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Childcare Cache Level 3 Unit 1

Unit 1 An introduction to working with children E1 and E2 Statutory Statutory is funded by local and central government. It is free for children to go and schools are compulsory, so children have to go. Hucklow primary school is for children aged 4-11. It follows the national curriculum. The school hours are from 8:45 to 3:00pm. They help children that need additional learning and extra tuition in English and Maths so that they can achieve the best they can do. They have a playground for the children to play. They have equipment out at break and lunch times for children to be imaginative and creative with the equipment.

They promote healthy eating by cooking their own food. They have a range of after school clubs. The school will educate the children. It allows the parents to go to work. The parents know that they are in a safe place. Voluntary Voluntary services are often funded by charities. At Longley 4G community centre people can volunteer. They get the money from charities. There is a play group called Longley little ones where carers with children under 5 years. It is every Monday. It is ? 1 per family. There are toys for them to play with like slides, sand trays, play dough and much more. There are healthy snacks and hot drinks for the adults.

Related essay: Childcare Level 2, Unit 1 Assignment

They also have the Longley wrigglers for carers with new born babies to pre-walkers and pregnant families, on a Wednesday. Older siblings can come along too. There are other activities like sports activities, rounder’s and football for 8-16 years old and Zumba and Street Dance. It brings the community together. The parents can help each other. The parent can make friends with the other parents. Private They are profit making organisations. Monkey business it is a huge play area for children aged 0-12 years old. It has two areas, one for over 5’s and one for under 4’s. The over 5’s is a huge place for kids to play in.

In the under 4’s there is soft toys for them to play with. It got a ball pool for the kids. It is open all week from 9:30- 6/7pm. The parents can relax as they know the children are in a safe place. The parents can catch up with their friends. E3 The United Nations Convention on the Rights of the Child. UNCRC. 1989. This legislation is an international treaty which almost every country in the world has signed. Children and young people under 18 years the UNCRC applies to them. In this legislation children have the right to be with their families that will care for them or someone who will be best to care for them.

They have a right to clean water and food. A fairly good standard to live in. They have right to health care. They have the right to play. They have a right not to be hurt and neglected, to be kept safe. They have a right not to be used as cheap workers and disabled children have the right to special care and training. Children’s Act 1989. The Children’s Act 1989 gives all children the right to survive, to achieve the best they can do, to be protected from any abuse, to take part in the family culture and the social life of the family, to have their views taken seriously, play and rest, to enjoy the leisure’s they have.

The Children’s Act was developed in 2004 when the five outcomes in the Every Child Matters (ECM) legislation for every child in the UK. The Children’s Act was also upgraded in 2006, where local authorities had to improve the outcomes of all the children that are under 5 years. Help the people with the poorest outcomes to make sure the services are available. The local authorities to make sure the needs of working parents especially the ones with disabled children and people on low incomes are met. Every Child Matters. Every Child Matters is connected to The Children’s Act 2004.

It was set out improve the way they work with children and young adults. It is so that they can grow up to be healthy, stay safe, enjoy and achieve, making a positive contribution and achieving economic wellbeing. E4 There are loads of principles and values that are there when working with children. There are five outcomes they are being healthy, staying safe, enjoy and achieve, making a positive contribution and achieving economic wellbeing. Every Child Matters is a programme that has changed how the children’s services ran. It helped them resolve problems earlier in life before it got more serious.

The Early Years Foundation Stage (EYFS) it helps children get ready for school. The children are taught the basic skills. It helps them with their communication, social and emotional, physical and personal development. They have a progress check at the age of two so the children will get additional support before they start school. The new framework uses clear language. It strengthens partnership with the professionals and the parents. E5 You can value and respect the children by smiling at them, saying hello when they come in, talking to the parents about them.

Getting stuff for them that they may want, letting them go and play. Helping them when they need it, talking to them and helping them to get ready for things like painting, going outside and getting ready to leave. All this will make them feel equal to everyone else as they will see that you are helping them and others. They will feel more confident in what they are doing as they will know they are doing is right or they will ask if you are stuck and when you get more confident they will get more self-esteem when you praise them for doing good.

They will also feel more valued when you are doing something with the children. E6 Caring is an important skill when working with children because it shows that you are approachable as they will come to you easily. You are gentle and kind, you are considerate e. g. feelings and that you are thoughtful. Another important skill is communication. There are four different types of communication that are useful with working with children, they are verbal, body, written and sign. This will develop their communication skills for now and later in life.

Being and effective team player can help your work with children as you can support each other, you can share ideas and listen to others, you will support the children and it teacher’s children to be a good team player. E7 There are lots of study skills that you can do to support your learning. There are different types of learning styles. There is visual learner where they see and watch something to help them learn, they see pictures in their heads as a demonstration, and they will recognise faces better than names. Auditory learner is someone that is good at speaking and listening.

They talk about what they are writing. It is unusual for them to notes. Kinaesthetic learner are people that learn by doing things like practical lessons, they are not really that organised. I am a read and write person, that means handouts are better for me to learn, from the information I have, I take notes and put it into my own words. To help you with your learning you need to use time management. This is when you use a calendar, diary or planner so that you know what assignments need to be completed. You need to manage time the time to achieve the task you have planned.

You could put this in the order of importance like which assignment you need to hand in first. You could also make lists, ask others to help you, make target that are sensible and that you are honest with you and others. Another form of study skills is doing your own research. This is quite important. You could use all the research that is available to you like books and the internet. The library is the best place for research as it has got all the stuff you needs that will help you like books, reference books, videos, DVD and the internet.

There is other information you may need that is in the library that can help you with your study. Evaluation is a study skill you will learn over time as when you observe or read about your own words you will need to evaluate this. You would need to analyse the information, them come to a good conclusion that you can state. This is difficult for some people but it gets easier soon enough D1 Practitioners should develop and maintain a appropriate relationship with the parents of the children and other professionals you work with because the parents need to trust you to look after their child and if you don’t use ppropriate relationship, the parent may not trust you with their child. You will need to be aware of your roles and responsibilities when working with children. Relationships are important with parents. This will benefit the children. The parents know their child the best and they understand them more than anyone else. The parents will feel more valued and more involved with their child. The practitioner must work in a professional way so that the needs and welfare of the child are the best. When doing this the children will learn about good relationships.

The other colleagues and you need to feel supported. With the parents, they have rights to make choices about their child and any decisions concerning with their child’s education. So when you have daily contact with the parents you show a professional impression on yourself and the job you are doing. You should also keep parents involved about their child’s activities they are doing and you should try and encourage the parents to contribute in their child’s learning. D2 A multi-agency team are people from different jobs that come together to support the children and their families. It is essential that everyone working with children and their families communicates well and understands their roles and responsibilities’ (child care and education, Tassoni P). The people who work alongside each other to support the children and their families are childminder, nanny, teachers, health visitors, speech and language therapist, childcare advisers, social workers, play workers, portage workers, occupational therapists, dieticians, specialist teachers, outreach workers, nursery nurses, nurses and doctors, members of a voluntary organisations, polices (welfare officers) and child protection officer.

It’s getting people together to help the children in need it makes sure that everyone is around for the child. They are there for the benefit of the children. It improves communication with everyone involved as everybody will know what the others are doing. It keeps it focus on the child or young person at all time. It will improve the information sharing in the team. It makes accessing support easier for the children and their families. It will help children’s progress develop more. They will share information to each other to help and support the children. It will put the parents of the children in touch with the right people.

The common assessment will see if the child any help with something. They give children all round needs support. They will make sure children can talk to the professionals about their problems in a comfortable setting. Re-submission C We should listen to children’s views and value their opinions because it is their learning. They will feel more respected and feel equal to the other children because they know that you care what they are thinking. The children’s confidence and their self-esteem will grow.

The children are all individual and they all learn in different ways and at different speed. Listening to the children will fit the education around the needs of the children. The children know how they learn best and they feel more appreciated when you listen to them. B Practitioners need to understand the limits and boundaries when working with children. They need to understand that they need to follow the policies and procedures when in a work place like the health and safety. Partnership with parents or carers is key because they know their child best and you need to respect their views.

Safeguarding is important so that all practitioners should have a valid criminal record bureau (CRB) when they are working with children. This will ensure the safety and welfare of the child. You should always keep information you have learned about a child confidential as they could be in danger or hiding away from someone. This can be broken if the welfare of the child is at risk. If information is shared on a need to know basis is should be within work. For early years practitioners should and must work is that will recognise and the respond to the human rights of all children everywhere, no matter who they are.

The Children’s Act 2004 made ‘Every Child Matters’ the law so every practitioners have to follow it and the five outcomes . All employees have the responsibilities to care for the children. The welfare of the child is the most important thing. You should always contribute to the children’s care, learning and development. Re-submission A A child central approach is when they have the freedom to choose what they want to do. It gives them the experience, to explore and to ask questions about what they have found. ‘All practice with children needs to be centred upon the needs and interests of each child’. child care and education, Tassoni, P). ’With the child at the centre, taking into account the perspective of the child’. (child care and education, Beaver, M). It makes sure that the child is put first before anything and anyone else. The school education system to fit the child need of the child around the child as every child learns in their own pace and learns in different ways. It is helping the children develop more in their education. Every child is individual, no child is the same and child central approach supports that of the child.

This it focus on the child and nothing else so that the child’s wellbeing and interests are at the centre of all the practice. This will help in the child’s confidence and esteem in themselves. The children learn best when they are doing an activity. When planning an activity you need to make sure it is child centred and from previous experience so the child will develop more. E8 References and bibliography Beaver, M (2008). Child Care and Education. Cheltenham: Thornes, N. P543. Tassoni, P (2007). Child Care and Education. Essex: Heinemann. P11 and p234.

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Health&Safety in Childcare

While the free essays can give you inspiration for writing, they cannot be used ‘as is’ because they will not meet your assignment’s requirements. If you are in a time crunch, then you need a custom written term paper on your subject (childcare) Here you can hire an independent writer/researcher to custom write you an authentic essay to your specifications that will pass any plagiarism test (e. g. Turnitin). Waste no more time! Tantrums, mealtimes, whingeing, disobedience, bullying, stress, loss of patience, sibling rivalry and fussy eating all contribute to at home parents requiring time out.

As for working parents, everyday they strain themselves to financially support their families whilst also worry about the effects their absence will have on their child or children. So what’s a parent to do? Give up any hope of returning to work? Continue slaving away at home as they become increasingly impatient and angry at their child? Abandon your child to the clutches of any Tom, Dick, or Jane who hangs up a childcare shingle? Beg your aging parents to give up lawn bowling and golf in favor of spending quality time with their precious grandchild?

Difficult as it can be to find quality childcare, the situation isn’t quite as dismal as you might think. While you might have to set your sights short of finding a real-life Mary Poppins, you don’t have to settle for any of the scary characters who regularly make their rounds on our television sets every night. In today s society there are many options parents can take when it comes to childcare. When considering which choice to take it is vitally important to make sure their child s needs are meet. Children s physical, emotional, social and intellectual needs must be met if they are to grow and develop towards their full potential.

Whether at home or in some form of childcare, children require essentials such as love, security, praise and recognition, responsibility and space to explore and learn new things. Alternative options for childcare include: a baby-sitter – an individual who comes to your home and watches your child / children on an irregular basis. In most cases they are a local teenager with no special training. However, most schools and girls clubs now offer training courses in baby-sitting, first aid and infant / toddler CPR. au pair (mainly in America) – A foreign visitor who wishes to experience another way of life.

In most cases the individual is from another country and live with the family and receive a salary. Duties include light housework and childcare in which they work under the supervision of the parents and may or may not have any training. Au pairs provide up to 45 hours of childcare per week, on top of room and board, they generally receive approximately $115 to $125 per week. Families are also responsible for paying $500 per year toward an au pair’s tuition costs and $3950 to participate in the program- a fee that covers recruitment expenses, air transportation, training, insurance, and support from a community counsellor. nanny – A childcare specialist who has special training in childcare, health and safety, and nutrition.

Duties are childcare and domestic tasks relating to childcare, depending on your individual family needs, you can obtain a live in nanny or not. A nanny may be full or part time and must be over the age of 18. Their fees range from $2000 to $4000 per month (plus room and board, if applicable) with many also expecting you to provide them with a car allowance and/or the use of the family vehicle. ay care/family childcare – Care for infants and preschool children in the caregivers home. day care center and day nursery – Care for infants and preschool children. It may be located in the caregivers home or in another location. The center is licensed and the staff have to meet your states required minimum for training and adult / child ratio. The cost is approximately $30 per day for an infant, $28 per day for a toddler, and $24 per day for a preschooler.

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Childcare Level 2 Unit 1 Assignment

CACHE Level 2 Award/Certificate/Diploma in Child Care and Education Question 1 D1: An example of a statutory provision for children under 5 years is a nursery. A nursery helps children learn to communicate, reach a certain level of independency and helps the children understand the stuff e. g. numbers, colours, fruits, animals etc. It also allows children to learn new things in a fun environment and at their own pace. A nursery helps to get children into a routine of a classroom.

Nurseries often have designated times for different activities and helps the children learn the patience for sitting still and listening in a group. An example of a statutory provision for children of 5-7 years would be a GP. A GP does regular checks to ensure the child is well and healthy. When visiting the GP the doctor would examine the child to make sure everything is how it should be, such as: the child’s weight, height, whether the child is feeding properly, ensure the child is making positive progress etc. D2: A private provision for children under 5 years would be a playgroup.

A playgroup is quite different to a nursery but they still have their similarities. A nursery has to educate whereas a playgroup provides a social group, doesn’t have a strict structure and also doesn’t have a curriculum to follow. A private provision for children aged 5-7 years would be after school clubs. The children can benefit from after school clubs because of the range of activities/services they can provide such as; many sporting activities, a safe environment, a chance to learn about their own interests and also to build on their social skills.

