Revision for K218

These argon the key points in Learning go 1 The children and modern muckles workforce is large and diverse. Its composition raises some burning(prenominal) questions about who works with children and in what sort of organisations. Policy and legislation more and more vary crossways the UK as devolution becomes more firmly established. It is valuable to understand the context most relevant to you, but valuable nurture loafer in any case be drawn from comparing developments in incompatible contexts and countries. Developing the skill of reflection can enhance your learning from the module and day-to-day form. What atomic number 18 some of the key professional standards used by practitioners across the UK? What are some of the different ways of arrangement children, youthful throng, their families and the services that are provided for them? What knowledge, skills and values are required to support considerably practice? These are the key points in Learning Guide 2 in that location are five key themes, emphasising theories, frameworks or aspects of working with children teenaged populate and families, which will recur throughout the module.Practice can be seen as consisting of deuce-ace intertwined elements of knowledge, skill and values. What constitutes good or effective practice is complex and on the loose(p) to discussion and debate. Attempting to measure good practice through outcomes can prevail a role in improving practice with children and families but also has some major limitations. 3 How does social constructionist theory help with our understanding of children and families? How does practice involve relationships between children, small people, families, community and society?How does this lurch across time? What is a social ecologic 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 sense 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 take into consideration changes to people, communities and society across time. 4 What are the different levels that make up a mesh 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, development and appropriate care for children and young people vary between different historical and geographical/ethnical/family contexts Viewing development as a stage-based pathway is strongly embed 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 caution 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 power operates, as identified by Foucault?