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Safeguarding the Wellbeing of Children and Young People

Explain how to support children and young people's self-confidence and self-esteem

A important part of emotional development is the introduction of a young person's self-confidence and self-esteem. Self-esteem can be defined as how you feel about yourself as well as your perceptions of yourself. Self-confidence is how you feel about your talents and is dependent on each situation; it is shown via an individual's behaviour and personality.

There are four ways that we can support our children in this area: interest, pay attention, manifestation and support.

INTEREST : It's important to show a genuine interest in what a child is doing, learning about, speaking about etc. Within the class, make certain you lower your body to their level and encourage them while they are working using lots of praise individually and in front of the class. This can also help to build a strong trusting romantic relationship with pupils.

LISTEN: By listening to a child this will also develop a strong bond and allow you to definitely tune into a child's behaviour and detect anything that may be upsetting them. I usually make sure I make time to listen to whatever information and information the kids tell me, giving them my undivided attention. This may gain trust as well particularly if they have to express any worries. "The kid must know that you are there to listen and, most of all, that you'll believe what she or he tells you" (Meggit 2013 p. 142)

EXPRESSION: A kid must be able to feel that is perfectly normal showing a range of thoughts they can feel sadness and also delight and excitement. This creates a well-rounded man or woman who should feel self-assured enough to comprehend and communicate any concerns they could have.

SUPPORT: Staff should always support and be there for the kids in every situations whether they are related to university or home life. A friendly face and a giggle at the start of the day can work wonders and will cause you to more approachable. Children need also to be supported through the institution day, encourage pupils to try a more difficult activity like a complicated amount or climbing on a bit of gym equipment. This will likely motivate them and invite them attain higher levels.

6. 2 Analyse the importance of aiding resilience in children and young people

"Resilience is the capability to bounce back from adversity. Protecting factors increase resilience, whereas risk factors increase vulnerability. Resilient individuals, families and communities are usually more able to deal with problems and adversities than those with less resilience. (www. gov. uk 2014)

Teaching personnel can help children to be comfortable individuals, to increase in self-reliance and think for themselves. The more confident a child the more likely they should be able to overcome adverse situations. Within the classroom children need support and encouragement nevertheless they also desire a certain factor of freedom to be more independent. For instance for younger age groups allow them to dress themselves for PE or encourage them to put a dressing costume on independently. This will show them important skills, they may be frustrated at first but will feel a great sense of achievements when they can button up a t-shirt.

With modern life being more pressurised and stressful we need to remember to reward and compliment, recognise great work being made by a pupil in all areas of college life. This can help develop their own self-awareness, have a far more good attitude about themselves and arranged goals for future years.

"Emotional intelligence or emotional well-being involves developing: positive self-esteem and self-image; emotional strength to deal with life's highs and lows; confidence to face the earth with optimism; and an awareness of our own feelings and the ones of other folks" ( Kamen, 2012, p. 300)

6. 3. Explain why it is important to utilize the kid or young person to ensure they may have strategies to protect themselves and make decisions about safety

Nowadays we need to teach our children and small children both the potential issues of face to face contact but also online contact too. They need to understand and recognise potential problems and to be able to prevent adding themselves at risk and avoid damage.

"You could teach children to be safe without scaring them - You just need to know how. " (www. kidpower. org 2014)

Developing awareness starts in the first years foundation and continues right through to KS4 and because they build trust with students as a support helper they'll be able to confide and speak to you if needs be.

When explaining the necessity for safety it's important that it's handled calmly as you do not want to increase anxiety and stress in the pupils. Local cops often come into schools to go over stranger safety, pupils are constantly reinforced about the value of e-safety, road basic safety and the green cross code is often educated by outside communities in a fun but educational way and since they mature discussions which involve relationships, solvent/alcohol abuse must take place. PSHE (personal, communal and health education) lessons do provide a perfect discussion board for such issues also to discuss problematic issues.

As an adult you must remember to solve these issues using age appropriate terms, make sure they have the knowledge to guard themselves, explain what's appropriate/inappropriate, not to keep secrets and that you can say no. My university establishing also communicates with parents over the problems of e-safety and stranger hazard.

6. 4 Explain ways of empowering children and teenagers to make positive and prepared alternatives that support their well-being and security.

Children and teenagers have to be empowered to make positive and informed choices which in turn will support their well-being and safeness.

"Therefore, the simplest way to teach children they may have the power to take positive action -- to work through the challenges before them (now and later in life), is to encourage this idea in ourselves, and make choices -- take action -- that shows this opinion. " (www. earthkids. com 2014)

The US Convention on the Protection under the law of the kid (UNCRC), transformed the ways children are cured and seen and outlines children's rights and this file has empowered children. Within universities, teaching personnel must help pupils to help make the safe decisions, be supportive but discuss reasons. Children always force boundaries and as adults we should allow them for taking and manage dangers and develop in independence. For example when educating children about highway safety, they will be shown how to mix a road properly - stop, look, listen and possessing an adults palm, then the next thing is always to mix with them without positioning their hand and eventually the last stage would be crossing on their own. They are actually empowered to make their own decision but throughout the process they have been supported and can understand the reasons for each level.


www. earthskids. com/empwr. aspx (reached November 2014)

www. gov. uk/resilence_in_universities_health_inequalities 2014 (accessed November 2014)

Kamen, T. (2011) Teaching Assistant's Handbook for Level 3: Helping Coaching and Learning in schools. Hodder Education

www. kidpower. org/library/article/safe-without-scared (accessed November 2014)

Meggit. C. , Bruce. T. , Grenier. J. , (2012) Child Care and attention and Education (2nd Model) Hodder Education

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