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1.2.1 Planning your search

Your approach to searching will depend to a great extent on what kind of person you are. In an ideal world, when searching for information for a specific purpose, we would all find what exactly we were looking for at the first attempt, especially if we are in a hurry. However, it’s always a good idea to have some kind of plan when you are searching for information, if only to help you plan your time and make sure you find the information you need. If I was starting to search for material on
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1.1.4 Evaluating information

How well does the following statement describe your approach to evaluating the information that you use?

When I come across a new piece of information (e.g. a website, newspaper article) I consider the quality of the information, and based on that I decide whether or not to use it.

  • 5 – This is an excellent match; this is exactly what I do


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1.1.3 Searching for information on health and lifestyle

How well does the following statement match what you do when you begin a new search for information?

Before I begin a new search for information (maybe for an assignment, or to help you choose your next holiday destination), I spend some time thinking about what I already know, what the gaps in my knowledge are, and the best types of information to meet my needs.

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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.

All materials included in this unit are derived from content originated at the Open University.

1. Join the 200,000 students curren
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4.1 Unit themes and social work values

The next activity asks you to consider the relationship between the unit themes and value requirements for social care workers set out below.

Activity 4 Unit themes and social work values

0 hours 20 minutes
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3.1 Social work values and legal values

Social work practice is founded on and informed by a value base; however, this value base is uncertain and changing (Shardlow, 1998). It is important that practitioners are able to reflect on their values and prejudices and consider the implications of these for practice. The next activity requires you to think about this before going on to look in more detail at what is meant by social work values.

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2.1 The nature of the social work task

Social work is a responsible and demanding job. Practitioners work in social settings characterised by enormous diversity, and they perform a range of roles, requiring different skills. Public expectations, agency requirements and resources and the needs of service users all create pressures for social workers. The public receives only a snapshot of a social worker's responsibilities and, against a background of media concentration on the sensational, the thousands of successful outcomes and
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1.6 Valuing diversity

Social workers need to recognise diversity: valuing and respecting service users – irrespective of, for example, their ethnicity, gender or age – is central to good practice. It is also about working in a way that counters the unfair or unequal treatment of individuals or groups on the basis of their race, gender, class, age, culture, religion, sexuality or ability. There is a growing body of law that seeks to prohibit and punish a range of discriminatory behaviours in various kinds of so
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1.3 Empowerment and anti-oppressive practice

Empowerment can be defined as enabling service users to take action to improve their lives. From the point of view of service users, practitioners are often in positions of considerable power, particularly where decisions are being made about the delivery of services and around intervention in people's lives. To practise empowerment, social workers will need to focus on working with service users to engage them in the problem-solving process. Empowerment is linked with anti-oppressive practic
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3.3 Different types of play

When thinking about play in early years and primary settings, it is sometimes helpful to try to make a distinction between different types of play experience: not in terms of listing role-play, small world play, and so on, but rather in terms of the balance of child and adult input and initiation. Free play is generally understood to be those play experiences that children choose for themselves and that involve minimal adult intervention. The term ‘free play’ is a bit of a misnomer, howev
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1.1 Introduction

In many countries play is widely viewed as an effective way in which children learn, and most curriculum outlines or frameworks make some reference to play. There is reason to think, however, that the concerted focus on raising educational standards throughout the UK has resulted in an increased emphasis on adult-led learning and a loss of ground for play as a child-led learning process, particularly in the middle years of childhood (7–11 years).

A further aspect highlighted by Peter
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Learning outcomes

On completion of this unit you will have:

  • examined the place play has in the curriculum framework/guidance or documents most relevant to your setting;

  • considered various definitions of play;

  • explored ideas about the value of play and adults' attitudes towards play;

  • considered play in your setting and attempted to access children's perceptions of play;

  • explored issues such as gender and play and children's right to play.
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Introduction

From an early age, play is important to a child's development and learning. It isn't just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore, experiment and understand. Children of all ages play.

(Dobson, 2004, p.8)

This material is from our archive and is an adapted extract from Devel
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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions.

Figures

Figure 3: Clarissa Leahy/Photofusion;

Figure 4: Bubbles.

Unit image

Copyright © John Burningham
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7 Different babies, different families

In the first part of the unit we learned that babies can do more than adults think, despite having not been in the world for long. We then looked at how adults and older children can help babies learn and develop. What the extracts have shown is that:

  • babies’ temperament

  • how they experience the world

  • how they behave towards other humans and

  • how humans behave towards them

all matter, and tha
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5 Promoting development

There are, of course, many ways in which people support babies’ development. The extract in the next activity is from the book by Meggitt and Sunderland and lists some of the other ways in which adults and older children can help very young babies to develop their skills. Some babies with physical or mental impairments will respond to these things in different ways, at their own pace.

Different families will have different ways of promoting babies’ development according to what they
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4 Learning and growing

We hope that after completing Activity 4 you will be more aware of how babies have the ability to communicate, initiate conversations and show a range of emotions. Adults and other carers have to interpret what babies need, and provide it. We may not always get it right so need to keep an open mind and be able to change
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3 Watching babies

In the next activity you will be introduced to some other babies, all about six months old or younger, who with their mothers are demonstrating some of the things you have read about in the previous section.

Watching babies is a way of getting to know them and what they can do. You can learn a great deal about them by ‘standing back’ and looking. You can do this with babies you know, but here you will be able to watch a video recording. Baby watching – or observation – can help
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2.2 What are babies able to do?

Activity 2

0 hours 30 minutes

The extract below is from a book written by UK child development teachers Carolyn Meggitt and Gerald Sunderland. It summarises what the majority of babies less than a week
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2.1 Babies' abilities

You may be studying this unit for one or more reasons. You may want to learn more about children out of general interest; you may plan to work towards a formal qualification in the future; or you may have been encouraged to look at the unit by friends, family or an employer. You may know quite a lot about babies and children through caring for your own or other people's. In this unit you will be finding out about very young babies' abilities, and the ways in which they interact with the world
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