The role of the practitioner is not just about keeping children safe and happy; it is about helping them develop to meet their full potential. It is essential that practitioners are able to observe and assess the children’s progress to inform plans and report back to parents and other professionals. (archive. excellencegateway. org. uk – 28/11/12 Appendix 1) As a childcare practitioner it is important to have an understanding of child development and have the appropriate training in order to meet the individual needs of the children.
By understanding child develop practitioners will understand which activities will help children to develop as well as supporting them in doing this. It is important to meet their day to day needs such as feeding, toileting and play. (Tassoni, P 2007) Having the appropriate training and knowledge enables practitioners to be in control and manage situations that arise. Training ensures practitioners are confident, capable, can analyse and plan what needs to be done in meeting the needs of children. (www. niched. rg – 10/01/2013 Appendix 2) Children’s needs are met in my placement as there is a lunch and break period implemented into the timetable. This is an opportunity for children to have something to eat and play in the playground. Children are supported while doing activities either by adapting the activity to meet their needs or having a classroom assistant present to give them extra support. As a childcare practitioner there is a responsibility to work according to the principles of the sector and codes of confidentiality. According to Tassoni. P, Beith. K, Bulman. K, Eldridge.
The Term Paper on Helping Children With Aspergers Syndrome Develop Socially
Helping Children with Aspergers Syndrome Develop Socially Outline: Introduction Main part Transition for children with AS Personal hygiene Language difficulties Sensitive mood Meltdowns Motivation Conclustion In recent years, a grwing number f children and adults have been diagnsed with Asperger's Syndrme, a neurlgical cnditin characterized by severe difficulties with scial cmmunicatin. This is ...
H (2007) “these principals are influenced by the UNCRC and are designed to ensure that every child has the right to quality care and education. ” (Appendix 3) Examples of these principals would be keeping children safe, working in partnership with parents and other professionals and equality of opportunity. These principals allow children to feel safe and happy within the environment. Working according to these principals ensures that all children are cared for to the highest standard. Maintaining confidentiality is important as it safeguards children and their families.
Therefore all documents relating to a child must be kept out of reach of unauthorised people. It is important that there is a secure computer system and that any meetings taking place are in private. Partnership with parents is an integral part of good early years practice. According to O’Hagan (2001) “childcare workers need to work in partnership with parents or the child’s primary care giver in order to ensure that all the child’s needs are met. This requires the child care worker to have an understanding of family life and should be able to build the parent’s confidence by ensuring that they know that the child is safe in their care. (Appendix 4) Practitioners need to help build the parents confidence by ensuring that they know that the child is safe in their care. In placement this is done by having an open door policy so that parents can speak to their child’s teacher at any time, a homework letter is sent home each week informing parents of what topics will be covered that week, school reports are sent home, parents are invited to school assemblies, a newsletter is sent home each month informing parents of what is happening during that month in school and parent teacher interviews are held so that the teacher can discuss the child’s progress with the parents.
The Homework on Latchkey Kids Children Parents Care
"Latchkey Kid" is a term that came into existence during World War II. It was used to describe the large number of youth who were left without direct adult supervision. During this period of time, most Americans were involved in the war effort. Many fathers were in military service and many mothers went to work outside of the home to support their families and help our country win the war. As a ...
As well as working in partnership with parents it is essential that practitioners work with other professionals as part of their role. This is known as the multi-agency approach, which brings practitioners from different professions together such as a social worker or a speech and language therapist in order to support children. It ensures that children who need additional support have the right professionals to support them. (www. education. gov. uk – 28/11/12 Appendix 5) It is important that these professionals communicate well with each other and share appropriate information when needed in order to promote the welfare of the child.
I experienced a multi-agency approach in my nursery placement when a child was referred to a speech and language therapist. The teacher worked with the speech and language therapist so that the work that the child was doing was then implemented in practice. There are legal requirements that must be followed when caring for children for example health and safety as it is important to make sure that the environment is safe, this means carrying out risk assessments to ensure that there are no potential hazards, supervising children at all times and making sure that the equipment and activities are suitable for the age of the child.
It is important that settings have recording mechanisms and reporting procedures for dealing with illnesses and accidents. It is essential that all childcare practitioners go through the NI access procedures before they start working with children. (Tassoni et al 2007 Appendix 6) Childcare practitioners must ensure that they provide an inclusive environment. According to Daly, M. Byers, E and Taylor, V. (2004) “Inclusive practice helps to provide an environment rich in diversity that enables children to develop interpersonal skills and understand and appreciate differences. (Appendix 7) In my setting positive images and messages are promoted by celebrating different cultures through resources, books, dressing up, activities and celebrating different cultural celebrations. A welcome board with the word welcome in different languages is displayed at the main entrance to my setting. The setting has been adapted by installing elevators, ramps and automatic doors. Celebrating diversity allows everyone to feel welcomed into the setting and feel valued and respected. E2 The way children are cared for has changed dramatically over the years; this is due to the change in family structure.
The Essay on Promote good practice in handling information in health and social care setting
The Data Protection Act 1998 established principles for managing electronic and paper held client records also gives individuals right of access to info. Held about them on computers and allows personal data to be disclosed to certain parties when essential. The Access to Health Records Act 1990 provides anyone over 16 to see their health records unless there are compelling reasons to deny access. ...
The traditional nuclear family includes two parents taking responsibility of the care of their biological children; this traditional family structure has changed due to divorce, separation and death. Reconstituted families include adults and children who have previously been part of another family. The children will have step siblings and any other children born into the family will be known as half siblings. A single parent family is a family where the mother or father is taking care of the children alone. Children who cannot be cared for by their biological parents tend to live in adoptive or foster families. Beaver, M. Brewster, J. Jones, P. Neaum, S. Tallack, J. 2002 Appendix 8) An extended family includes parents, children and other relatives, in this family the whole family care for the children. A homosexual family is when children live with one natural parent and a same sex parents. (Tassoni et al 2007 Appendix 9) As a childcare practitioner it is vital to be aware of the different family structures and have a non-judgemental attitude towards each family. Each family structure is different yet they still care for their children in the same way by providing love, consistency and physical care.
