Revision for K218

These atomic number 18 the call points in instruction Guide 1 The children and puppyish passels workforce is declamatory and diverse. Its composition raises some important questions about who works with children and in what furcate of organisations. Policy and legislation increasingly vary across the UK as degeneration becomes more firmly established. It is important to understand the context most germane(predicate) to you, but valuable learning stick out also be emaciated from comparing excogitatements in contrastive contexts and countries. Developing the skill of reflection deal enhance your learning from the module and day-to-day recitation. What are some of the draw professional standards used by practitioners across the UK? What are some of the contrastive ways of understanding children, young people, their families and the services that are provided for them? What knowledge, skills and values are required to house good work? These are the key points in instr uction Guide 2 There are five key themes, emphasising theories, frameworks or aspects of working with children young people and families, which will recur throughout the module.Practice can be seen as consisting of three intertwined elements of knowledge, skill and values. What constitutes good or potent practice is complex and open to discussion and debate. Attempting to measure good practice through outcomes can play a role in ameliorate practice with children and families but also has some major limitations. 3 How does hearty constructionist theory help with our understanding of children and families? How does practice involve relationships between children, young people, families, community and society?How does this change across time? What is a favorable ecological perspective and how can it help us to understand and develop practice with children, young people and families? These are the key points in Learning Guide 3 An ecological perspective is useful for making mother wit of the complexities that surround working with children, young people and families. Ecological models can support how we think about practice and how we organise practice including policy, assessment and collaborative relationships such as multi-agency working.Ecological models are not static they need to simulate into consideration changes to people, communities and society across time. 4 What are the different levels that mould up a web of relationships? What is social constructionism? How is social constructionism useful in understanding how the lives of children, young people and families are constructed? What are the implications of social constructionism for practice? These are the key points in Learning Guide 4Social constructionist theory argues that understandings of childhood, ontogenesis and appropriate care for children and young people vary between different historical and geographical/cultural/family contexts Viewing development as a exhibit-based pathway is st rongly embedded in practice and legislation, with understandings of children and young people often based on their age and perceived developmental stage Development as a stage-based pathway needs to be approached with attention as it has implications for some children and young people who are not easily accommodated within the normative assumptions of the pathway What are some of the broad ways that force operates, as identified by Foucault?