should be eating in order for them to be healthy. If children are educated on healthy eating and eat healthily as a child then they are more likely to continue this into adulthood.
The government’s eight guidelines for a healthy diet include:
• Enjoy your food
• Eat a variety of different foods
• Eat the right amount to maintain a healthy weight
• Eat plenty of foods rich in starch and fibre
• Eat plenty of fruit and vegetables
• Do not eat too many foods that contain a lot of fat
• Do not have sugary foods and drinks too often
• If you drink alcohol, drink sensibly (adults only)
The government have also introduced a number of initiatives to encourage healthy eating such as the five a day which encourages adults and children to eat five portions of fruit and vegetables a day. The government have also encouraged food companies to more clearly label exactly what is in foods for sale in shops.

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K3D287 How you adapt your practice to meet the health and physical development needs of children, taking into account age, gender, ethnicities, individual needs and abilities

When planning for an activity in your setting you should take into consideration the age group that the activity is for and if it is suitable for all the children involved. You may have to consider other needs of the child such as a disability or special need. You should also consider cultural issues and other needs of the individuals. The key is treating children as individuals and considering all these factors. For example you wouldn’t be able to do an activity with lots of running with the babies because it is unsuitable for their stage of development. You may need to cater for a child that has a special diet who cannot have certain foods. Treating the children as individuals will ensure that you plan for interesting activities that provide opportunities for play for all children involved.

K3S273 The importance of protecting children during care routines and ensuring they are not subject to abuse or exploitation at any time they are present in the setting

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