Question 2: D3: A midwife is a highly skilled, trained professional who provides advice and care for expectant mothers. A midwife organises and carries out tests and scans during the pregnancy to check mother and baby are healthy. She offers advice and support for the mother – to both her body and her feelings. From the onset of labour the midwife is present to assist and advise the course of the birth itself, from helping the mother through her contractions to delivering the baby.

Once the baby has been born, the midwife will help the new mother to adjust. The midwife can advise and assist with her experiences of knowledge. Further support and guidance is provided for the mother by the midwife while she recovers from birth. Question 3: D4: There are many ways on how to keep information safe. The two most effective ways are; to use a filing system if any information is only on paper. The papers should be stored in a locked filing cabinet or cupboard with a key that only the staff can use.

If any information is stored electronically then it should always be password protected with a high security password and which will only be known by authorised personal. The most basic way is for staff and families to not gossip outside the setting about anything from their own information or information about the setting. D7: Every child has different needs whether it’s a disability or a medical issue there is always that chance of a child being slightly different in a way that they may need more help or assistance. For example; if a child is HIV positive no body needs to know this information.

If they need medical help the first aider must always wear gloves regardless of what has happened. If the staff, children or family knew a child was HIV positive they may act different towards that child which is extremely unfair. Every one should be treated the same no matter what their condition may be. C1: There are many examples of when you should refer information about children and families to a professional in your setting. Two examples of common scenarios are; •If you notice an unusual mark on a child’s body or if they ention something on their own accord. In many cases, any unusual mark has a reasonable explanation such as; the child was running around their home, fell and bumped their head on the floor or a hard object. But any mark that didn’t happen in you setting should be reported because children are extremely vulnerable and easily manipulated. Sometimes the family/carer of the child may be hurting them so its important to report any signs as early as possible so that the case can be looked further into without the possible abuse escalating. If a child is extremely disobedient, rude majority of the time, uncontrollable on a daily basis or maybe if the child isn’t developing properly it should be reported because the child may have a certain medical condition such as; autism or ADHD. The first signs of this usually show in young children and it is important to know exactly what’s going on so you don’t address the child in the wrong way or jeopardise the child’s learning. A1: It is extremely important to ensure confidentiality so that no staff, child or family member gets excluded in any situation.

In a nursery everyone is working in best interest of every child, if a child has a certain disability or medical condition that everybody found out about, that child has a high chance of being treated differently and very unfairly. There are many examples of personal records which must be kept confidential such as; registration and admission forms, signed consents, information concerning the child and/or family, reports from meetings concerning the child from other agencies, observations from the staff on any confidential matter involving the child e. g. development concerns or child protection matters, incident and accident logs. If a family member finds out that something has been said about their personal life or has overheard something about their own child all trust from the family and the nursery will be broken, the information could be a small part or a very important note, regardless, nurseries have policies that state; nothing about a staff member, child or family should be mentioned unless its someone of higher importance, unless someone has concern about a particular child and on a ‘need to know basis’.

In a nursery setting it is a professional responsibility to keep all information confidential. If a member of staff were to expose any confidential information it could result in them losing their job and in some cases, banned from having the same job. As a student going into a nursery for your course placement setting you must sign a Data Protection form. If you fail to keep any information confidential and decide to gossip outside of the nursery it could result in you losing your college place and not being allowed to study childcare. In most settings the policy is simply that no one other than the parents, manager or supervisor and any other authorised person is able to view the children’s records” Tassoni. P (2005) (page 74) Question 4: D5: When preparing for placement you should ensure you are fully aware of your setting; B1: In your setting, the first impressions you make are always extremely important. On your first day in the setting you walk in looking a mess, come in late, walk around with an attitude your supervisor will think that you don’t want to be there and he/she will speak to your college tutor and that means your college placement may be jeopardised.

If you walk in to your setting on time, dressed suitably, have a hard working attitude and have everything organised your supervisor will realise that you want this opportunity and try help you as much as they can which isn’t a requirement from them. If you do everything in your power especially on your first day you will learn a lot, get on with everyone and get the best out of the course you possibly can. You never get a second chance to make a first impression so what you do when it comes down to meeting anyone is important and in your placement if arents see you not acting like you want this chance they wont want you around their child, they won’t be polite they will just act how you did. The best way in a nursery to make everyone know that the course is exactly what you want is to get in to the placement 15 or 20 minutes early, sit down talk to your supervisor so that when the parents come you are ready to stand there with a smile and greet them. B2: Showing a positive attitude when working in a childcare setting is important because it shows the staff and families of the children that you are committed and that you know what is expected of you.

There are many ways to show this such as; •Be responsible and reliable •Team work •Good communication •Non-judgmental •Avoiding negative attitudes •Being appreciative •Enthusiasm •Look for opportunities to have fun without over exciting the children •Resist sarcasm Showing staff and families you have a positive attitude towards helping, teaching and also learning allows them to trust you and they still feel safe leaving their children with you.

If you don’t have a positive attitude while being in your placement and the parents aren’t happy they may wish to take their child out of the nursery and put somewhere else which wouldn’t look good for you. Whether you have issues at home, relationship issues or you are stressed out from college you should never under any circumstances take that into your placement. Your supervisor may not know you have personal problems and you may take something out of context.

When entering your placement you should be mature and responsible enough to realise it’s not the placements fault, it’s not the children’s fault so the best thing to do is smile and enjoy your day. Question 5 D6: Every child is different, whether it be religious beliefs, gender, race etc but there are many ways you can teach a child that everybody is different but we all are the same (D7). Teaching children about different countries and languages is a good way to get them to accept other individuals.

Personally, the easiest way for me is to teach them about different religious holidays such as Lent or Eid. It shows the children that everybody has different beliefs, that everybody does different things but at the same time everybody is the same. D7: Every individual is a unique person but in life this isn’t always accepted by everyone. A nursery for instance has a very diverse and inclusive environment; they accept all children regardless of their gender, race, background, physical abilities and religious beliefs which is extremely beneficial in this day and age.

Adults are trying to teach children that no matter how different an individual looks or acts, everybody is equal and everybody should be accepted, everyday people learn to be inclusive and accept any individual. Question 6 A*: I am a visual learner and my learning style is most enjoyable when it comes to being in my placement setting because I can watch the children play whilst learning at the same time. There are many different examples of what I can do to learn my own way such as; •Mind-mapping and brainstorming •Collages, posters and cartoon drawings Using different coloured pens and highlighters to highlight key points in study notes •Using symbols to help me remember things •Videos and CD ROMs •Use flow charts to see the sequence of things I find it hard to learn by sitting in a classroom and getting spoken to which is why I highly enjoy placement because no matter how busy my day is I will always learn as I go along and I will always remember everything that happened in that day whereas when I’m sitting in a classroom I lose focus easily, I am easily distracted and I don’t take note of what’s being said by my teachers.

I have always enjoyed learning visually; it’s a fun and very effective way to learn. My study strategies are quick and simple. All I have to do is highlight important information which I know I will need to remember or put symbols in my margin so I know what bit to start from. Even when it comes down to planning activities I find it easy to mind map anything that needs to be done. D8: Tassoni, P (2007) CACHE Level 2 Childcare and Education (4th edition) Heinmann Tassoni. P (2005) (page 74)

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Research Task for Childcare

Unit 4 – Keeping Children Safe Hand in Date – 21st May 2012  Explain how strategies to establish and maintain healthy, safe and secure environments in early years settings are supported by legislations. E1. Identify legislation which influences healthy, safe and secure environments for early years settings. List 10 of the main laws that underpin the provision of healthy, safe and secure environments for young children. Give the full title and date. D1.

Explain how legislation can support strategies to establish and maintain healthy, safe and secure environments in early years settings. Write about how relevant laws support ways to keep the environment of settings healthy, safe and secure. At least 3 ways which may include: having policies and procedures, regulatory body inspections, staff ratios, CRB checks, working with parents and other professionals, training, resources. ————————————————- Task 2 Describe the environment and procedures necessary to keep children safe who: * Receives a bump on the head Has an asthma attack * Has sickness and diarrhoea * Shows symptoms and signs of meningitis E2. Describe the procedures which will keep a child safe for each accident, illness or emergency. For each accident, illness or emergency listed in the assignment task, describe the procedures that will keep the child safe. State the main aims of the procedures, e. g. asthma attack – Administration of medicines procedure will clearly set out what the practitioner should do. D2. Explain how establishing a safe environment can support the procedures necessary for accidents, illnesses and emergencies.

Associated essay: Childcare Level 2, Unit 2 Assignment

Write about how creating an environment in the setting which is safe will help appropriate procedures for accidents, illnesses and emergencies to be written, implemented and understood by everyone in the setting. Produce a booklet covering all these accidents and emergencies. ————————————————- Task 3 Plan the care for a child aged 1 year and a child aged 3 years for a full day in the setting AND: * Consider ways to maintain the security and privacy of the children and to respect their wishes. E3. Plan the appropriate care of a child aged 1 for a full day in the setting.

Provide a care plan that shows understanding of how to meet the overall care and development needs of a child aged 1 year for a full day in the setting. E4. Plan the appropriate care of a child aged 3 years for a full day in the setting. Provide a care plan that shows understanding of how to meet the overall care and development needs of a child aged 3 years for a full day in the setting. B1. Consider possible ways to maintain the safety and privacy of children and respect their wishes. Think about and give information about how the practitioner can maintain safety, privacy and respect for children’s wishes.

Give 4 examples which could include: following policies/procedures, understanding children’s rights, consulting children, sensitive understanding, confidentiality, working with parents, multi-agency team working. Must include a reference. ————————————————- Task 4 Write a handout for a staff meeting to consider how the practitioner can provide an enabling physical environment for children. The handout should include: * The issues that affect the planning of a challenging environment for children. * An evaluation of TWO initiatives that influence the provision of challenging environments for children. The importance of helping children to manage risk and challenge in their environment. E5. Describe the issues that affect planning of a challenging environment for children. Write about what affects the planning of a challenging environment for children. Give 5 issues which may include: policies/procedures, children’s rights, type of setting, resources, health and safety, supervision, age/stage/abilities of children, consulting children. E7. Explain the importance of helping children to manage risk and challenge in their environment. Give reasons why it is important for children to be helped to learn to assess and manage risk and challenge.

Reasons could include: why children need adult help, the benefits of risk and challenge – develop life skills, understand consequences of actions, explore limits in a controlled environment, learn to take responsibility/ balance their rights against those of others, make choices/decisions, effects on holistic development. E6. Describe the initiatives which influence the provision of challenging environments for children. Write about an international, national and local initiatives/schemes that influence the provision of challenging environments for children, e. g.

Forest Schools, children’s play initiatives, local play policies. C1. Evaluate how the TWO initiatives contribute to the provision of an enabling environment for children. A development of E6. Consider how TWO (2) of the initiatives described in E6 help to ensure the environment for the children supports their development through appropriate experiences and empowerment. ————————————————- Task 5 Include in the handout an explanation of the ways that meeting the care needs of children can affect practitioners and possible sources of support for practitioners.

A1. Discuss the effect on practitioners of meeting the care needs of children. 5 detailed considerations of how and why practitioners may be affected when meeting the care needs of children and the range of support available. Effects must be positive and negative. Task 4 and 5 will be in form of a handout. Remember throughout to include: E8. Show an understanding of diversity and inclusive practice. This criterion will be met if throughout you show understanding of the importance of identifying and meeting the individual needs and rights of children and their families.

AND E9. Include references and a bibliography. At least TWO (2) references must be made in the text to relevant books, articles, magazines or websites. These are sources of information and the sources used should be listed at the end of the assignment in a bibliography. Sources of background reading can also be included in the bibliography. YOUR COMPLETED WORK SHOULD NOT EXCEED 3500 WORDS. THERE IS NO LOWER WORD LIMIT. WORK THAT IS MORE THAN 10% ABOVE THE WORD LIMIT WILL NOT BE MARKED. REFERENCES AND QUOTATIONS WITHIN THE TEXT ARE NOT INCLUDED IN THE WORD LIMIT.

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Childcare Level 4 Keeping Children Safe

Unit 4 – Keeping children safe E1/D1 Five main laws that underpin the provision of health, safe and secure environments for young children are: Health and Safety at Work Act 1974Under the act 1974, both employers and employees have duties. Employers must produce a written policy explaining how they will ensure the health, safety and welfare of all people who use the premises. Employees must cooperate with these arrangements and take reasonable care of themselves and others. Employers have a duty to display a health and safety law poster.

The Reporting of Injuries, Diseases and Dangerous Occurrence Regulation (RIDDOR) 1995This regulation requires accidents, diseases and dangerous occurrence to be recorded. An accident book must be kept in order for staff to record an incidents occurred in the setting. It is very important to record any incidents that have happened in the setting. The purpose of doing this is to attend the child welfare and safeguarding. The records could be used by doctors if the child was to develop any further injury. Settings require parents to inform staff of any illness or allergies their child may have. This protects the child and staff.

The Control of Substances Hazardous to Health (COSHH) Regulations 2002This regulation states that substances which can make people ill or injure them must be stored and used appropriately. In a setting substances hazard to health are locked away and out of the reach for children. Only a few members of staff have the key and only they can open the cupboard unless given permission by someone else to. If someone new comes to work in the setting it is the supervisor’s duty to tell them where these substances are kept. Substances accessible to children are generally chemical and toxic free and safe to use.

All objects safe to use either have a kite mare, lion mark or CE mark. The marks reassure that the product is safe for the child. Personal Protective Equipment at Work (PPE) Regulations 1992The regulation states employers must make sure there is suitable protective equipment available for employers who are exposed to a risk to their health and safety at work. Staff in a childcare setting should be provided with equipment if they are doing any activities that are a risk to there health. It is important that staff wear the protective clothing/equipment to prevent injuries.