Tassoni et al 2007 Appendix 9) Children are also cared for in the community through statutory, voluntary, private and independent provisions. Statutory provisions are services that by law exist and are run by the government. An example of a setting that exists in the statutory sector would be a primary school. The government is legally obliged to provide schools for children and to pay money to the local authority or in some cases directly to the school for their running. (www. wiki. answers. com – 16/12/2012) Health and social services would also be included in this provision. Appendix 10) Organisations such as charities are part of the voluntary provision; these organisations get some or all of their funding from donations. These types of settings do not make any profit and any spare income they receive is put towards educational activities. (www. wiki. answers. com – 16/12/2012 Appendix 10) An example of a voluntary organisation that cares for children would be Barnardo’s. According to www. barnardos. org. uk (16/12/2012) Barnardo’s is one of the UK’s leading children’s charities working directly with 200,000 children, young people and their families each year.
The Term Paper on Children Parents and Family needs
E1 Explain the needs of families which may require professional support. Families may have a variety of needs, in which they need professional support. Families with a large number of children may not have the required amount of living space, this could mean that children are sharing beds, or parents are not sleeping in a room. Children will lack of sleep are proven to concentrate less and develop ...
Barnardo’s offers support and counselling to children who have been abused, fostering and adoption services, vocational training and disability inclusion groups. Barnardo’s believes in the potential in every child, young person, no matter who they are, what they have done or what they have been through. Barnardo’s helps children by finding foster and adoptive families, provides support to young carers, supports children and young people who have experienced sexual exploitation, fundraises for child poverty, supports families and children who are suffering from domestic violence and provides children’s services. www. barnardos. org. uk – 10/01/2013 Appendix 11) Private settings are businesses that make a profit through caring for children. By law they are required to be registered so that the government can inspect their service in order to protect the people who use them. (www. wiki. answers. com – 16/12/2012 Appendix 10) Private services that are funded for education purposes must follow the curriculum and the Early Years Foundation Stage. (Tassoni et al 2007 Appendix 12) A private day nursery is an example of a setting that makes a profit by caring for children.
The aims and objectives of a day nursery are to provide the highest standards of care and education for all children. They provide a clean, comfortable and safe environment for the children to enjoy stimulating activities and have fun. (www. tinytoesnursery. co. uk – 16/12/2012) Independent settings do not rely on government funding therefore they have more freedom about the way they organise their setting. (Tassoni et al 2007 Appendix 12) Independent schools provide education for children from three to sixteen.
They make their own arrangements around staff numbers, curriculum and qualifications, yet they are registered with the Department of Education. (www. cambridgeshire. gov. uk – 16/12/2012) E3 There are many different settings that care for children; they all have the same aim, to provide the best quality care for children and to meet their individual needs by working with families and other professionals, yet the role of each setting is different. Statutory settings provide a range of services including education, health care, financial support, social services, housing and leisure services.
The Essay on Is Daycare Beneficial For Children And Parents?
When you are a child, who takes care of you? Now, the cost of living is so high that many people under age twenty-five are moving back in with their parents. Young people are getting married later now than they used to. The average age for a woman to get married is about twenty-four, and for a man twenty-six. Newly married couples often postpone having children while they are establishing careers. ...
Statutory services are funded by the state therefore money is collected from local and national taxation and national insurance. Most of the people who work for the statutory sector are trained and paid for their work. (Beaver et al 2002 Appendix 13) A primary school is an example of a statutory setting as it provides education for children from the ages of four to eleven. A primary school is staffed by qualified teachers and other professionals such as classroom assistants who encourage and supervise educational activities rather than simply just providing childcare.
In Northern Ireland a primary school works according to the Northern Ireland curriculum. Under the foundation stage there are six areas of development. According to nicurruculum. org. uk (02/01/2012) these areas are “language and literacy, mathematics and numeracy, personal development and mutual understanding (PDMU), the arts, the world around us and physical education. ” (Appendix 14) In a primary school educational activities are carried out around these areas. According to Tassoni et al 2007 “private settings aim to make a profit therefore can be seen as a business. Most of the profit that a private setting makes is put back into the business yet some of the income may go to shareholders or to the individuals who control the setting. Child-minders are included in the private sector as they are seen as providing a small business. Private settings are similar to voluntary settings in the way of funding as private settings may also receive grants or funding from the government. Some private settings have to follow the National Curriculum and Early Years Foundation Stage if they are being funded for education.
Some private settings also support social services Private settings are also inspected in order to ensure that health and safety is maintained. (Tassoni et al 2007 Appendix 12) For example a day nursery is a private setting as it makes a profit by providing care and educational activities for children aged 0 to 5 years old and after school clubs and holiday care for children up to the age of eight years. All practitioners working in this type of setting must hold an early year’s qualification.
The Essay on School Violence Parents Blame Schools
Violence in School Settings In the past few years school violence has become some what of a trend. In the period from 1996-1999, 17 school shootings have occurred in the United States. Educators, parents, and students everywhere are questioning why is this happening, who is to blame, and what can we do to stop it. I have researched this topic and come across many theories and suggestions. Some ...
Private childcare settings usually provide care from 7am to 7pm each week day throughout the year. (www. boroughofpoole. com – 02/01/2013 Appendix 15) All private day care must be registered with Ofsted and inspected regularly. (www. rbkc. gov. uk – 02/01/2013 Appendix 16) Barnardos and the NSPCC are referred to as voluntary settings as they are set up by volunteers who want to help vulnerable groups of society who are in need of support. The difference between voluntary and statutory organisations is that no legislation has to be passed in order for a voluntary setting to be set up.
