The Common Core Skills and Knowledge for the children’s workforce provides a set of basic skills and knowledge that we must be aware of and practice when we are working with children and young people on a regular basis on a part-time, full-time or on a voluntary capacity. There are six areas of skills and knowledge that we must be aware of and practice. They are: Effective communication with children, young people and the families involves positive clear communication, listening, comprehending, questioning and catering for their needs accordingly. Children’s and young people’s development needs to be monitored as they grow up in varying speeds emotionally, physically, socially and intellectually. It is vital to understand their development stages. Safeguarding and promoting the welfare of the child.
This is a big responsibility that requires special attention for the safety, protection and well being of the child or young person. Supporting transitions of children and younger people is essential as they are growing up and are often expected to cope with these changes. This knowledge helps us support them through this transitional process. Multi agency working is about different services working in unity to prevent problems from occurring. They work together with mutual aims and goals. Sharing information in an accurate and timely fashion is an important part of delivering abetted service for everyone.
The Comomon Core skills and knowledge provides a platform of comprehending across the children’s workforce. It creates equality amongst those who practice and projects and common value for all.
The Essay on Positive environments for children and young people
Positive environment A positive environment is one that supports all aspects of the child’s development; staff members/carers can provide the children different ways to extend their developments. By doing activities and guiding the children through their learning, this creates a positive environment for them. Example: Reading and writing activities will help the child or young person’s cognitive ...