Equipment such as gloves, goggles, science jackets etc are there to prevent us from haring that part of our body. Gloves are used when handling bodily fluids to protect the hand from burns or reaction to the substance. Food Handling Regulation 1995This regulation states if you are preparing or handling food you must; Wash hands, Make sure the surface is clean and hygienic, Make sure food is stored at the correct temperature, Dispose of waist hygienicallyIn a setting cooks are requires to tie their hair back and wear hair nets and apron. There are different c olour chopping boards for dealing with different kinds of foods, e. . meat and vegetables. Surfaces are cleaned thoroughly with bacterial sprays to ensure the food is prepared in the cleanest way. Food inspector’s regularly come in to settings to ensure cooks are storing food correctly and at the right temperature. If everything is done to satisfaction the setting is often awarded with a certificate. In the setting there are labels and signs to show what goes where and how they should be used. Children are encouraged to abide by this regulation as well, when they do cooking activities. Children are told to wash their hands when handling and consuming food.

Staff will plan activates that will teach children how to safely prepare food. Staff ma organise with the cook to have the children watch how they prepare their food in the kitchen. E2 Bump on head –a bump on the head is a common injury in young children. If it happens in the setting it should be noted down in the accident book which every childcare setting must have. Then the injury should be treated with an ice pack. The child should be closely supervised as the injury could cause them to become drowsy. Parents should be given a copy of the accident form or a letter must be sent home.

It depends on the procedure of the setting. The parent should always be informed of the accident when they come to collect their child. Asthma attack –a child having an asthma attack needs to be comforted and taken to a quiet place away from the other children. The child is then given an inhaler. Staff must call the parent/career straight away informing them about what has happened to their child. Staff should reassure the child by telling them every thing is going to be ok and try to steady the child breathing by breathing with them slowly which will allow air to get to their lungs. The child should never be left alone.

Sickness and Diarrhoea – if a child has diarrhoea the parent/ career must be informed and ask to pick up the child immediately. If the child has vomited then children should be moved away from the area and staff must clean it up, wearing protective clothing such as gloves which must be disposed after as it will protect them from infection or catching the illness. Personal Protective Equipment at Work (PPE) Regulations 1992. A child with diarrhoea should be given plenty of fluid; if the child cannot keep the fluid down then the child should be taken to the hospital as soon as possible.

It is best the child stays of school for at least two days before returning. This is normally a health and safety procedure in a setting. E3 11 year old 9:00am The children are dropped of and say goodbye to parent. 9:15am A register is taken. This is done so that staffs are aware of all children who are in the setting on that day. 9:30am Children have social time. They play with each other and with activities set out for them in the baby room. 10:15am Children have their nappy change, their hands get washed and prepare them for snack time. 0:30am put the children in their baby chairs and give them milk, water, fruit or a snack to eat and drink. assist any child who needs help with feeding. 11:00am The children are taken out side for some fresh air. put the children in their buggies or if the weather is good they can crawl around and play in the sand pit. It is important staff check the outside area every day. 11:30am The children return back to the baby room. Change of nappies and clothing is done if needed and wash the face and hands of the child. 11:45am: Children are put in their baby chairs and are told what they are going to have for lunch.

Staff in the kitchen should follow the Food Handling Regulation 1995, to make sure food is prepared safely. It is very important to check that the food prepared will not affect children with allergies. 12:00pm Lunch Time – Children eat their lunch and when they are finished they are put back in the baby room to play with resources around them. 1:00pm: nap time 2:30pm: The children have their nappies changed and their face cleaned. Staff must were protective clothing such as disposable aprons and gloves. 2:45pm Staff and children bonding time.

Sing songs play with instruments, read books, plays with toys and communicate with them. 3:15pm: We prepare the children for home time. It is important staffs are aware of who is collecting the children. Parents who normally collect their child should inform the setting that someone else will be collecting their child. The setting should never give the child to anyone else if not permitted by the parent. E4 – Routine for a child age 39:00am Children arrives at nursery and is greeted by the teacher. 9:15am Children sit down on the carpet and the morning register is taken. Then issue each group their activity. :30am Children go off in their groups and do there activity each group has 30 minutes to do their activity before having to move on to do another activity. 10:00am Groups change to do a new activity 10:30am Children tidy up there activity 10:45am Children put on their coats if needed collect fruit, snacks and drinks and go outside to play11:00am Children return back to the classroom and groups are change so their doing a different activity. 11:30am Groups change for the last time12:00pm Children are sent off to wash their hands and line up for lunch. Posters are placed in toilets on how to wash hands to promote hygiene.

Washing hands prevents the children from infection and disease. 12:15pm Children eat their lunch. Staff are supervising the children at their table Meals are nutritional and should follow the health eating regulations. Once they have finished they go outside to play. 1:00pm Children return back to the classroom and an afternoon register is taken. 1:15pm Depending on which day of the week it is children will either have a music lesson or a P. E lesson or art lesson. A P. E lesson will allow the children to take risk and do challenging activities. It is important staff do risk assessment of any activities they have planned. :00pm Children go out to play to get fresh air and exercise. Children can explore the setting. There must be at least two members of staff supervising the children. 2:15pm Children return back to the classroom and either have golden time or free play. 3:00pm story or song time 3:30pm Children collect their jackets. Staff should only give the child to the parent or anyone given permission by the parent to collect the child. E5 In a setting staff try to offer an exciting range of experiences to the children which will stimulate and extend their skills in all areas of development.

Child Care and Education. Tina Bruce. Pg 273in a setting staff should supervise the children; there must be enough staff to look after the children. All care in the setting should avoid danger in order to maintain the safety and security of the child. Children need challenging play in order to develop, risk taking will occur in these types of activities so staff must supervise these areas for the health and safety of the child. “Close supervision is the most effective way of ensuring children’s safety”. Care and Education. Tina Bruce.

Pg 273Staff should always remember it is their responsibility to keep children safe in the childcare setting. Children are individuals and develop at different stages so we must have in mind all children may not be able to do the same thing at the same time. Children with special needs may need special equipment and playing resources in order to participate safely in activities in any setting. It is important we make all children feel included when panning activities in challenging environments at no time should a child feel different due to their needs or abilities.

The weather can be an issue for planning. Before outdoor play, the area must be checked. Icy or slippery surfaces are dangerous for all activities planned for the children. If staffs do decide to let children play outside despite any weather children should be suitably clothed and equipped for it. Children should always be dressed according to the weather. A challenging environment will always involve risk and this is why staff should risk assess. Risk assessment is important however we need to create and enabling environment whilst thinking about the child’s safety.

Before planning we need to think and asses the possible outcomes. An activity can be well planned but if a child get injured from it then the activity is worthless. There should always be a record of safety issues that occur E6/C1 Forest SchoolsChildren seem to thrive and their minds and bodies develop best when they accessible to stimulating outdoor environments for learning through play. A forest school is a unique educational experience. The purpose of it is to adapt an education curriculum to a participants learning style.

The philosophy is to inspire individuals through achievable goals and make them independent. The benefit of a forest school are:  * that its child led and initiated   * it helps to work towards goals in the Early Years Foundation stage (EYFs)  * beneficial to children with emotional and behavioural difficulties  * encourages creativity and self awareness  * uses the child centred approach  * child need an interested is always catered to“It is important that children’s basic needs are met before higher learning can take place”. Maslow Hierarchy of Needs.

Forest schools are a unique way of building independence and self-esteem in young children. They originated in Sweden in the 1950s as a way of teaching children about the natural world. Children with challenging behaviour or identified as having additional or specific needs tend to develop control over behaviour, improved concentration and independence and develop their social and emotional skills. Children who are shy and timid and lack in confidence in a normal nursery environment become confident in their own abilities within the forest and lessen to rely on adults.

Being in a forest school allows children to freedom, oxygen and space. Children can explore wildlife and the growth of things in the outside world. Children should learn and develop on first hand experience. Children are more social as they interact with the other children more. They become more confident in what they do and may speak to other children. The can explore together and discuss things they find. This can not necessarily be done in a classroom. Children respond to the sense of freedom given to them in the forest school.

Children are encouraged to move away from adult interaction and become more responsible for themselves and others. Children take manageable risk in a forest school they use full size adult tools, light fires, and build dens and plenty more other challenging activities. The child knowledge and understanding of the world, language, mathematics, creative, physical, personal and social development underpins the whole forest school philosophy. Learning Outside the Classroom (LOtC)In November 2006 the government launched the Learning Outside the Classroom Manifesto.

It was made so that children have a variety of high quality learning experiences outside the classroom. Learning outside the classroom thrives to:  * develop children learning in the environment  * nurture creativity   * provide opportunities for informal learning through play  * reduce behaviour problems an improve attendance  * stimulate, inspire and improve motivation  * provide challenging the opportunity to take acceptable levels of risk  * improves young children attitude to learning   * improves academic levels achievements  * develops skills and independence in a widening range of environment ( Tasoni, 2007. The government believes children should learn and experiment the world beyond the classroom. Children construct their own learning in the world around them. Learning is more engaging and relevant to the children. E7 Risk taking benefits the development of children as it influences their perception of themselves and self –esteem, it provides excitement and pleasure for the child. A child needs to take risk in order to develop risk competence.

Children seem to have fewer accidents when they are more risk taking as they are more knowledgeable and skilled in assessing risk and can takes risks more safely. Panic ZoneLearning ZoneComfort ZoneOnce the appropriate risk assessments have been carried out in the setting, activities can be planned to enable children to learn from their environment while taking managed risks. Children must have the opportunity to explore their physical environment. By making children take risk we are playing an important role in developing their independence.

It helps children to develop their physical development and social development as they can help other children to keep themselves safe. If we do not allow children to take risk then they will not develop to the next stage of development. A child who is not allowed to take risk will not enjoy the thrill of achieving or try new challenges. The opportunity to play in and experience different environments is important in allowing children to experience challenges. If children are helped to take risk then they will develop their skill and confidence in what they do.

Many settings thrive to manage risk and challenges and allow children to take risk by providing them with challenging play, experience and activities. Children learn through play. Climbing, building dens and tree housed, gardening, cooking, science experiment, bonfires etc allows the child to develop their control and coordination of their bodies. When you implement all these health and safety restrictions children will stop learning. Some parents may not allow their child to take risk as they are far too protective or scared of their child’s safety.

This can prevent the child from having no independence and they will not be aware of their own danger when unsupervised and the risk they can actually manage, which may result to the child seriously hurting themselves. Children should have some awareness of the risk and challenges they can take. Being oblivious to risk is worse than a child taking risk, they can put themselves in serious danger as they don’t know the different levels of risk they can and cannot take. Parents should be the once to reinforce this. Children need to be supported by the adults to take risk.

Children need to be told about any accidents that could happen so that when they are playing they are responsive of this. We as the adult in the setting should think about:  * talking to children about the potential risk in the environment  * encouraging children to think of ways to manage the risk the may come across. This can be done by making the child take upon some responsibility and indentifying and reporting hazards. * encouraging older children to take acre of younger ones where there are potential risks   * agreeing appropriate behaviour.

Child Care and Education 4th edition, Penny Tasoni, 2007. Pg 195Children should always be reassured by the adult that they are here to help as this boost the child confident in what ever they do. If a child is scared to do something the adult should provide support and encourage the child to do it. The child then know they can do it and that the adult is their to help if something goes wrong. E8 D2 Each setting should have a Health and Safety policy. It should contain the overall guideline for employers, employees and any other staff.

It should state the values of the setting regarding health and safety. It should state the procedures that are regarded to be followed in the setting. All procedures should be names in the Health and Safety policy. They should be regularly revised and all staff should be advised of the procedure of the setting before starting work. Every childcare setting is required by law to have an accident book in a safe place in the setting and to maintain a record of accidents init.

This makes the parents and staff aware of about any accidents that have happed. The book requires the following informationName of person injured: Date and time of injury:Where the accident took place:What exactly happened:What injury occurred:What treatment was given: Name and signature of person dealing with accident:Signature of witness to the report:Signature of parent:If an accident happens to the child you should call or send for first aide. He or she will provide the best care for the injury. If needed call for the supervisor as well.

If the accident is serious parent/career must be informed immediately or if less serious inform them at the end of the day when they come to pick up their child. Record the accident in the accident book and ensure the parent signs it. The accident book should be kept in safe place where it is easy to access. Children contacts numbers should assessable in alphabetical order so any member of staff can find who the want quickly. In a setting there should normally be pictures of staff who are first aiders.

The setting should be kept tidy so visitors and parents know there child is being left in a safe environment and staff should encourage children to tidy up after themselves as well. If a child is ill whilst in the setting the child should be removed from the classroom and taken to the first aider where the parents should be informed immediately and told to come and collect their child. If needed the child should be cleaned and changed and a member of staff should comfort him or her, until the parent comes for them. First aider should advice the parent to take the child to the family doctor if necessary.

Signs of serious illness includes:  * High temperature  * Continual vomiting   * Unexplained pain  * Unusual crying in a babyChild Care and Education 4th edition, 2007, Pg 182This is when a child should be taken to see a doctor. If a child has a contagious illness, e. g. swine flu, parents and local authorities must be notified that the illness is in there setting. Children who have on going illness e. g. have allergic reactions, should be kept a record of. Staff must have a have a note of all medication the child needs including how much the child needs to intake and how frequently the child needs it.

All setting should have a policy of parents informing them of all the illnesses and medical attentions their child needs. Posters of the child should be made including information of what the child is allergic to, and should put up in staff rooms and places visible for all staff to see and be aware of. Children in the setting should be encouraged to keep hygienic therefore washing hands before meals and after play. The must know about germs and bacteria and how they spread and cause infections and illnesses if they don’t hygienically maintain there body as child like to but the hands in their mouth and dig their noises.