Voluntary organisations have a range of different aims which include helping and supporting people who have health conditions or impairments, support and care for families and children, source for information and provide money to help people in particular circumstances. Voluntary organisations are funded through fund raising, donations, grants from central or local government, lottery grants and fees for the services they provide. Many people who work for voluntary organisations are professionally trained and qualified and receive a salary; other voluntary organisations may pay one person who manages unpaid volunteers. Beaver et al 2002 Appendix 17) An independent setting is different to a private setting as they do not rely on government funding therefore they do not have to follow the national curriculum and have more freedom in the way the setting is run, yet the setting still has to be inspected to ensure that the welfare and safety of the children is maintained. (Tassoni et al 2007 Appendix 12) An independent child care setting includes a parent and toddler group which is an informal drop in session for parents that have young children. These sessions are usually run by other parents, volunteers or in children’s centres.
These settings only provide less than two hours’ worth of day in a day therefore they do not have to register with Ofsted. (www. rbkc. gov. uk – 03/01/2013 Appendix 16) The difference between each childcare setting is that some are registered and some don’t require registration. Money also makes a make difference to each childcare setting as private day care charge higher rates than government run childcare settings because private childcare have a lot of costs to cover, whereas government run childcare have a specific budget for their settings. E4/C1
The Children (Northern Ireland) Order 1995 is the main legislation that supports the rights of children in Northern Ireland. The Order is the most important source of child law and affects those working in childcare settings. The Children (NI) Order deals “with the care, upbringing and protection of children in Northern Ireland”. (Dhsspsni 2013 Appendix 18) The order has a list of five key principals known as the 5Ps, which have influenced the provision of care in practice, through its policies and procedures, which must be followed appropriately by all practitioners in order to safeguard children. . Paramountcy–Decisions taken about the child must be paramount consideration. (www. newtownabbey. gov. uk 08/01/2013 Appendix 19) This means that the welfare of the child is the most important thing regardless of any other issues. Therefore as a childcare practitioner it is important that the needs of all children are put first when planning any activities or experiences. In my setting paramountcy is put into practice by ensuring that children have their basic needs met and supporting children through different learning activities that are suitable to their ability.
Children who need extra help are supported through classroom assistants, working alongside other professionals and adapting activities. Paramountcy links to the pastoral care policy in my setting as the staff in my setting strive to fulfil the children’s needs. In settings it is essential that an holistic approach is used so that the child as a whole is cared for by meeting their physical, emotional, social and intellectual needs. Children who require extra help in my setting are referred to the appropriate professional. 2. Parental Responsibility – Parents are responsible for their children and do not have rights over them. www. newtownabbey. gov. uk 08/01/2013 Appendix 19) The term parental responsibility focuses on the duties, powers, responsibilities and authority a parent has towards their child rather than their rights over them. (www. childrenslegalcentre. com – 15/01/2013 Appendix 20) As a childcare practitioner it is important to have good relationships with the parents and respect their decisions so that the child’s needs can be met. The parent partnership policy set out in my setting aims to keep parents and guardians involved in a positive way in order for every child to achieve their full potential.
Parents are invited to school assemblies, parent teacher meetings, a parents association is set up and encourages parents to get involved as it supports the school through fundraising events, school newsletters are sent home each month informing parents of the recent events, the school operates an open door policy allowing parents to see their child’s class teacher at any time, parents can also get involved in the schools board of governors. In setting it is important that all staff develop good relationships with parents and that parents are encouraged to discuss their child’s progress at any time.
Good relationships with parents allow the child to feel secure and respected in the setting. 3. Prevention – In the event of a harmful situation it is important to prevent children from being separated from their parents. (www. newtownabbey. gov. uk 08/01/2013 Appendix 19) Therefore if a child is separated from their family they are still entitled to the same care and protection as anyone else. In setting this links to the equal opportunities policy which aims to include everyone regardless of their background, sex, religion etc.
This means that all children should have the same opportunity to participate in activities and progress to their full potential. Therefore in my setting every child is treated and valued in the same way by ensuring all children participate, that they are encouraged to do well and praised for their efforts. 4. Partnership – The best way to ensure that a child’s needs are met is by working in partnership with the parents. (www. newtownabbey. gov. uk 08/01/2013 Appendix 19) In my setting there is a parent partnership policy which recognises the importance of the partnership between the school and parents.
Therefore my setting sends an information letter home each week explaining what the children are doing in each subject during the week, parent interviews are held where the parent has an interview with the class teacher and school reports are sent home each term. This principal also relates to working in partnership with other professionals, it is essential that practitioners are aware of the importance of working with other professionals. Therefore it is important that all professionals keep each other informed and work closely together to meet the needs of the child.
Working in partnership with other professionals allows children to be given the best support that they need in order to reach their full potential, but this is only achieved if the professionals have the same aim and work according to the policies and procedures set out. 5. Protection – Children should be safe and should be protected if they are in danger. (www. newtownabbey. gov. uk 08/01/2013 Appendix 19) In my setting there is a child protection policy which takes steps to ensure that children’s welfare is safeguarded and their safety is preserved. My setting aims to care for children in a safe environment where all staff are vetted.
As part of the curriculum the children are also encouraged to develop self-protection skills such as stranger danger. Before I was able to start working in my placement I had to go through the Access NI vetting procedures and show evidence of this to the school principal. Child protection also links into the collection policy. It is important that the school is aware of who can collect a child. It is important that children are collected at the correct time. If a parent is late to collect their child they will be contacted and the child should be collected then from the school office.
The health and safety policy also links into the element of protection. The health and safety policy is set out to ensure that the safety of everyone within a setting is paramount. The United Nations Convention on the Rights of the Child governs the care of children by placing children’s rights in the context of human rights and stresses the importance of rights for all children. The rights of children are outlined as a set of legally binding principals designed to protect and promote children’s welfare in areas such as health, education and the family. (Kehily, M. 004 Appendix 21) The Articles of the UNCRC fall into four specific categories: 1. Rights for survival. 2. Rights for development. 3. Rights for protection. 4. Rights for participation. (www. centreforglobaleducation. org – 15/01/2013 Appendix 22) These four categories have influenced the provision of care in practice. The right for survival ensures that children are healthy therefore children should have a place to live, be safe from harm and have water, food and good health care. (www. centreforglobaleducation. org – 15/01/2013 Appendix 22) This right is met in placement by ensuring that the environment the children are in is afe by carrying out risk assessments and ensuring that accidents and illnesses are recorded appropriately. All those working with children should be vetted and trained appropriately In my setting children have the right to food and water as there is a time in the timetable set out for break and lunch, this is the time children can eat, drink and have a rest. My setting offers a breakfast club and school dinners to children whose parents maybe don’t have time to prepare lunches in the morning or children who don’t have time for breakfast.