If an emergency happens, e. g. a fire in kitchen, the fire alarm must be raised and everyone must evacuate the building immediately. Keeping the environment safe to support the procedure means keeping corridors clear and fire exits, ensuring everyone in the setting is aware of the assembly point children’s contact details are up t date and that it is always kept the same. It important that in the setting all staff know what to do in an emergency, practices need to be held regularly and signs and notices must be kept in visible places.

Drills and practices should be taken seriously, as if it is really happening and should be recorded as the Early Years Foundation stage (EYF) states…http://www. eriding. net/resources/fndtn/management/101125_sclark_eyfs_safeguarding. pdf B1 There are many ways to maintain the safety and privacy of children. “Supervision is the most effective way of ensuring children’s safety. ” Child Care and Education, 2007, Pg 273Children should be treated as individuals as they have their own individual needs.

Babies have no awareness of their danger and are totally dependant on their parent/carer for protection and safety. In a setting children are to be changed in a separate section in the setting and the practitioners should also be accompanied by another person just to protect themselves. When changing a child it should never be done in a place where the child is not exposed to other people and children, or where the other children are playing. Doing this is respecting the privacy of children, as the UN Convention states that all children have the right to privacy.

All settings will have information about each child stating where they live and parent/career phone number etc this information should be kept in a secure place, insured to protect it from being disclosed to anyone other that member of staff in that setting. Doing this is respecting their confidential needs. Parents will inform staff about illnesses or personal information about their child and family this should not be shared with friends or other member of staff unnecessarily. Children have rights as the Children Act clearly states and it is important that we value and respect them and put them into practice in the setting.

Practitioners must be aware of the policies and procedures in their setting as it inform staff how to keep the children safe. Abraham Maslow developed the Hierarchy of Needs theory. Safety needs is one on the five stages a human needs in order to for fill their full potential (self-actualisation) therefore; if a child does not feel safe they will not reach their full potential (self-actualisation) where personal growth and fulfilment takes place. The setting should always provide a safe and secure environment for the children meaning, ensuring the environment and equipment is checked and safe to use.

Staff should check the outside area everyday before the children arrive as needles, sharp objects and other harmful object can fall into the setting. Equipment in the setting should be tested if needed to make sure it work properly and in no way may harm the child using it. Toys in the setting should have a water mark on it clearly indicating that the toy has been tested and is safe to use. Special needed children may need special equipment and play resources in the setting, in order to participate safely in the daily activities or just need to have changes made to the environments to suit their need.

However they should never be made to feel they can’t do things by themselves and they don’t always need assistance. We have to be careful not to scaffold the child to much as they can make choices for themselves. Staff in the setting or on duty can only deal with and watch over a certain amount of children at a time. It would be a good idea for staff to encourage children to be aware of their own safety and the safety of others. So lessons on why and how to keep your self safe would be beneficial for the staff and more importantly the children. As they can use their own initiative and indentify what is and what is not safe to do.

They become more self aware. There should be a time where staffs have one to one time with children in the setting. This time could be where children tell you how thy feel or about something that may be bothering them. What ever has been said in that conversation should only stay between you and that child as they choice to tell you because they knew that they can confide and trust you. If the child has told you something that is putting them in danger then that is the only time matter must be taken into someone else’s hands and it would be best to tell the child before doing so, just so that they are aware. A When working with children, a practitioner can have both negative and positive effect. Negatively the demands of a childcare job can seem extremely challenging. Tiredness, stressed, boredom, all factors that can’t be avoided in this type of job. Working hours are generally from 8:00am to 3:30pm and staff’s are always on their feet as children need consistent supervision. Children need routine and staff must stick to it…doing the same thing everyday becomes very boring. “Boredom is the deadliest poison. ” William F. Buckley, JR.

Stress can be caused by this type of work as practitioners have to maintain and work at high standards. “Stressed caused by work is the second biggest occupational health problem in the UK,” Child Care and Education, 2007, Pg 329. This is because staffs are unable to cope. The work load may interfere with private, social or family life, too much to do or simply believing childcare isn’t the right job for them. As well as the above, practitioners can be physically affected. Back problem is the biggest occupational health problem in the UK. Childcare involves picking up children.

Continuously bending over and stooping to the child’s level. Children at a young age are not yet independently hygienic and are vulnerable to colds becoming ill and picking up infections. These things can easily be passed on to practitioners. Parents/careers put their child’s safety in the practitioner’s hands as they are mostly with the child during the settings hours. So a lot of pressure is on the practitioner, if any thing happens to the child accidentally or not they feel as if they where the one to blame and some parents are not very reasonable or understanding.

Practitioners could become too attached to the child involving themselves in things that do not really concern them. This could be difficult for some. Some children in the setting may tell practitioners moving information. That their being abused, have difficulties, etc and they could then become emotionally attached to the child, showing love to the chid, love they may not receive at home or from their parents. Positively there are joys and happiness to the job. When children achieve and do well in things it makes the practitioner feel happy as they helped the child to achieve that goal.

Learning new things from the children and putting it into practice. Bonding with the child finding out what they like and dislike show the practitioner that the child can confide in them and feels safe around them. Set routines will eventually develop the child to know what is coming next and they will independently get ready for it putting least pressure on the practitioner to have to run after them. Practitioner’s in the setting do all they can to support and care for the child that is why routines and doing things at certain time are in place.

However some people may agree with the way the setting does things due to their own views and beliefs. Comparatively, all children need similar care but when working with different children who come from different background whose parents have different religious requirements or do not want their child eating certain foods; it can be difficult for the practitioner. Practitioners will have parents that will not agree with everything they have to say or made to feel uncomfortable with what is happening in a setting. If this happens the supervisor or tutors are there to support and discuss how you will need to deal with the ituation. The practitioner should keep themselves up to date with any changes in practices and legislations. Practitioners should not put themselves in risky situation e. g. being left alone with a child. Just to avoid accusations being made as “The number of children contacting a sexual abuse helpline service has increased by almost 50% in three years”. http://news. bbc. co. uk/1/hi/scotland/7877823. stm. There are websites and books available to practitioners that can support them and give information about how to deal with problems they have.

In all setting there are policies and guidelines to help them meet the care needs of children such as health and safety, confidentiality and protection polices. It is vital that procedures are followed to protect themselves. This in itself causes fewer problems. E9 Books * Bruce, T ,( 2007) Child Care and Education, * Pound L, (2005) How children learn, Step Forward Publishing Ltd (United Kingdom) * Tasoni P , (2007) Child Care and Education 4th edition, Websites http://news. bbc. co. uk/1/hi/scotland/7877823. stmhttp://www. eriding. net/resources/fndtn/management/101125_sclark_eyfs_safeguarding. pdf

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Early Learning and Childcare

Early learning and childcare 63 Trafford rd rushden northans nn10 Abigail wignall sh40856/NCC assignment 1 pg1 Task1. 1 From birth to adulthood children continually grow develop and learn,if children do not develop propely they may be unable to reach their full potential. All young people follow a similar pattern of develpoment,however each child is diffrent and may develop at a diffrent rate. There are three areas of development, physical, intellectual,social and emotional. heres is a guide of how they develop for the following age ranges “taken from study book early learning and childcare”. -3yrs physical development by6months a child will: ·turn their head towars sounds and movement ·watch an adults face while feeding ·smile at familar faces and voices ·reach up to hold their feet when lying on their backs ·hold and shake a rattle ·put everythings in their mouths between 6months and 1year ·move from sitting with support to sitting alone ·roll over from their tummy to their back ·begin to creep, crawl or shuffle on their bottom ·push on or push against adult hands or furniture to reach a standing position ·raise arms to be lifted ·turn and look up when they hear their name pat and poke objects when playing ·pass objects from hand to hand ·look for things thathave been hidden or dropped ·reaches hand toward source of food Between one and two years ·begin to walk ·sits alone indefinitely ·feed themselves ·push and pull toys while walking ·wave goodbye ·point or make noises to indiacte wants ·enjoy a picture book ·shake head for no ·uses thumb and first two fingers to grip ·crawl upstairs ·stoops to pick things up from floor ·begins to show prefrence for onr hand ·builds tower of few bricks ·holds crayon in palm and makes marks on paper Between two and three ·Kneels to play ·throws kicks ball ·builds larger bruck tower ·pour liquids ·uses pencil to make marks and circular scribbles Newborn to three months the social and emotional development should be the child very depdant on adults maily mother for comfort,cuddles and reassurance and the child will quieten while the adults do so. Between six to nine months the child enjoys the company of others and begin to like games such as peek a boo and show affection to known people but shywith strangers at one to two years their social development should extend to play alongside other children also like to please adults and perform to an audience.

They may become upset and distressed if seperated from known adults, a object can be used for comfort. By two to three years they should be developing a sense of own identidy and want to do things themselves and demand adult attention and can become reluctant to share be prone to tantrums outburts but also enjoy playing with adults or older children who give attention, and play with others same age for short periods of time. intelectual development between 0-3years should be begining to realise others are seperate beings from ourselves and become more confident but do still require adult reassurance.

At 0-3 months language development should be making happy sounds 6-12 months they should be making babbling sounds and begin show feelings by squealing with pleasure, crying or laughing to show enjoyment. one to two years they should be joining words to make sentances and by two be using 50-150 words and start understand conversation and understand keywords. by 2-3 years should be able to put words together to make sentances scribble on paper use several hundread words by three be joining in songs and be asking questionns like how? why?. Physical development at age 3-7years yrs ·jump with feet together ·walk on tip toes ·go up and down the stairs ·catch and thow a ball ·climb ·paint ·thread beads on to laces ·gain controll over eating tools 4years ·throw with aim ·use sccissors ·hold pencil be able draw houses/people 5years ·hop ·skip ·ride bike ·jump from height ·climb confidently ·write ·thread needles ·do laces and buttons (Information found children and young peoples workforce-early learning and childcare 2012) By 3-4years their intellectual development should be as follows, able sort objects into gropus eg colour or size.

Understand simple tasks given for example fetch a story book and bring it to mummy. socialy and emotionaly they should have become more independant and self motivated feeling more secure and able cope with unfamilar faces and surroundings for small periods of time. By 4-5years grammar becomes more accurate and their questions become more complex communicating better, able understand books as a source of fun and begin to recoginze wn name and written words theve seen on few occasions, be able form some lettering and begin copying shapes.

At age 5-7years they should be handling books well and understand text has meaning, be able make up stories and regonize an increasing number of letters linking them to sound. development at age 7-12 years should be thye child being able to run,hop skip,climb,swing confidently, and start enjoying team games and may misjudge their own abilty before age nine. Social and emotional development at this age range should becoming less dependant on adults nad enjoy being in a group of people at the same age wanting to fit in with the peer rules. They should have an understanding that certain behavoiurs are un acceptable.

Begin form close relationships at age eight also becoming more aware of own gender can be bossy or arogant but enjoy playing with others same sex but need adult reassurance and help when comes to arguments in play. Intelecutaly at this age the child should be able to read,write and take an intrest in certain subjects he enjoys by around 9, also be knowing diffrence tenses and grammar,read out loud but may need help tackling complexities of spelling, their vocabulary will grow if adults introduce and encourage new words and ways of using lanuage.

At the age 12-19years is said to be the period from childhood to adulthood could start at age 11 and last untill 19-20years. Adolesecnce is a transition period where young people grdually detach themselves from their parents, and form a close group of friends. many physical changes occur at this stage in life, changing their apperance and bodies, coordination and strength increase greatly although every persons rate can be diffrent.

Adolesence for boys usually begins later than girls, boys begin to develop sex characteristics like deep voices body hair and muscle growth,testicals and scrotom growth begins in mid puberty penis growth beings a little later but continues growing for a longer period of time. Girls begin breast budding at around age ten, her pubic hair will begin to grow and darken and curl also body begins to to become more round developing curves of womanhood, By 13 some girls can almost be physicaly mature, also this is average age to bein their menstral cycle this can depend on the age of pubertal onset.

By age 15 a girl is most likely to e at her adult height and may have a woman figure but her hips and breasts may become fuller. Lanuage development in teenagers may become imtating but that is there way of testing out there new found language and skills like sarcasam, their logical thinking ability is also growing and maturing they may ut them into pratice by debate either fomaly or infomaly.

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Frameworks Childcare Unit 10

The different frameworks for children up until the age of 16 years the follow the national curriculum and the early years foundation years is the age between, from birth-5 year old and the national curriculum is ages between 5-11 years. It is mandatory for all the schools and early years settings in ofsed registered settings to follow the early year’s foundation stage. The national curriculum is broken down into four different key stages at the end stage there are SATS which are statutory assessment.

The early year’s foundation stage The early year foundation stage the aim is to provide learning through play for example it is important for ever child to be equal and to be a unique child it is also important to have a relationship with the parents and for the children welfare is paramount. Review your environment to ensure that it is interesting, attractive and accessible to every child so they can learn independently.

The national Curriculum The national curriculum is mandatory for all schools between 5-11 years old, the compulsory national curriculum subjects are for key stages 1 and 2 which are English, maths, science, design and technology, ICT, history, geography, art and design, music and physical education these are measured for children’s progress compared to all pupils across the country.

How the EYFS are used by practitioners to support learning The job of the practitioners is to develop the six areas of learning by using observations on the children. To observe them to show how much progress they have made and what learning groups they can go into for the best of there ability. It is important that the practitioners use ratios because they can keep to the routine better and provide emotional security.

It is also important that practitioners use planning to meet individual needs and to view the child holistic view of the Childs development. It is important that you plan activities for the children and have a range of toys for all ages and to cover the six areas of learning stages. How the National Curriculum is used by teachers to support learning The role of the teacher is to enforce the national curriculum and ensure that all children have all the same opportunities to work to there best ability.

It is important to have enough supervision and it is also important for all the children to have a key worker which would be the teacher of the class which will be there to teach the children all types of activities for example, maths, writing, physical activities, and creative activities. Also it is important that the teacher does planning, for example plan the activities that you are going to teach the children for the week which is called a short term plan and also plan for the month or the year which is called long term planning.

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Serious Case Reviews in Childcare Sector

Unit 25Understand how to Safeguard the Wellbeing of Children and Young People Outcome 1. 4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious Case Reviews (SCR’s) are undertaken when a child dies (including death by suspected suicide), by a local authority (and more often than not by the Local Children’s Safeguarding Board) if abuse or neglect is known or suspected to be a factor in the death.

SCR’s are not enquiries into how a child died or who was responsible; that is a matter for the Coroner’s and Criminal Courts to determine. Instead the purpose of Serious Case Reviews is to: • Establish whether there are lessons to be learned from the case about the way in which local professionals and organisations work together to safeguard and promote the welfare of children. • Identify clearly what those lessons are, how they will be acted on and what is expected to change as a result. • Improve inter-agency working and better safeguard and promote the welfare of children.

Additionally, LSCB’s may decide to conduct a SCR whenever a child has been seriously harmed in any of the following situations and the case gives rise to concerns about the way in which local professionals and services worked together to safeguard and promote the welfare of children (including inter-agency and inter-disciplinary working). The two most popular deaths in recent years to be highlighted by the media which highlighted public concern about safeguarding concerns within the children are undoubtedly the deaths of Victoria Climbie and Peter Connelly (Baby P).

In both of these cases there was public outrage, especially at the magnitude of Peter’s injuries, and partly because Peter had lived in the London Borough of Haringey, North London, under the same child care authorities that had already failed ten years earlier in the case of Victoria Climbie. Her tragic circumstances had led to a public enquiry which resulted in measures being put in place in an effort to prevent similar cases happening. The child protection services of Haringey and other agencies were widely criticised following Baby P’s death.

Following the conviction, three inquiries and a nationwide review of social service care were launched, and the Head of Children’s Services at Haringey removed from post. Another nationwide review was conducted by Lord Laming into his own recommendations concerning Victoria Climbie’s killing in 2000. The death was also the subject of debate in the House of Commons of the United Kingdom. The public’s viewpoint on the tragedy of Baby P was that it should never have happened as he was already known to social services and was seen as many as sixty times by social services, but still died horrifically at the hands of his carers.

All of these incidents have resulted in a distinct lack of confidence in the work that social workers do and the children’s sector overall, and it will take a long time to rebuild that trust. The Baby P case in particular has damaged social work’s public image, led to fewer people entering the profession and made it harder to retain experienced staff. It is certainly the case that social work has a rather poor public image and that it seemingly can do no right whatever it does.

At times, the profession is castigated for putting children at risk by failing to intervene early enough into family life, whilst on other occasions it is criticised for undermining parental authority by interfering too readily. Partnership working increased and tightened after the death of Victoria Climbie and included the implementation of the Children Act 2004 and the public enquiry into the circumstances surrounding her death. The inquiry, chaired by Lord Laming, found massive failings on the part of as many as twelve agencies with a role to play in protecting children.

The findings led to recommendations for a radical reform of services, particularly in the areas of better joined up working and information sharing. Following this, several programmes and frameworks were later implemented into all establishments that worked with children, and these included “Every Child Matters” services, planned around children’s and young people’s needs and the improvement of the five key outcomes which contribute to their well-being: be healthy, stay safe, enjoy & achieve, make a positive contribution and achieve economic well-being.

There was also the implementation of the Common Assessment Framework (CAF) system which enables multi agencies to access and add information about a child’s needs. The CAF is used at the earliest opportunity when it is highlighted that a baby, child or young person may need help in their lives in order to progress. It is used when there is concern about a child, or agencies have recognised a child has additional needs, that require further exploration and a multi-agency response.

The assessment provides further information and understanding of the child’s circumstances. Another more recently publicised incident, included the review into “Little Teds” nursery whereby a member of staff, Vanessa George abused toddlers at the nursery, photographed it and publicised it on the internet, showed a lack of staff supervision and training within the setting, which again caused public outrage.

The serious case review for this incident report detailed a number of lessons learned, which included the danger of mobile phones within day care settings. As a result locally the use of mobile phones is now prohibited in any children’s centre within the Wakefield district, however it is recognised that this alone will not prevent abuse or transmission of images on the internet from taking place.

Other lessons learned is that staff at Little Ted’s Nursery did not recognise the escalation of George’s sexualised behaviour as a warning sign and there is an urgent need for staff working in early years settings to receive training to help recognise potential signs of abuse and become confident in responding to a fellow staff member’s behaviour. As a result, training on “whistle blowing” and the need for policies and procedures to be in place has become a more urgent need in the childcare sector.

Other recommendations set out by the Little Teds SCR include the need for The Early Years Foundation Stage to set out specific requirements for child protection training which considers sexual abuse and the recognition of abuse within the workplace; also the need for the Government to review and consider changing the status of day care settings operating as unincorporated bodies to ensure that governance and accountability arrangements are fit for purpose and are sufficiently clear to enable parents and professionals to raise concerns and challenge poor practice.

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Nvq Childcare Diploma Cu1535

Cu1535- Promote children’s welfare and well-being in the early years. 1. 1- Welfare requirements – Within your setting you should safeguard and promote Children’s welfare, we must take necessary steps to ensure this. We must promote good health of all children within our care and take steps to prevent the spread of infection from others within our care and take appropriate action when they are ill. We must ensure that there are suitable people and staffing levels are appropriate to ensure safety to all children.

The premises, environment and equipment must be suitable to cater for the children, these include outdoor and indoor spaces, furniture, equipment and toys and they must be safe and suitable for the children in your care, age/stage appropriate. Your safeguarding/admissions/settling in policies should be kept up to date. It is important for all staff to read all policies and procedures. As a practitioner you should be aware of nutrition needs and plan healthy meals/snacks for children and on some occasions give advice to parents.

You should be aware of portion sizes, this is important because children can still become overweight on healthy foods if they are given too much. Every setting should have routines they should reflect the varying needs of all children within your group especially in terms of sleep and rest. All routines should allow time for outdoor play for all ages. Routines also need to be flexible enough to allow the children to finish their task.

Under the EYFS we as practitioners observe children during physical play this is to note the skills that they are showing and what could be emerging, this gives us important information on how we can support the child such as providing new activities, toys or simply encourage the child. Within the EYFS it is important to work closely with parents, we can find out their child’s needs, you can also provide support and advice on topics, sleep, toilet training and nutrition. EYFS Statutory requirements, Safeguarding and promoting children’s welfare. Principles in to practice card 1. Health and Well-being. 1. 2- To report something in my setting it is our responsibility to go straight to our manager of the nursery and report it to her. If our manager isn’t in we would go to our deputy manager. If you any very unusual case that both of these people weren’t in we would go to the welfare officer who also helps with the running of the nursery. 2. 2i) When receiving a child into the setting you must make sure you have undergone risk assessments on the building, toys, equipment etc. You must speak to parents to get parental guidance so you are aware of risks with the child e. . allergies. Make sure you have all parent and carers emergency contact numbers. Parents must fill in the forms attaching pictures of the main carers so staff is aware. They must also fill in emergency medicine application forms in case the child falls in in the day. ii) Again risk assessments need to be done if the child is attending an outing with the nursery to somewhere e. g. the park. You must be told if someone different is picking the child up and if you don’t get told from their main carer you cannot let the child go.

If the main carer wants someone else to pick the child up then they must sign a form to say whose picking the child up, the password the number and the name. iii) Main thing when visiting offsite places is risk assessments. You must also make sure you have parent consent of the main carer. Make sure you take each child’s emergency contact numbers and also one member of staff to carry along their mobile phones in case of emergencies. You must take weather related items for all children and the first aid box. The staff ratio must be right according to how many children and their ages. 2. i 2. 5msquared ii- Ratios- 1 adult to 3 children for under 2 year olds 1 adult to 4 children aged 2-3 years 1 adult for 8 children ages 4 and over. 3. 1- Meeting children’s basic needs for health and well-being through the resources ; equipment a setting has eg. furniture, cutlery, sinks, staff, advice, doors to get outside etc. Aspects for basic needs .. Food and diet Water Natural light Rest and sleep Warmth Fresh air Exercise, physical activity, stimulation Hygiene – safe environment for hand washing, table cleaning, toilet areas, awareness of cross infection and contamination ..

Security – safe environment: risk assessed/monitored, familiar to support confidence Love, affection, continuity, stability Professional knowledge ; training External professionals – GPs, health visitor, dentist etc. 3. 2- The roles of key health professionals are as follows: School nurse she will offer advice to parents on the health of their child and she will carry out hearing checks, give advice on to parents regarding their child’s toilet habits, advice on skin tags and rashes gives information on weather the child needs to visit their GP, this can all be done in the setting.

They will monitor the health of the children and also give advice to schools. Audiologist they will measure the child’s hearing levels Dentist gives advice on how to keep teeth and gums healthy. Dieticians work to give advice on the right nutrients the child needs and from what foods to get them. My setting also has leaflets available for parents to take home on healthy eating. GP doctors are usually one of the first people to see the child and can give care to the child and the family and make the right referrals if required.

Paediatrician they specialise in working with children with health problems. Speech therapists they help children with speech, language and communication difficulties and give advice to schools and parents. Physiotherapists help children with coordination and their movement resulting from injury, illness or a medical condition. In my setting they will come in and give advice to the teaching assistant who works with a child with a medical problem. Psychologists will work with a child with behavioural or learning difficulty. Optometrist will examine the child’s eyesight and prescribe glasses if needed.

Health visitor they work with GPs to give support to children and their families they can give advice to parents regarding the child’s health and development. Parent’s permission must always be given before making referrals. 4. 3- Storing breast milk. There are two ways to store breast milk you can store it in a fridge or a freezer, the department of Health guidance for the storage of breast milk is as follows: • You can store breast milk in a fridge at 4 oc or lower for up to 5 days. • You can store breast milk in the freezer compartment of a fridge for up to 2 weeks. You can store breast milk in a domestic freezer for up to 6 months at minus 18 oc or lower. If breast milk has been frozen you can defrost it in the fridge and it can be served straight from the fridge rather than being warmed up. This will prevent bacteria. Preparation of formula milk. If parents bring in made up bottles of formula milk, they need to be placed in the fridge immediately and used within 24 hours this will ensure that it is kept cold to prevent bacteria and to keep it safe. Before we prepare formula milk clean all the work tops and wash your hands.

The bottles, teats and brushes should be thoroughly cleaned and sterilised according to the manufacturer’s instructions, this will stop the risk of a baby getting sickness and diarrhoea. Best practice means that formula milk should be made up fresh for each feed, if the baby leaves formula milk this should be thrown away, this will prevent a baby becoming ill. If you are unable to make up formula milk fresh then you can use ready to use liquid formula or by filling a hot thermos with hot water (at least 70 oC in temperature)and the formula can be made up as required.

To make formula milk boil fresh water in the kettle, let it cool down, but for no more than half an hour, using hot water will kill any harmful bacteria in the powder. Put the boiled water in the bottle first and add the required amount of powder, follow manufacturer’s instructions on the ratio of powder to water. Cool the formula quickly to feeding temperature by holding the bottle under cold running water with the cap on. 5. 1- The number of children in the UK who are overweight or obese is on the increase. As early years practitioners we have to provide healthy and nutritionally appropriate food for the children that we care for.

This is a requirement of the EYFS. Most settings provide a meal or snack within their provision. The Food Standards Agency recommends that a healthy nutritious diet should contain foods from the following groups each day – starchy foods, fruit and vegetables, protein-rich foods and dairy products. A balanced diet should contain foods from these groups, all meals snacks and drinks taken throughout the day must provide children with the sufficient nutrients to make up a balanced diet. When diets become unbalanced children could suffer from health problems or become lacking in a certain vitamin.

When planning meals for children, there are several things to take into consideration to ensure that meals contain sufficient nutrients and calories. We need to look at the food labels to see how much salt, calories, fat are in foods and whether the food is rich in nutrients. Children aged 1 to 3 should have no more than 2g of salt a day and children aged 4 to 6 no more than 3g. Calorie measure how much energy is in food. The amount of calories a child needs changes as they grow and will also depend on how much physical activity they take.

It is important that children do not exceed the recommended calorie intake as this may cause them to become overweight. In turn children who do not eat enough calories may become underweight. A child aged between 1-3 years should have around1230 calories a day for a boy and 1165 calories for a girl. Fat is a source of energy for children providing it is in nutritious foods. Some foods are higher in nutrients than others if a food is high in calories it should also be high in nutrients. Foods such as crisps, biscuits and sweets are high in calories but low in nutrients and so an unhealthy option.

Children’s stomachs are tiny and so have a limited capacity in can sometimes be hard to make sure they eat enough nutrients before they are full. It is important to ensure children take enough drinks throughout the day to prevent them from becoming dehydrated. Water should always be made available throughout the day and at meal times. Other drinks such as milk, fruit juices and smoothies can also be offered. These drink all contain nutrients and calories so need to be included in a child’s daily intake. Fruit juices contain a lot of natural sugar so should be given in moderation to help prevent tooth decay.

Fruit drinks, squashes and fizzy drinks also contain a lot of sugar and are high in calories and low in nutrients so should not be offered to children on a daily basis. As children’s stomachs are small they may require snacks between meals so that they can take in sufficient nutrients. Snacks should also be included in the overall daily food intake and should be nutritious. Giving snacks to close to meal times can ruin a child’s appetite and we need children to eat well at meal times. Good healthy snacks for children include fruit and vegetable, dried fruit, cheese and crackers, yoghurt, breadsticks and rice cakes.