By offering these services it allows children’s rights to be met making children work and concentrate better in class. My setting has a healthy eating policy that ensures that children’s diet and nutrition is cared for by ensuring that certain foods are prohibited from the setting. The right for development allows children to achieve economic wellbeing, therefore children should have a name, should be able to find out things, be supported if needed and should be able to go to school. (www. centreforglobaleducation. rg – 15/01/2013 Appendix 22) In my setting this right is met by ensuring that all children participate in the activities so that they are able to learn new things and be informed. Children who need extra help are supported through classroom assistants, adapting exercises to meet their ability and working alongside other professionals such as a speech and language therapist if a child has a speech impairment. All children have the right to go to school therefore in my setting children are welcomed in a safe and happy environment where they are respected, valued and giving the highest standard of education possible.
Children have the right to be protected in order to stay safe. This right means that children should live with their parents or someone who cares for them, no child should be hurt by an adult, no child should participate in dangerous work and children should be protected from activities that stop them from growing up and being happy. (www. centreforglobaleducation. org – 15/01/2013 Appendix 22) This right has influenced the child protection policy within my setting, which safeguards children under the age of eighteen from being harmed or put in a dangerous situation.
My setting has taken measures to keep children safe by ensuring that all staff are vetted, keeping doors locked so that no unauthorised person can enter without permission and no child can get out on their own. A sign in book is used in my setting so that the setting knows who has come in and out. Children are encouraged to develop self-protection skills such as stranger danger so that they know what to do inside or outside of the setting. By ensuring that these measures are followed appropriately children should be safe in the setting.
Children have the right to participate in order to make a positive contribution. This right allows children to be listened to and say what they think; they are allowed to worship as they wish, meet friends and have the opportunity to play. (www. centreforglobaleducation. org – 15/01/2013 Appendix 22) This right relates to the equal opportunities policy set out as all children should be offered the same opportunities and encouraged to participate. Circle time is implemented in my placement so that children are listened to, can say what they think and are informed about what is happening in the school.
Children are encouraged to be friends with everyone in the school community. In placement children get the chance to work with each other in groups and the groups are changed every so often, this is to allow children to be friends with everyone in their class. The UNCRC is very important as it allows us to understand that children need access to all the forty rights set out in order for them to survive and develop their full potential, it also gives practitioners an insight into what children need and how they should be cared for. (www. childrensrightswales. org. k – 11/01/2013 Appendix 23) The Health and Safety at Work Act 1974 protects employees and children in the workplace and ensures the health and safety of all employees in any work environment which includes any visitors into the setting, therefore it is important that anyone working in a childcare setting is aware of the Act and know how to put it into practice. ( www. atl. org. uk – 11/01/2013 Appendix 24)For settings to comply with the Health and Safety at Work Act it is important that the setting has a written Health and Safety policy and that it is followed appropriately.
The Health and Safety at Work Act 1974 also covers COSHH 1994, RIDDOR 1995, product safety marking, the Health and Safety (First Aid) Regulations 1981, Fire Precautions (workplace) Regulations 1997 and Food Handling Regulations 1995 which have all influenced policies set out to provide a safe environment. (MacLeod –Brudenell, I 2004 Appendix 25) To keep children safe within the setting risk assessments should be carried out in order to identify hazards inside and outside the setting. Security is an important issue, it is essential that children remain on the premises and that unwanted people are ept out. Therefore it is important that those who provide childcare have gone through the Access NI vetting procedures. It is also important to have appropriate staff ratios and to have regulatory body inspections. Staff should have gained the appropriate qualifications and should complete a first aid course. In order for settings to meet the product safety marking regulations play and care equipment which is used should be maintained and appropriate for the needs of individual children.
Policies which are in place within childcare settings should be set out clearly stating duties, responsibilities and actions. Fire safety procedures must be followed; therefore settings must have an evacuation procedure. It is important that practitioners aim to reduce the spread of infections and maintain the cleanliness of the setting; this is linked to RIDDOR 1995. There should always be a member of staff present who is first aid trained and any infections should be reported. Any accidents that occur in the setting should be recorded in the accident book.
It is important to encourage parents to read the policies set out so that they know that their child is in a safe environment and encourage them to follow the policies and procedures relating to collection and healthy eating. Any other professionals working within the setting should have knowledge and understanding of the policies and procedures set out. Practitioners have a responsibility for the safety of children in their care therefore it is very important to comply with the Health and Safety at Work Act in order to keep children and ourselves safe from any danger. E5
The first activity I carried out in placement to support the daily care of children was a healthy food activity. I carried this activity out on the 13th December 2012 with the class teacher and twenty two children aged between six and seven. The aim of this activity was to promote a healthy lifestyle for children. I decided to introduce the topic of healthy eating by reading a book called “Oliver’s Fruit Salad” which I found in the school library. I found this book was a great way to introduce new fruits to the children because it was about a little boy who won’t eat fruit until he makes a fruit salad with his grandfather.
The story got the children talking about their favourite fruits and times that they had spent shopping for food or making food with their families. After the story I discussed healthy eating with the children and explained that it was very important that we all ate a balanced diet with all different types of food and live an active lifestyle. Using the interactive white board I introduced an eat well plate to the children so that they could get an idea of what different types of food they should be eating.