When planning meals for children it may be useful to look at their food intake for a whole week to ensure that they are eating a varied healthy diet and to consult with the child’s parents 5. 2- You need to follow carer’s instructions on their child’s food allergies or intolerances as it could be because of their religion/ culture which mean they don’t eat certain foods out of respect. My diversity, equality and inclusion policy states that you include, respect and embrace all children and their families from whatever background, religions or beliefs they have.

If you don’t adhere to a child’s intolerances – what may happen if you give a diabetic, a coeliac or a child with a nut allergy something that they/their body/system cannot cope with? – serious illness or death. 5. 3- Religious or cultural group Dietary requirements Islam Islamic dietary requirements specify that only Halal (lawful) Lamb, Beef and Chicken, fish and shellfish can be consumed. Pork is a forbidden food to the Islamic people, Haram (unlawful). Cheese which has been certified Halal or cheese that does not contain rennet such as vegetarian cheese (rennet is extracted from the mucosa of a calf’s stomach, added to some cheeses).

Eggs, tea, coffee and cocoa are permitted in the Islamic diet. Ramadan is a time of spiritual reflection and worship and is the Islamic month of fasting for in the 9th month of the Islamic calendar and lasts 29/30 days. Muslims adults refrain from eating and drinking in the daylight hours. Judaism Jewish dietary requirements specify that only kosher Lamb, Beef and chicken can be consumed. Kosher is not a style of cooking, it is the way in which the food is prepared or the way the animal is killed, (in accordance with the Jewish law) Fish is to be eaten with the fins and scales.

Cheese, milk and yoghurts are never eaten in the same meal even drinks containing milk are forbidden when eating meat dishes. Eggs are permitted providing they do not have any blood spots. Shellfish is forbidden to the Jewish people. Tea, coffee and cocoa are permitted. The saucepans, crockery and cutlery that have been used to cook non kosher food are then believed to be non-kosher utensils and are not to be used for kosher foods. Yom Kippur is the holiest day of the Jewish people and is celebrated on the 9th day of the Hebrew month of Tishrei.

The Jewish adults fast for 25 hours. Sikhism Due to the fact that there are vast grey areas on what Sikhs eat and refrain from eating, in our setting we require written confirmation from parents on what their child is/is not allowed to eat The general consensus is that Sikhs are free to choose whether to adopt a vegetarian or meat diet. Therefore Sikhism dietary requirements vary from one Sikh person to another however it does specify that Halal and Kosher meat is forbidden (Halal and Kosher is meat that is ritually slaughtered).

Some Sikhs will eat any meat, some will not eat beef. Some Sikhs will eat fish including shell fish where others will not. Again this principle is the same when it comes to eating eggs; it all depends on whether they have adopted a vegetarian or meat diet. Sikhs who have been initiated into the order of Khalsa by the Amrit ceremony are forbidden to eat any meat or meat products. (Khalsa by the Amrit is a baptism ceremony for sikhs). Sikhs are permitted to drink milk, tea coffee and cocoa. There is no fasting period for Sikhs. Rastafarianism

Due to the fact that there are vast grey areas on what Rastafarians eat and refrain from eating, in our setting we require written confirmation from parents on what their child is/is not allowed to eat Ital (derived from the English word vital) is the name of the Rastafarian diet. The Ital diet widely varies from Rasta to Rasta and there are few worldwide rules to Ital diet. They do not eat pork as they consider the pig a scavenger; some also refrain from eating shellfish for the same reason. Some Rasta’s follow a strict vegan diet, some Rasta’s are strict vegetarians and some will consume beef, chicken, lamb, fish, eggs and cheese.

However all Rastafarians believe that food should be natural, pure and from this earth, therefore they will avoid food that contains additives or food that is chemically modified. Depending on how a Rastafarian follows the Ital diet (strict or relaxed) they are allowed to drink tea, coffee and cocoa, however many avoid caffeinated beverages. There is no fasting period for the Rastafarians. 5. 4- Giving children healthy food is just a part of encouraging children to eat healthily, there are other issues to be considered. We need to be aware of how much food a child needs over the course of a day.

Too much food can cause a child to gain weight and too little food could cause a child to be undernourished. Portion control is important to ensure a child is having the correct amount of food. Showing parents a sample of a days food and working out the calorie content is a good way of seeing how much food children need rather than telling them how many calories they need. Parents are advised early on by professionals if their children’s weight is becoming an issue. There are lots of helpful leaflets and websites that offer parents help to understand what a healthy weight for their child’s height is.

It is important that young children are not made aware of any problems with their weight as this may lead to them having problems with food at a later date. Ideally meal times should be an enjoyable occasion which can be used to talk and catch up on the day’s events. For some families meal times can become a battleground where parents are continuously attempting to get their children to eat a good range of food. As a result of this children can sometimes develop food phobias. We need to watch out for children who are becoming distressed by food or worried about what they eat.

It is important to stay relaxed during meal times. To help keep the atmosphere relaxed families could try to present food in a different way or involve the children in the preparation. Children may be more likely to try new foods if they have helped to prepare the meal. 6. 2- Medicines are stored in our medicine cupboard in the kitchen. If a child brings in medicine we will store it depending on the guidelines on the bottle i. e. in the fridge. Depending on what the medicine is we normally administer liquid medicines to children on a regular basis.

When administering medicine we always make sure we have a witness on hand, they check the name of the child on the medicine packaging and the amount you should be giving, you measure out the amount and then give to the child. We record all this on a form which will then be passed to the main carer at the end of the day to check and sign. 6. 3- The Health and Safety at Work Act 1974 is an Act of the Parliament that as of 2008 defines the, regulation and enforcement of workplace health, safety and welfare within the United Kingdom.

It outlines the responsibility of all to consider and act concerning their own safety and that of others. Not acting in a situation that warrants something done to prevent a possible injury or to remove the threat of a health and safety issue is considered negligent if the action were ‘reasonably practicable’. Staff are expected to keep areas tidy and clutter free to help avoid dangerous situations. The Act defines general duties on employers, employees, contractors, and persons in general.

The creation of the Health and Safety Commission and Health and Safety Executive which have now joined together gave extensive enforcement powers, ultimately backed by criminal sanctions extending to unlimited fines and imprisonment for up to two years. Under section 7 all employees have a duty while at work to: • Take reasonable care for the health and safety of himself and of other persons who may be affected by his acts or omissions at work; and • Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act.

The Manual Handling Regulations 1992 make it a legal requirement for schools to carry out Risk Assessments. If lifting or carrying pupils, equipment training should be given. Only lift if necessary and use any appropriate equipment provided. Again training for this should be provided. Share the load if necessary. Bend knees and keep back straight. Schools should have a manual lifting policy. As with the Health and Safety at work act, adults have a responsibility to care for themselves. -portion control -tackling under and overweight children -food phobias

Giving children healthy food is just a part of encouraging children to eat healthily, there are other issues to be considered. We need to be aware of how much food a child needs over the course of a day. Too much food can cause a child to gain weight and too little food could cause a child to be undernourished. Portion control is important to ensure a child is having the correct amount of food. Showing parents a sample of a days food and working out the calorie content is a good way of seeing how much food children need rather than telling them how many calories they need.

Parents are advised early on by professionals if their children’s weight is becoming an issue. There are lots of helpful leaflets and websites that offer parents help to understand what a healthy weight for their child’s height is. It is important that young children are not made aware of any problems with their weight as this may lead to them having problems with food at a later date. Ideally meal times should be an enjoyable occasion which can be used to talk and catch up on the day’s events.

For some families meal times can become a battleground where parents are continuously attempting to get their children to eat a good range of food. As a result of this children can sometimes develop food phobias. We need to watch out for children who are becoming distressed by food or worried about what they eat. It is important to stay relaxed during meal times. To help keep the atmosphere relaxed families could try to present food in a different way or involve the children in the preparation. Children may be more likely to try new foods if they have helped to prepare the meal.

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Childcare Unit 7 Play

Te Whariki Te Whariki is the Ministry of Education’s early childhood curriculum policy statement. Te Whariki is a framework for providing children’s early learning and development within a social cultural context. It emphasises the learning partnership between teachers, parents, and families. Teachers weave a holistic curriculum in response to children’s learning and development in the early childhood setting and the wider context of the child’s world. This curriculum defines how to achieve progress towards this idea for learners in early childhood learning environments.

It is about the individual child. Its starting point is the learner and the knowledge, skills, and attitudes that the child brings to their experiences. The curriculum is also about early childhood settings. Learning begins at home, and early childhood programmes outside the child’s own home play a significant role in extending early learning and in laying the foundations for successful future learning. There are four broad principles at the centre of the early childhood curriculum. Empowerment – The early childhood curriculum empowers the child to learn and grow.

Holistic Development – The early childhood curriculum reflects the holistic way children learn and grow. Family and Community – The wider world of family and community is an integral part of the early childhood curriculum. Relationships – Children learn through responsive and reciprocal relationships with people, places, and things. The strands and goals arise from the four principles. The whariki is woven from these four principles and from the following five strands, or essential areas of learning and development.

The principles and strands together form the framework for the curriculum. Each strand has several goals. Learning outcomes have been developed for each goal in each of the strands, so that the whariki becomes an included foundation for every child’s development. Strand 1: Well-being The health and well-being of the child are protected and nurtured. Goals Children experience an environment where: • their health is promoted; • their emotional well-being is nurtured; • they are kept safe from harm. Strand 2: Belonging Children and their families feel a sense of belonging. Goals

Children and their families experience an environment where: • connecting links with the family and the wider world are affirmed and extended; • they know that they have a place; • they feel comfortable with the routines, customs, and regular events; • they know the limits and boundaries of acceptable behaviour. Strand 3: Contribution Opportunities for learning are equitable, and each child’s contribution is valued. Goals Children experience an environment where: • there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background; • they are affirmed as individuals; they are encouraged to learn with and alongside others. Strand 4: Communication The languages and symbols of their own and other cultures are promoted and protected. Goals Children experience an environment where: • they develop non-verbal communication skills for a range of purposes; • they develop verbal communication skills for a range of purposes; • they experience the stories and symbols of their own and other cultures; • they discover and develop different ways to be creative and expressive.

Strand 5: Exploration The child learns through active exploration of the environment. Goals Children experience an environment where: • their play is valued as meaningful learning and the importance of spontaneous play is recognised; • they gain confidence in and control of their bodies; • they learn strategies for active exploration, thinking, and reasoning; • they develop working theories for making sense of the natural, social, physical, and material worlds.

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Childcare: Child Development

Unit 1 – Understanding and promoting children and young people’s development Learners Declaration: I certify that the work submitted in this assignment is my own. Student Number.. eb1257620 Full Name …Mrs Debbie England Address….. 1,Woodlands Residential Park Quakers Yard, Treharris CF46 5AR ???? L/601/1693 Unit 1 NCFE LEVEL 3 EARLY LEARNING AND CHILDCARE Debbie England EB1257620 Q1a, Explain the sequence and rate of each aspect of development from birth – 19 years? 1a.

All areas of development are important as each other, but children do not always develop at the same rate, but as soon as your bundle of joy is born they are their own little person. Areas of development from birth – 19 are : PHYSICAL DEVELOPMENT including movement skills gross motor skills, fine motor skills and hand-eye coordination, from 0-6 months a child will turn head towards sounds and movement ,try to put everything in mouth, hold and reach out for things and reach to hold their feet whilst on back and when they are being fed they watch you and smile at a familiar face.

Accompanying material: Explain the Reasons Why Children and Young People’s Development May Not Follow the Expected Pattern

By the age of one a child has the ability to sit alone unaided. They are also getting inquisitive by looking for things that have been hidden, behind you or in your hand. Children also want to be picked up, so they lift arms up, they also want to stand up so they pull or push against adults or furniture, and not all children can crawl by this time but they might get around by shuffling on bottom or rolling around. Children also know their name by now and turn towards you when they are called, they like to play by passing objects from hand to hand and examine them by poking or prodding.

By the age of two, a child has many talents, such as walking with or without toys, bending to pick up things from floor. Children have started to do a lot more with their hands such as Waving, pointing to what they want, building towers out of bricks, banging objects together and also feed themselves. And the ability to say no by shaking their head. You will also start to notice that they have a preference to which hand they want to use.

By three years of age children are able to kick or throw a ball, kneel down to play with things and can build larger towers. Children also like water, so playing pouring with different shaped things is enjoyable for them . Between the ages of three and seven, children are more adept, they have mastered climbing stairs and gained more confidence to climb, walk on tiptoes and jump , also gained control of eating with cutlery which in turn should help with holding a crayon or pencil to draw.

Throwing and kicking a ball with aim, using safety scissors and copying shapes and letters. As children get closer to seven they are climbing, jumping catching, skipping and riding a bicycle and are able to write. Between seven and twelve years of age children are experiencing the art of taking part in team games such as football, athletics etc. From twelve onwards we reach puberty. Not all girls and boys reach puberty at the same time, some are slower than others.

Puberty can cause a lot of upset and anguish. For boys, at this age,, start getting taller, muscles start to grow, along with facial hair, their voice may break, they may experience acne due to oilier skin and it does not get any better because some boys experience slow pubertal growth so they feel different from the rest of their friends and causes upset and worry, so as a parent you need to be there to reassure them that their rate of development is not related to the final physical potential.

For girls,, by the age of thirteen periods would have started, their breasts have developed and their bodies are fuller and rounder and by 15 it is likely that she has grown to her full height, some girls develop as early as eight, but some do not show changes until late teens. Sometimes it is hard for teenagers, they become totally preoccupied with their development. They feel awkward and sometimes feel embarrassed. SOCIAL AND EMOTIONAL DEVELOPMENT: includes forming relationships , learning social skills, self reliance, making decisions, caring for others and developing self-confidence and dealing with emotions. -3months, children of this age concentrate on an adults face when being fed and smiles, they respond to adults especially mothers face and voice and also very dependant on adults for comfort and reassurance when cuddled. Six -nine months children show affection to people they are used to ,but shy with strangers, they also like to play games like peek-a-boo. One to two years, children like to please people and like to be centre stage and perform, play along with other children, they can be cooperating but then can be istracted by unwanted behaviour and may become distressed if separated from a known adult, so they may need use a comfort object, e. g toy or blanket. Between two and three, a child will develop sense of own identity and start to be independent, act impulsively ,prone to bursts of emotional tantrums and demanding things, wanting things NOW, and craving attention. Three to four years, at this stage children become more caring to others, they like to share and they become more cooperative and want to help with everything. They also become more independent and more secure in unfamiliar places.

Four to seven years, This age group need structure and routine to feel safe, when behaviour is bad they need limits to be set , they enjoy helping others. Often make friends but need a hand in resolving situations. They will learn a lot about the world and how it works , about people and relationships and develop understanding of rules. Seven to twelve years of age, Children start to form special relationships at about eight, they usually like to mix with children of same sex, because they become aware of own gender, they become less reliant on adults for support unless they need an adult to help sort out an argument.

They enjoy being in groups of their own age but are strongly influenced by peers and want to fit into their rules. Children can be either arrogant, bossy or shy but they do develop an understanding that certain behaviour is not acceptable and why. Teenagers, teenagers become self-conscious as they notice changes to their body, they need reassurance more than anything else. Their body is going through emotional turmoil , they are tossed back and for between childish needs and adult desires, they are also being prepared for independence from their parents and closer to friends and relationships.

Teenagers also get embarrassed and feel awkward and worry about making mistakes. INTELLECTUAL DEVELOPMENT. Between 0 and three years of age, realise others are separate from themselves, they imitate and try different ways of behaving in play and they become more confident but still need reassurance. Three to four year olds are able to sort objects by size, shape , colour and type, e. g animals . They can also understand two or three things to do at once e. g ` fetch that beaker of water, give it to your brother and take empty beaker back to kitchen. Five to seven year olds .

At this age children begin to understand differences can exist side by side, and about sameness and difference in various aspects of life and are able to see that the same amount of porridge can look different in another container. Seven to twelve year olds, are able to do things for themselves, read, and take interest in certain things. Twelve to sixteen, At this age, children turn to their friends, they are less concerned about adult approval, they want to follow their peers, dress the same, have the same games, behave the same way even wear the same clothes.

LANGUAGE DEVELOPMENT. Between 0 and three months , babies start to make happy sounds, they watch peoples faces and try to copy, and enjoys music and other sounds. Babbling sounds begin between six and twelve months, they will laugh or chuckle and feel pleasure by making squealing noises, they turn their head towards sounds. At one children start to put words together and understand key words. By two they start to understand the art of speech and start to copy and by two they can use thirty to one hundred and fifty words.

Between two and three, children are able to put words into a sentence, they can join in with songs or nursery rhymes, scribble on paper and by the time they are three can be using several hundred words and like all children they start to ask what? , when? And why? Three to four year olds start to use pitch and tone, their vocabulary can be up to fifteen hundred words by now and including past tense, also their scribble becomes more controlled. Four to five year olds can steadily copy shapes and some letters, recognise their own name and words that are used regularly.

They are also more able to use language to communicate ideas and grammar is more accurate. By using picture books children are able to follow , understand and enjoy the story. Questions that they ask becomes more complex. Five to seven years of age are fluent and able to make up stories, they handle books well, recognise more and more letters linking them to sounds and understand that text carries meaning. Seven to twelve years of age usually need help with spelling, adults introducing new words will help their vocabulary.

Children can also read out loud and know the different tense and grammar and speak fluently explaining complicated happenings. Twelve to sixteen year olds can be quite irritating by using sarcasm and trying to be witty, but they are just testing their new sophisticated mental abilities. Their logical thinking is maturing and may enjoy a debate, it helps to practise verbal skills. Q1b, Explain how theorie s of development and frameworks to support development influence current practice? 1B.

Theories related to child development, such as social and emotional skills can be divided into three schools of thought. 1. Biological – Genetic make up 2, L earning – Result of contact with others 3. Psychoanalytic – Combination of both biological and learning Each of the above has many theories supporting them. PIAGET.

Jean piaget was a psychologist and philosopher and spent his professional life listening and watching children, his research found that children don’t think like adults and he suspected tha behind illogical statements were thought processes that had their own kind of order and logic. His background of biology and philosophy influenced his theories and research of child development. Piagets theory is based on the idea that children develop cognitive structures( mental maps ) for understanding and responding and their cognitive structure increase as they get older.

He identified development stages. 1. Sensorimotor 2. Pre-operational 3. Concrete operations and 4. Formal operations. BRUNER Jerome Bruner is one of the best known psychologists and developed the theory of cognitive growth, he looked at environmental and experimental factors that affect intellectual growth . He believed that children need to move more freely and be involved in their own learning, his ideas were based on catergorisation and believed that adults could support their children in their learning experiences.

Bruner had a profound effect on education, his work is still influential to scientific studies today. He indicated four key themes in the process of education (1960). 1. Readiness for learning 2. Motives for learning 3. Intuitive and analytical thinking 4. The role of structure in learning. VYGOTSKY. Says that a child is brought up by culture which has two contributions to a child`s intellectual development 1st their knowledge , 2nd what to think.

Cognitive development – children learn by problem solving. Language is a learning process and interacting contribute to a childs development. HOWARD GARDNER, stated that there at least seven intelligences which link our individuality they are. 1. Verbal – linguistic 2. Musical. 3. Logical. 4. Spatial 5.

Bodily kinaesthetic 6. Interpersonal. 7. Intrapersonal. MONTESSORI. Dr Maria Montessori, a scientist had a unique opportunity to study the thinking and learning skills in children and developed specific learning apparatus to help and including children who learn differently. She stated that the secret of good teaching is to regard the childs intelligence as a fertile field in which seeds may be sewn to grow under the heat of flaming imagination.

Her theories and ways of educating children are used today e. g using music, language, hands on educational materials, games and muscle movements etc. Current child development theories, are that the first three years of life are critical to laying down the foundations for future learning. Babies need to be sung to, cuddled, touched, talk to and kept warm. There are three styles of learning Visual, Kinaesthetic and Auditory. In the early years of life most children experience rapid and physical, emotional, intellectual and social growth.

There are systems in place to intervene and identify signals that may cause future concerns. Practitioners work with parents and primary carers to listen to views so as to build on children`s experiences, knowledge and understanding and provide opportunities to develop in all areas. Q1c, Explain how to monitor children and young people`s development using different methods? 1C. To monitor a child`s development starts with, 1. Observation 2. Assessment 3. Planning 4. Implementation and 5. Evaluation.

Observation, – observing children is an important role for a childcare practitioner to practise it is essential that they are able to assess progress and plan for the childs future. Observation can help identify any issues with the child, identify strengths and weaknessess, monitor development and how to respond in situations, and to add any improvement where needed, also share with parents, collegues and specialists. By conducting observations you can learn more about a child, some characteristics on display maybe: 1.

Skills and accomplishment 2. Personality and temperament 3. Interests and preferences 4. Level of cognitive and social development 5. Strategies for creating desired effects. Always obtain permission before using observation.

Different methods are; Time sampling – at pre-planned times . Event sampling – Behaviour forms of Structured – create a particular activity. Naturalistic – usual routines Participative – be engaged in activity together Longitudinal – detailed observations Target child – use in groups to find out if they are getting worthwhile experiences.

The skills are to be able to obtain information about the child Look – Know what you are looking for Listen – Take notice how conversations are with others Record – make accurate notes.

Think – consider what you see and what assessment would you make . Assessment,- is the process of analysing and reviewing what you currently know about the childs development. When you assess, you are making a judgement or decision on the childs progress. To make a valid assessment you must collect all relevant information needed, this should include the childs development, learning, health, behaviour, academic progress and the need for special services.

Once information has been collected any assessment should be carried out by a childcare worker and based on Thorough knowledge of child development , Parents observations of their childs development and other practitioners observations who has worked with the child and analysis of observations of milestones and expectations. The results of the assessment can then be used for planning the individual care. Planning,- For the next steps in a childs development should be done on the information you obtained from the assessment.

Any concerns should be discussed with the parents and collegues to identify any intervention that maybe required. Planned activities are experiences and opportunities that are thought about and planned in advance. Unplanned activities are some of the most important and effective learning opportunity arise spontaneously. In these instances you have to make the most of the opportunities. All childcare settings have a curriculum, even if they don’t use that word to describe the activities they provide for children. Child-centred planning is important because it focuses on the needs of the child.

Allows children to take lead in learning based on own interests and helps to practice and develop old and new skills. Enables parents and staff to take time out to think and be in agreement what development needs individual children want. Plans are always based on the knowledge of the stage of development reached by the child concerned. Appropriate goals are set for the next stage of the childs development. Implementation, – A long term developing plan should be put in place to lay out aims for learning over a year.

It should represent the purpose behind the childcare worker`s practice and contain brief summary of what they want children to achieve. Short term plans are put in place to help practitioners plan activities weekly , it helps children to have a choice, either to have or try a new experience or activity that will encourage them in developing, and the plan should be adaptable for children at different stages of learning. When writing a short term plan it should outline; something to progress the developmental and learning needs of all children.

Something of interest and supply enjoyment for all children. All the areas of learning in the early years foundation stage are covered. Do not discriminate against any child. And that setting has or can access the required resources. By creating a plan a childcare worker will be able to organise the environment List equipment and materials needed Identify the activities they want children to participate in.

Set out their own participation in activities and set timing ( when and how long ) When creating an individual plan both child and parents can be involved, a child can contribrute can say what they like and what they don’t, and parents can contribute by given information about their childrens interests, experiences and activities at home .

When creating plan the careworker must include the seven stages, which are : Assessing current stage in learning and development. Identify needs for further learning and development. Setting clear targets for achievement. Identify strategies for achievement. Intergrating plan into other plans of the setting. Implementing plan. Review plan.

Individual plans should include ; Childs name Key workers name Date of plan Aims of plan Targets Strategies to help child achieve targets Date of next review Date and comments when aims and targets are reached. Evaluation – All plans need evaluating, reviewing or even re-planning. Everyone involved with the children play a part and staff should get together regularly to discuss plan in question and if anything needs re-thinking. 1. Do plans enable everyone working in setting to know what they are doing and how to do it? 2. Are plans enabling setting to be effective in progressing the childrens achievement in learning and development. If planning is not enabling one or both of these things to happen, it will have to use evidence collected to decide on appropriate changes to its plans , format or content.

An important part of the evaluation plan is to inform parents how things are and for parents to explain their findings . Feedback creates good practice. Q1d,Explain the reasons why children and young people`s development may not follow the expected patterns? 1d,Children do not develop at the same rate as each other. Many children have growth spurts followed by a lull, their development may also not progress evenly across all areas. All children are individuals. Girls and boys going through puberty experience different things. Girls – If going through puberty early, her social development may not be keeping up with her physical growth, some girls can look grown up but still a child underneath. yet some girls are reaching full physical maturity and some are only beginning. Boys – some boys move into mid- puberty while others worry about their development. Their emotional state is constantly all over the place, their bodies are experiencing drastic changes which can cause emotional turmoil, all teenagers going through this could potentially cause disruption to development pattern. Some factors that can influence younger childrens development pattern are: Environmental and economic which consist of poor housing, lack of play facilities, low income families, lack of resourses and frequent changes in environment.

Social – poor parenting, difficult family circumstances, few opportunities for one-to-one and few good role models. Emotional – conflict with family or peer group, family break up, moving house, death of a pet or family member, changes of childminder or a new arrival of a baby brother or sister. Medical – Long stays in hospital, illness of family member, ADHD, disability or frequent illnessess. Or in General – personality, immaturity, poor speech, temperament or becoming more independent. Most children experience rapid physical, emotional, intellectual and social growth, but for some children have major issues, and it is important to put systems in place where we can help children.

Practitioners should work closely with parents and carers to listen to their views and to build on previous experiences, knowledge, understanding and skills and to provide opportunities to develop. Monitoring children is essential, when a child show signs of slow development, it is necessary to present different opportunities to use alternative approaches to learning. Ongoing difficulties may indicate that they need extra help and support above what is normally offered. Early education settings are perfect for observing any changes in children`s development pattern because everything is recorded. Sometimes concerns are not noticed fully until later when a child is in formal education.

Settings will determine what issues there are and able to set up programmes of support which the child may benefit from . Practitioners need to assess and assist the child in developing further in any area of their development. Disability can disrupt the development pattern also. A disabled child who cannot think or react or talk for themselves have to be assessed for specific needs and if they don`t get what they need interfere with their development pattern. Help childrens developing pattern by giving them what they need, that is by : Providing space, equipment, materials and activities for physical development .

Giving praise, guidance , support, listening , supervision, provide opportunities to share in decisions and to take responsibility, be warm and affectionate and attentive and let them express themselves, for social and emotional development. And for intellectuall development, talk to them play I spy and dressing up , look and touch things, provide art and craft activities and include them in things like question and answers and laying the table etc. Language development includes asking questions, talking, discussing books, objects and ask them about themselves. Without these things the development wont follow the expected pattern. Q1e, Explain how disability may affect development?