I turned the role play area into a food shop and provided the children with all different types of food so that they were able to make a healthy lunch box. I placed a toy till and money in the food shop and encouraged children to buy the food for their healthy lunch boxes. The children were not only learning about healthy eating but also about the concept of money. The children went out in groups where one child was the shop keeper and the others were customers. I also got the children to design an eat well plate where they were able to draw pictures of the different types of food that fitted into each category.
I felt that by allowing children to draw the pictures rather than write them showed inclusive practice. The children in the class are in different ability groups and I was aware that not all children would be able to do a writing task as complex as this, therefore I thought a creative activity was the best way to get all children involved in the activity. At the start of each week in placement a homework letter is sent home to each child’s parent informing them of the topics that would be covered that week in school.
Parents were involved as information about the activity I carried out in placement was included in the homework letter, encouraging parents to implement the importance of healthy eating at home. I feel that the majority of the children got the healthy eating message as they were able to draw different types of food into the different sections on the eat well plate and understood that the bigger sections of the plate were the foods that we should eat most of. I read an article from Child Education Plus (2010) called “Fruity Fun. This article was about an activity called “Fresh ‘n’ funky” where children had to pretend they were making a fruity kebab for a new healthy restaurant that was opening. This activity gave me the idea of creating healthy lunch boxes with the children. The “fruity fun” activity introduced healthy food to the children and showed them that healthy food can be fun and presented in a way that will encourage them to eat it. This activity also taught children that all food is fine as long as it is eating in moderation and combined with a healthy ifestyle. This is a fun and creative activity and introduces children to all different types of fruit, I feel that my lunch box activity was creative and got children thinking about how much of each type of food they should be eating. I got the idea of turning the role play area into a food shop through an article called “Going to Market” by Tavener, J in “Nursery Education Plus. “ This article is about setting up a role play market square where the children can pretend to buy and sell a selection of produce.
This article suggests that role play encourages children to take turns, in the food shop the children took turns at being the shop keeper so everyone got the chance of playing a different role. The “Going to market” activity suggests that the idea of buying items “helps children to sort and identify the different value of the coins. ” I found that my activity helped children learn about the concept of money and furthered their knowledge as this had been a topic they had recently been introduced to.
The second activity that I carried out was an exercise activity with twenty two children aged between six and seven. This activity was carried out on the 14th December 2012. The class teacher and I were present during the activity. The aim of the activity was to teach the children that exercising regularly is a way of taking care of ourselves. During the healthy food activity I discussed to the children how it was important to eat a balanced diet and combine it with exercise.
I felt that using both these activities together was a good way to teach children about the importance of living a healthy lifestyle as healthy eating and exercise go hand in hand. I introduced children to the topic of exercise by asking them what they thought it was. I asked if they like exercise. And how did they think they were taking part in exercise in school? Some children said that exercise was walking, running and riding their bike. A lot of the children said they did like exercise and that they exercised in school during PE.
I told the children that exercise can be fun and that they exercise when they are playing in the playground and taking part in after school clubs such as dancing and football. I carried out this activity during the PE session in the timetable. I carried out a game where I put the children in groups of two and named each group, one group was called apple and the other group was called orange. The children were all given a ball and when I called a fruit out a member of that team had to run to the basketball net and throw their ball in, if the child got the ball into the net they scored a point for their team.
The children found this game fun and were concentrating very hard in order to listen to what fruit was going to be called out next. After the game I reminded the children that eating a balanced diet gave us the energy to be active and have fun. During the literacy session in the timetable I got the children to write sentences about exercise, again I was aware that children are in different ability groups therefore I wrote examples of different sentences on the write board. I asked the children why they liked exercise and what types of exercise they liked to participate in.
I wrote a list of the words children gave me on the board so that they knew the correct spelling of each word when writing their sentences. From the sentences that the children wrote I feel that the children got the message and understood the importance of healthy eating, but I feel that writing sentences is still a bit difficult for some children even with the help I provided. Therefore I was on hand for those children who needed extra help. The children were able to write down the different types of exercise they are involved in and what they liked about exercise.
Again the parents of the children were informed about this activity through the homework letter. The parents were also encouraged to get their children to exercise at home by suggesting examples such as walking to school. After reading an article in Child Education Plus (2010) called “Fruity fun” I got the idea of this activity through the activity called “fast fruits. ” This article was about how exercise is important for children and the activity involved children being divided into teams with different fruit names.
This activity involved creating a big circle with certain points, when a fruit was called children had to run to each point round the edge of the circle until they got back to the team. The first team all back were then the winners. The benefits of this activity was that children were having fun while they were exercising, which allows children to realise that exercise doesn’t have to be something that we don’t like as all children love to play in the playground and walk and cycle their bikes to school.
By adapting the creative healthy eating activity from a writing activity, providing examples of words and sentences that the children could use and being present to support the children showed that I was aware of diversity and inclusive practice. I offered all the children the same opportunities and made sure they were all learning about the messages I had implemented. E6 According to www. education. gov. uk (08/01/2013) the term multi professional teams means bringing practitioners from different settings together to provide an integrated way of working to support children and their families.
Working with other professionals ensures that children who need extra support have the right professionals there to help them. (Appendix 26) For all professionals to work successfully with children it is important to be clear about your role and to be aware and respectful of the roles of others. Professionals should actively seek and respect other people’s knowledge and input to deliver the best outcomes for children. This relates to all sectors of childcare. (www. behaviour2learn. co. k – 09/01/2013 Appendix 27) For professionals to work well together it is essential that there is good communication so that each member of the team has an understanding of the situation, are working towards the same aim and know what each other’s roles are. Misunderstanding or miscommunication can lead to frustration, decreased job performance, decreased job satisfaction and can even endanger the health and safety of the children. Childcare practitioner who demonstrate these abilities see themselves as part of the team.