The early support programme is for families who have a disabled child under five, it is there to support families who leave hospital with a child with medical and physical needs and significant factors that could affect development. Long stays in hospital and long illnessess can also affect development. So can the lack of facilities. Carers should obtain as much background information as possible to help to understand what the child needs. Disability may affect development if you do not provide the environments and resourses that they need, these include; Brightly coloured and textured toys . Toy`s and equipment with lights and moving parts. Large play and safety equipment. Painting with bright colours. Large print books and large print letters on computer keyboards. Mirrors and magnifying glasses and sensory activities. , for visual impairment.

The other considerations are: Have good lighting. Encourage orderly movement around the school. Supervision in activities such as P. E , cooking and craft. Children with hearing impairment should be provided with : Music, movement, drama and dance activities. Craft and art. Story tapes and headphones. Reading, one to one stories and specialist computer programmes. Other considerations are: Look at the child when talking to them. Speak clearly and repeat yourself if they have not heard. Use visual aids, avoid distractions and use body language.

Children with behavioural difficulties should be provide with: Quiet story times. One to one individual attention. Toys and activities that promote concentration. Large outdoor play area with lots of equipment. Sand and water for relaxing and dough for releasing aggression. Other considerations are: Give rewards. Minimise distractions. Make eye to eye contact. Speak clearly and give direct instructions. Avoid clutter. And distract children with an alternative activity ot toy. Ativities such as : Construction toys. Jigsaws. Sand and water play. Songs and rhymes. Music and instuments.

Specialist computer programmes. Reading and looking at books. Painting will help with self-expression for children with autism, other considerations are: Be patient. Have a structured daily routine, children with autism cannot adjust to changes easily. Do not expect to keep eye contact but try to encourage it. Keep verbal instructions brief. And provide activities for children to play individually. Children with physical disabilities, should be provided with: Stories. Role play. Sand, water, painting and dough all stimulate physical motor skills.

Floor toys such as, cars, farm and large construction toys. Table-top activities such as crayons and paper. Painting. Sensory activities. And interactive play encourages other children to accept differences in other children. Other considerations are: Consider classroom layout. Install ramps, lifs and special toilets. Ensure chairs, tables and equipment are at a suitable height. And specialist equipment may be purchased such as special bicycles, scissors and triangle shaped pencils. Children with dyslexia should be given any activity or toy that does not need to use memory or organisation skills.

Children with dysphasia should avoid music or movement activities. They may have low levels of concentration and may have difficulty doing jigsaws, sorting games and holding a pencil. Without all these things a disabled childs developed may be affected. Q1f,Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern? Early intervention is important because some children experience problems in the developmental process, and it is also important that there are systems in place to intervene and identify signals that may cause concern. Graduated response.

Monitoring of a child`s progress is essential, if a child shows signs of slow development it may be necessary to present different opportunities or use different methods to learning, and or the child needs more support above what is normally available for children of same age. Early education settings are perfect to observe patterns of development, the settings determine what the issues are and set up programmes of support from which the child benefit. The early support programme – was developed by carers practitioners and parents and it is used for families with disabled children and gives families and people working with children support, guidance and resourses . It promotes multi-agency working and the consistency of approach to the care and well-being of the child .

Common assessment framework – is a key part of the governments aim of delivering frontline services that are focused on and around the needs of children and young people. It helps to identify needs and promotes coordinated service provision. Children with additional needs often require support from more than one agency or more than one local authority and they pull together the information they gather to identify aspects of the childs learning and development. Observation, – observing children is important for a childcare practitioner to practise because it is an essential element of being able to assess a childs development. It can be used to strengthen virtually every aspect of an early childhood programme.

Methods of observation are: Time sampling Event sampling Participative observation Longitudinal “ Taget child “ Naturalistic “ Structured “ In order to make the most of any observation the observer should record what they have witnessed, and every child should have their own file, and only be used in ways to maintain confidentiality. Observation is how you find out the specific needs of individual children and you can then plan the next steps in the childs development and learning. Assessment – is the process of analysing and reviewing what you know about the childs current level of development and learning.

When you assess you are judging what the next step will be for the child to improve. There are two types of assessing, formative and summative. Profiling – is a system of recording a childs personal achievements in all areas of development. There are now computer systems available that record childrens profiles and analyse many more options. After making observations and assessments you must use the results to identify learning priorities and plan relevant and motivating learning experiences for each child. Any concerns about a childs progress should always be discussed with parents and colleagues to identify wheather intervention may be required.

Planning includes : Planned activities Unplanned activities Child-centred planning Long term development plan Short term development plan Individual development plan Whaever the plan is, they all need evaluating, reviewing and maybe re-planning. The childcare setting should monitor the progress of each childs learning and development, it is important because it will enable the childcare worker to establish how far the child has moved the settings long term objectives for the child. Whether the learning and development of the child is moving towards achievement . Whether the settings planning and implementation of the EYFS is being effective in progressing the childrens development.

Apart from all of the above we have to provide the right environment so children can learn and develop , children thrive best in an environment that supports their active and learning development. Debbie England EB1257620 R/601/1694 Q2a, Explain the factors that need to be taken into account when assessing development? Observing a child at work or play will help you assess and provide evidence of the range of the childs work, progress and attainment over time. It will also enable you to find out about the specific care and learning needs of each child and subsequently plan the next steps in the childs development and learning.

To make an assessment you should gather together all relevant information about the child. This information should contain observations over a period of time. Development Learning Health Behaviour Academic progress and need for special services Any assessment carried out should be based on: Thorough knowledge of child development. Parents observations of their childs development during the time.

Observations of other practitioners who have worked with the child. Analysis of observations of the child against milestones and approximate expectations. The result of the assessment can be used to develop or amend plans for a childs individual care, learning and development and gude any curriculum decisions. This may include any of the following actions: Plan for the childs next steps for learning in an individual learning plan. Set goals for individual children that are realistic and within their capabilities. Provide appropriate play activities to stimulate the next stage of development.

Set realistic expectations for the childs behaviour. Identify any developmental delay and, in conjunction with the parents, consider the need to seek help from specialists. Provide individual help in a specific aspect of development where it has been observed as necessary. Suggest introducing a behaviour modification programme. Leave the current plans for a child unchanged because the setting is satisfied with the childs progress or development. The assessment should always be discussed with the parents and that the parents share the same views about their childs stage of development. Q2b. Explain the selection of the assessment methods used to assess children?

Formative assessment – is based on observations, which inform or guide everyday planning. When performing a formative assessment you need to ask yourself. What do your observations and any other evidence of learning you have collected tell you about the childs learning and development? ( examples of art work, information from parents or a photo you took. ) What was new- was there something yoy had not observed before? When you do this regularly, you will gain evidence of the childs progress over time and you will gain insights into his/her learning, development and their future needs.

It is important that a childs parents are included in the assessment process, so they can share their views and observations about the childs development and being involved in planning what opportunities and experiences should be offered to the child. Assessments might be required in different formats :eg Filling in a checklist Answering a series of questions or writing a free and unstructured description. You must know what format you are to record achievements, difficulties, behaviour, physical performance and comment on whether the child has reached the agreed targets. And make sure theres confidentiality. Summative assessment – Is a summary of all formative assessments carried out over a long period of time.

The EYPS profile is the summative assessment completed by practitioners, it summarises childrens progress towards the early learning goals. Within the final term of the EYPS providers must provide the parent of each child with:- A copy of EYPS profile if requested by parent. A written summary reporting childs progress against the early learning goals and the assessment scales. Details of the arrangements under which the EYFS profile and its results may be discussed with the parent. Planning for the next step in a childs development should be done on the information you have collected from your own observations , assessments and information from parents.

Debbie England EB1257620 L/600/8782 Q3aExplain each of the areas of learning and development and how these are interdependent? Learners use all their sense to receive information. One or more styles is normally dominant. This dominant style defines the way a person learns new information. The learner may prefer one style of learning for one task, and a combination for another task. Carers should present information using all three styles of learning, it allows a learner to be presented with the other two methods as well, they all help children learn faster by reinforcing the material.

Auditory learners often talk to themselves, they also move their lips and read aloud, they may have difficulties with reading and writing tasks. Many people assume reading is a visual action, although we see words, most of us process information by hearing ourselves say the words. Auditory learners fall into two categories. 1. The less understood auditory learners need to hear their own voice to process the information, they are those who need to talk it out. In a class setting when the instructor is not asking questions, auditory-verbal processors tend to mutter to themselves. 2. Some auditory learners prefer to listen both to themselves and others. Listeners are more likely to do well in school.

Visual learners – linguistic and spacial, Visual learners prefer to see what they are learning, pictures and images help them understand ideas and information better than explanations, they may create a mental picture of what is being described. They may watch a speaker talk as well as listen. Visual – linguistic learners like to learn through reading and writing tasks, they remember what has been written down. They also like to write down directions and pay better attention to lecturers if they watch them. Learners who are visual-spatial have difficulty with written language but do better with charts, videos, demonstrations and other visual materials. Kinaesthetic or tactile learners do best when touching or moving. Tactile learners want to touch.

Kinaesthetic learners want to sense the position and movement of what they are working on. Even if they don`t get much from discussions or written materials , they may catch up by working through scenarios. Most classrooms don`t offer enough opportunities to move or touch. Sometimes we can sense the way they process information by what they say. A visual learner may say “I see your point” An auditory learner may say “I hear what your saying”. A kinaesthetic learner may say “ I feel we are moving in the right direction”. All areaof development are important and all impact on one another.

Physical development includes all movement skills and can be supported by providing Space Materials Equipment and Activity Social development include learning social skills, emotions, caring for others, self reliance, decision making, developing self confidence and forming relationships and can be supported by providing Praise Guidance Giving children chance to spend time with others Activities Encouragement Opportunities Listen to children Supervision Emotional development can be supported by Being warm and affectionate Opportunities to express how they feel Making them feel safe , secure and valued Giving them time and attention Intellectual development includes attention span Reasoning Developing memory Logic thinking and questioning Understanding information and can be supported by providing Games like I spy Getting children to help you Asking and answering questions Activities Playing make-believe Looking at plants, animals etc Talk about what they have seen Look at computers with them.

Language development includes understanding and aquiring language, vocabulary and body language and can be supported by Asking questions Discussions about books, pictures etc Ask children to give information about themselves Ask children to recall something from the past. By using all these learning and developing methods , which work interdependently, help the child learn by experience, contact with others and environment.

Adults who support this learning and developing process play a crucial part in ensuring that children gain maximum benefits. Children learn by doing, imagining what they have been doing and then turning what they know into symbols such as speech, drawing and writing. Q3b. Describe the documented outcomes for children that form part of the relevant early years framework? Documented outcomes should consist of a short discription of how the child demonstrates the three characteristics of effective learning. Playing and exploring Active learning Creating and thinking critically.

These discriptions must reflect on going observations of the child within formative assessment processes and should take account of all relevant records held by the setting and include information from the child, their parents and other relevant adults. Playing and exploring – engagement . Finding out and exploring is concerned with the childs open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out. Using what they know in their play describes how children use to play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives and symbolic thinking.

Being willing to have a go refers to the child finding an interest, initiating activities, seeking challenge, having a `can do ` orientation, being willing to take a risk in new experiences, and developing the view of failures as opportinities to learn. Active learning – motivation Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities. Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an element of purposeful control which supports resilience. Enjoying achieving what they set out to do refers to the reward of meeting one`s own goals,building on the intristic motivation which supports long-term success, rather than relying on the approval of others.

Creating and thinking critically – thinking Having their own ideas covers the critical area of creativity – generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these. Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought. Choosing ways to do things and finding ways involves approaching goal-directed activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies. The following etails listed below are the ares of learning of the early years foundation stage 1. Listening and attention 2. Understanding 3. Speaking 4. Moving and handling 5. Health and self-care 6. Self-confidence and self awareness 7.

Managing feelings and behaviour 8. Making relationships 9. Reading 10. Writing 11. Numbers 12. Shape,space and measures 13. People and communities 14. The world 15.

Technology 16. Exploring and using media and materials 17. Being imaginative. During final year of the early years framework practitioners must undertake ongoing (formative) assessment to support each childs learning and development. There is no requirement that this is recorded in any specific manner or at specified points in time, practitioners should be mindful of their professional responsibilities for the learning and development of every child in their care and plan the provision needed to enable children to take the next steps in their learning .

In the final term of the EYFS practitioners must make a judgement for each child using information from all sources to make a judgement for each ELG. Practitioners must make a judgement for each ELG as to whether the childs learning and development is best described by:- The description of the level of development expected at the end of EYFS (expected) Not yet at the level of development expected bt the end of the EYFS(emerging) and Beyond the level of development expected by the end of the EYFS (exceeding). Q3c. Explain how the documented outcomes are assessed and recorded? PLEASE UPLOAD YOUR ASSIGNMENT ONTO THE VLC IN THE UNIT 1 SUBMISSION AREA Learning Outcomes

Assignment question 1 L/601/1693 1-3 a. Explain the sequence and rate of each aspect of development from birth – 19 years. b. Explain how theories of development and frameworks to support development influence current practice. c. Explain how to monitor children and young people’s development using different methods. d. Explain the reasons why children and young people’s development may not follow the expected patterns. e. Explain how disability may affect development. f. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. 2 R/601/1694 1-2 a.

Explain the factors that need to be taken into account when assessing development. b. Explain the selection of the assessment methods used to assess children. 3 L/600/8782 1,3,5 a. Explain each of the areas of learning and development and how these are interdependent. b. Describe the documented outcomes for children that form part of the relevant early years framework. c. Explain how the documented outcomes are assessed and recorded. d. Explain how practitioners promote children’s learning within the relevant early years framework. e. Explain the importance of engaging with a child to support sustained shared thinking. f. Reflect on own practice in supporting learning and development of children in their early years.