They seek out ideas from colleagues and other professionals and don’t hesitate to provide ideas and support. (www. behaviour2learn. co. uk – 09/01/2013 Appendix 27) Mutual respect is important in a multi professional team because respect encourages communication and collaboration as team members will then share ideas and be more receptive to working with each other, which shows that you value what other people do and what they are trying to achieve. Respecting other team member’s shows that you are courteous and willing to take on other professional’s knowledge, skills and understand the situation. theofficeprofessional. com – 09/01/2013 Appendix 28) Confidentiality is another important key issue which enables multi professional teams to work together as it safeguards children and their families. Confidentiality within a multi professional team means that anything you learn about a child or their family should not be shared with any other person. Childcare practitioners may have access to documents that may contain sensitive information therefore it is important that these documents are not disclosed and are stored in a safe place.
Confidentiality can be ensured by keeping documents locked in a filing cabinet, having a secure password on computer systems, making sure meetings are private and by not discussing any issues with unauthorised persons. (Tassoni et al 2007) It is essential that all members of the multi professional team have an understanding of the policies and procedures set out as they help to protect children, families and staff and assists in facilitating clear, two way communication between services and families. (www. steppingstonescc. com. u – 10/01/2013 Appendix 29) Policies and procedures must be followed to ensure the best practice is put in place. Following policies and procedures ensures that everyone’s rights and responsibilities are respected and allows the setting to run smoothly and that all professionals are acting in a consistent manner. It is also important that all professionals attend any meetings that have been organised as it ensures that all professionals are informed and kept up to date with any changes. Attending meetings shows that you are reliable, committed and organised.
D1 Factsforlifeglobal. org (13/01/2013) states that child development is “the changes that occur as a child grows and develops in relation to being physically healthy, mentally alert, emotionally sound, socially competent and ready to learn”. (Appendix 30) For all professionals that come into contact with children it is essential that they have knowledge of child development as understanding child development is an important step to being clear about what constitutes children’s safety and wellbeing as well as promoting it. (www. education. gov. k – 13/01/2013 Appendix 31) Having knowledge of child development allows practitioners to carry out reliable and valid assessments of individual children. Observations of children help practitioners to assess the progress each child has made and helps practitioners to decide where children are in their learning and development and to plan what to do. (www. bromleycma. org. uk – 13/01/2013) Observing and assessing children allows practitioners to: •Get to know each child better and develop positive relationships with children and their parents. Plan appropriate play and learning experiences based on the children’s interests and needs and identify any concerns about a child’s development. •Further develops their understanding and knowledge of child development. (www. bromleycma. org. uk – 13/01/2013) As a child care practitioner it is important to be entirely objective and unbiased when observing children. This means that observations should be written in a detached and impartial manner being sure that you are not influenced by prior knowledge of the child or their family and not to be influenced by personal feelings.
It is important to make sure that observations are always a true record of what is taking place and that you are not tempted to add anything which might make them more interesting and easier to interpret. (Horbart, C. & Frankel, J. 2004 Appendix 32) Child development means that practitioners should be aware of the developmental norms. The norms of development allows a practitioner to find out if a child’s development is typical of their age group or will help a childcare practitioner to realise if a child needs further support.
Relating a child’s abilities against the norms allows a practitioner to think of practical ideas for activities to promote development. (Meggitt, C. 2006 Appendix 33) For example if a child is finding it hard to communicate in larger groups it is important to encourage the child to talk out maybe during circle time by encouraging them to bring in their favourite toy from home to talk about it to the rest of the class. Valuing and respecting children is important as it allows children to learn effectively and grow in confidence.
It is important that a child’s individual needs are met and that childcare practitioners understand that all children are unique. In order to meet children’s needs it is important to understand diversity and inclusive practice. Understanding diversity is about being aware that children come from a variety of backgrounds and family structures and this can be reflected in the language they speak, their culture, beliefs and the way in which they are cared for. Inclusive practice means including all children and making them feel a part of the setting.
Including everyone allows each child to have an equal chance to learn and develop, makes children feel safe and know that they belong, allows them to participate equally in all activities and allows children to feel strong and confident about their identity. (Tassoni et al 2007 Appendix 34) There are many factors that influence a child’s development and it is essential that practitioners are aware of these factors in order for them to meet children’s individual needs.
The environment in which a child grows up in has a major influence on their development, as a nurtured child will do better than a deprived child. Family life, where a child lives and socio economic status are some factors that can influence the way a child develops. (chaplinspeaks. hubpages. com – 13/01/2013 Appendix 35) Parenting styles can have an impact on a child’s development as the successful family preserves the innocence of a child by nurturing and protecting them, therefore this child is more likely to develop according to the milestones and reach their full potential.
On the other hand a child who grows up in a family where they are exposed to negative experiences is going to have a negative impact on their development, as it can lead to low self-esteem, confidence and behavioural problems. In placement all children are treated the same and encouraged to do well through praise, awards and by making sure every child has the opportunity to take part in activities. (chaplinspeaks. hubpages. com – 13/01/2013 Appendix 35) Where a child lives is important for their development, as this relates to the schools, services and opportunities that are available for them to strive.
Children spend the majority of their time in school therefore it is important that the school provides high quality care and education for children. Available services in the community are very important as it gives children the opportunity to experience new activities where they can communicate with others and socialise with friends. Children who do not have these opportunities are more likely to be indoors watching television or playing games therefore they are not being stimulated in the way they should be. chaplinspeaks. hubpages. com – 13/01/2013 Appendix 35) Socio-economic factors can influence a child’s development; poorer families are at a disadvantage when it comes to providing a good environment where children can grow. Families who live in disadvantaged areas are more likely to be relying on money from government, therefore children may not be provided with healthy food as it is more cost convenient to buy convenience food that are higher in fats and sugars.
Children may be living in poor housing which can lead to health problems if the house is damp or overcrowded. (chaplinspeaks. hubpages. com – 13/01/2013 Appendix 35) D2 As a childcare practitioner I can improve my own learning and performance by being a reflective practitioner. Reflection is a learning process that helps childcare practitioners to make better sense of their role and contributions to the children and parents. According to ncma. org. k (14/01/2013) a reflective practitioner is one who “takes professional responsibility for constantly improving the quality of their own practice, thinks about the way they work, and why they choose certain ways of working, considers working in different ways and introduces new ways of working and plans how to maintain and develop their practice in future, seeking new information and training opportunities”. (Appendix 36) In 1998, Gibbs described reflective practice in a cycle, which childcare practitioners can use to review and improve their practice.
This reflective cycle is outlined in six steps: 1. Description – Consider what happened. 2. Feelings – Consider your thoughts and feelings. 3. Evaluation – Evaluate what was good and bad about the experience. 4. Analysis – Making sense of what happened. 5. Conclusion – What would you have done differently? 6. Action plan – What would you do if it happens again? (Tassoni et al 2007 Appendix 37) The reflective cycle allows practitioner to review, think and discuss any situations or events that may arise in practice.
Effective assessments and record keeping support the process of reflecting on practice, as they provide evidence of past events, therefore reflecting on practice allows practitioners to identify areas for improvement and also highlights areas of success. (Daly at al 2004) The curriculum content, procedures and routines that are offered to young children must match the content of their thinking, development and understanding; therefore the reflective practitioner may introduce a variety of teaching methods to support children’s learning in order to see what works best in meeting the needs of the children. Daly et al 2004) Reflection helps practitioners to improve their practice because it allows practitioners to think about issues from more than one perspective, to review activities and approaches, to be open to new ideas, approaches and changes in practice, to acknowledge and recognise the feelings of children, parents and colleagues and to be actively involved and enthusiastic. (Daly t al 2004)
Not only does reflection help practitioners, the setting also benefits when reflective practice is developed as it helps clarify the setting’s aims and objectives, provides evidence of improvement, sets higher standards and provides quality control, helps to ensure the good use of resources and informs future policy and practice. It also offers children the opportunity to have their views heard, be more active in participation and provides further information. (www. eachingexpertise. com – 14/01/2013) Another strategy that I can use as a childcare practitioner in order to improve my learning and performance is feedback. Feedback helps practitioners to be more aware of what they are doing and how they do it which then increases their ability to modify and change their behaviour. (www. ccie. com – 14/01/2013) The ability to receive feedback from other members of staff can be one of the most valuable tools for a childcare practitioner.
Feedback is useful because it can help practitioners to preform and communicate more effectively as it makes the practitioner aware of how they are getting on. It also gives practitioners ideas to help plan their own development in order to reach their full potential. (Tassoni et al 2007) The purpose of all feedback is to help practitioners to reflect, learn and develop. When receiving feedback it is important to listen and acknowledge what is being said, therefore practitioners will be gaining valuable information. It is important to ask questions if any information does not make sense.
It is important not to become defensive as this might put people off giving you feedback and helpful information in the future. Focusing on the feedback received will enable practitioners to improve their performance. (Tassoni et al 2007) Receiving feedback identifies practitioner’s strengths and weaknesses and improves their practice if the feedback is addressed and improved. Setting a personal development plan allows these improvements to be met. These improvements can be made by setting SMART goals which allow practitioners to clearly define what they are going to do. Tassoni et al 2007) Therefore practitioners need to be: Specific – It is important to choose a goal with measurable progress so that the changes can be seen. When progress is measured you stay on track, reach your target dates and experience the success of achievement which allows you to continue to reach your goals. Measurable – When you identify the goals that are important, you develop the attitudes, abilities and skills in order to reach them. Goals which are set to far out of reach, you probably won’t commit to doing. Therefore it is important that the targets can be achieved.
Achievable – The goal needs to be realistic in order to be achieved. It is important to allow yourself enough time to reach the goals and don’t give yourself too many targets to achieve. Realistic – Set a realistic time scale for the goal. Timescale – Consider how long realistically each part of the plan will take. You are more likely to succeed if you are realistic about the time you have available. (Tassoni et al 2007) By listening to feedback and setting targets ensures practitioners meet their aims and improve their practice.
As a childcare practitioner it is very important to review your performance after an activity and at the end of everyday as it allows you to see where improvements can be made so that you can be sure that you are providing the best possible care for children. B1 There are many disadvantages to working in a multi professional team as information may not always be shared properly with all professionals leading to a child’s needs not being met. As a result of information being passed around confidentiality may be breached, therefore extra care should be taken.
Time and communication can be a challenge as multi professional teams are not based together therefore time isn’t always set aside for meetings leading to professionals not communicating with each other, but the advantages of multi professional teams outweigh the disadvantages as individual staff weaknesses are balanced by other people’s strengths, members stimulate, motivate, encourage and support one another, the skills of all professionals are used, a more consistent approach to caring for children and their families is achieved and individual staff feel a sense of belonging , can share problems, difficulties and successes, responsibilities are shared, new ways of thinking and working are adapted and aims are shared by others. (Beaver et al 2002) According to www. education. gov. k (08/01/2012) children also benefit from working alongside a multi professional team as: •Early identification and intervention is achieved. •Children receive quicker access to services. •Improved achievement in education and better engagement in education. •Better support for parents. •Children and their family’s needs are addressed more appropriately. •Better quality services. •Reduced need for more specialist services. •Collected approach to children’s development and wellbeing. •A holistic approach to the child’s needs. Communication is the sharing of information with another person, it is essential that childcare practitioners have good communication skills with parents and other professionals in order to develop positive relationships and share information appropriately.
When working in a multi professional team there are factors that can affect communication that need to be overcome in order for the needs of the child to be met. (www. pearsonschoolsandfecolleges. co. uk – 14/01/2013) According to www. pearsonschoolsandfecolleges. co. uk (14/01/2013) these factors include •Sensory deprivation – When someone has a visual or hearing impairment making them unable to communicate well. •Foreign language – When someone speaks a different language they may find it hard to understand the meaning of the information being told. •Jargon – When a professional uses language that another person may not understand. •Slang – When language is used that no one else understands, therefore messages may be misunderstood. Acronyms – When words are shortened, not all professionals may understand the meaning of what is being said. •Cultural differences – When something has a different meaning in different cultures. •Distress – When people are distressed they may not listen properly therefore misinterpret or understand what is being said. •Emotional difficulties – When we are upset it can affect our communication as we may not be able to hear or understand what is being said. •Misinterpretation of communication – When a person reads someone’s body language wrongly which can put them off asking any questions. Professionals need to use their verbal skills effectively in order to overcome barriers that might be preventing information from being shared.
This is done by repeating information back so that the message is understood, using closed questions as they give facts and are easy to get the message across; open questions are good as a follow up to closed questions. It is important to be clear about what you are saying and that all information is summarised, especially if there is a professional present who may speak a different language. For those who have visual or hearing impairments it is important to adapt the environment by improving lighting and reducing background noise. It is vital not to use slang or jargon when communicating with other professionals as the needs of children may not be established. Communication barriers can also be overcome through electronic devices such as mobile phones, telephone amplifiers, hearing loops and email. (www. pearsonschoolsandfecolleges. co. k 14/01/2013) It is essential that professionals communicate effectively so that these barriers can be overcome for the needs of all children and their families to be met. A holistic approach is the growth and development of a child as a whole and it is important that professionals address this approach as it ensures that professionals are equipped to understand why a child behaves in a certain way and the reason behind the things that they do. (www. howto. co. uk – 14/01/2013) It is essential that all professionals use this approach when working with children as it ensure that the welfare of the child is paramount and that the needs of the child are met.
It also ensures that the child is offered the support in which they need to progress and achieve their potential. Working with other professionals means that it is important to consult with others before changing and developing your own practice. It is important to talk through ideas with other team members by asked for their opinion and support with implementing any changes. Listening to others can provide vital information to assist in reflecting on practice. Being reflective requires practitioners to consider their work, reflect on its objectives and evaluate its outcomes, this allows practitioners to learn from experiences and apply new knowledge to future situations. (www. pearsonschoolsandfecolleges. co. uk – 14/01/2013) A1
It is very important that those working with children have a good understanding and knowledge of child development in order to meet the needs of all children. This means being aware of how children develop physically, emotionally, socially and intellectually. Before I started placement I was aware of the developmental needs of children and this was important for the two activities that I carried out as it allowed me to plan an activity according to the age of the children and their ability. If children are offered an activity by a practitioner who does not have good the knowledge of child development the activity may not be suitable for the children therefore not meeting the needs of the children.
An understanding of child development also allows practitioners to see which children may need extra help as they may not be developing according to the milestones. When this occurs it is essential that practitioners call in extra support from other professionals so that the child can fulfil their potential. Working according to the principals of the sector ensures that the welfare of the child is paramount, children are kept safe, relationships with parents are developed, children learn and develop, diversity is valued, equality of opportunity is achieved, discrimination does not occur, confidentiality is maintained, a multi-agency approach is used and practitioners reflect on their practice. Tassoni et al 2007) The principals are followed in my setting by having a health and safety policy, partnership policy for working with parents and other professionals, equal opportunities policy and a confidentiality policy. Following these principals allow practitioners to work to the best of their ability while providing the best care for the children. It is essential that confidentiality is maintained within the setting therefore practitioners should not share any information about the children with unauthorised people. My setting maintains confidentiality by having a secure computer system where all members of staff have their own password this stops people from having access to important documents.
All documents have to be secured in a filing cabinet, meetings with other professionals or parents must be in private and all practitioners are aware of not sharing information with anyone outside the setting. Maintaining confidentiality ensures that sensitive documents are not seen by people who are unauthorised and shows that the child and their family are respected. The Early Years Foundation Stage states that “parents are children’s first and most enduring educators. When parents and practitioners work together in early year’s settings, the results have a positive impact on children’s learning and development. ”(www. teachingexpertise. com – 15/01/2013) It is important that parents are involved within the setting and that they are informed regularly about how their child is progressing.
In my setting there is a parental partnership policy which ensures that the parents are kept informed about their child’s education. Parents are involved through teacher and parent interviews, term reports, homework letter; open door policy allows parents to speak to their child’s class teacher at any time. Parents can get involved in the parents association where fundraising events are held, a monthly newsletter is sent home informing parents of what is happening in the school and parents are also invited to school assemblies. Building good relationships with the parents allow them to feel valued and encourage them to get involved within the school.
Multi agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children and their families. When professionals work alongside each other it is important that they communicate with each other and share appropriate information when needed in order to promote the welfare of the child. A multi-agency approach is used in my setting as the class teacher has to work alongside the special educational needs coordinator (SENCO) The SENCO works with individual children and then informs the teacher of how the child is getting on. The teacher also informs the SENCO of how the child is managing in class.
The work that each professional does with the child is implemented in the classroom environment. Both professionals will have meetings to see what other methods can be used to progress the child further. The environment in which the children are in must be safe therefore practitioners must comply with the health and safety policy which outlines the procedures that must be carried out if a situation arises. In setting risk assessments should be carried out inside and outside of the building, practitioners should be qualified and vetted, security arrangements should be in place, first aider should be present at all times and equipment should be maintained and appropriate for the age of the child.
In my setting I have experienced issues relating to health and safety an example would be when the playground is icy, parts of the playground is cordoned off and children are allowed to come straight into the setting before the bell. If the playground is still icy at break or lunch time children have to stay indoors so that they stay safe from any accidents. Inclusive practice means giving support to children so that they can succeed within the setting and that their educational needs are met. My setting celebrates diversity as this allows children to be aware that many people come from different backgrounds and family structures and that this can be reflected in the languages that they speak, their culture, beliefs and the way that they are cared for.
An example of inclusive practice that I have experienced would be celebrating different cultural festivals, such as the Chinese New Year. In the setting children were given the opportunity to learn about the Chinese New Year through circle time, decorating the setting and taking part in an art activity where they got to make a dragon, symbolising the year of the dragon. Children were also given Chinese lanterns. My setting shows people from different ethnic backgrounds, religious backgrounds, sex and disability in a positive way through books, posters and toys. My setting has taken measures to promote inclusion as they have made physical adaptations to the setting and offer one to one support to all children if it is needed.