The Roles Of An Early Tears Practitioner Young People Essay

The Roles Of An Early Tears Practitioner Young People EssayCaring for boorren looks at the range of settings and providers that c ar for children across the private, voluntary and self-sustaining sectors. The abide bying report outlines the c ar demand for children.Collate evidence which describes the utilization of the practitioner in caring for childrenThe role and responsibili attracters of an early classs practitioner follow a number of codes of practice and state how you conduct yourself. When representing with children a number of codes of practices exist. Such as Special compulsions, Safeguarding children, childrens learning, Behaviour, Working with p arnts, Data protection and so forthThe early years practitioner has clear responsibili compels, likeWork to the principals of the sector and codes of confidentialityMeet learning needs of a childProvide an environment that is warm, accept and touch onWork with parents and partnersWork as part of a team that provides a quality service for both children and parentsThe early years practitioner has to tramp needs of children first be work this go forth help keeping children out of harm, keep them safe and encour time them to meet the standards for there abilities. Respect others choices -If you do non this could cause friction between staff members and behind reflect on the setting and onto the children. Respect confidenti everyy It is important to see confidentiality as it can help a child stay out of trouble, keep them safe and help them.Plan, record and review This is important as it can help you improve. It can help you banknote your strengths and weaknesses. This withal helps when doing activities where you can see what event went well and what did not, how you could do things variously and whitethorn each(prenominal)ow you to handle a situation diametriclyIt is important to submit responsibility as it helps the children learn right and wrong and it is partly your responsibility to teach them this and they may treat you as a role model. Also partnerships with parents. This is to a fault important as then you can learn about a child, their likes and dislikes, etc. It w seriously in any case help build relationships with parents so they know they can trust you.Continuing Professional Development is important as it shows you want to be the best that you can be. It also shows you are very interested in making the children be the best they can be and that you are dedicated in doing that. Observing children helps you recognise stages of the Childs development. This can help recognise where a childs needs are, where they need extra help, etcLastly working as a team as this helps create a peremptory environment for everyone to work in and also help people feel included and this will help with self-confidence.E2 Collate information about how carry on for children may be provided within families and society E3 include evidence which compares the differing roles o f statutory, private, voluntary and independent settings.Many parents adapt to changes in their lives and normally have the support of family and friends to provide assistance. Many families however can face issues that ingrain the family life and often need support to help them. Such factors likeFinancial DifficultiesLow income familiesCannot afford food or clothesPoverty, poor wellness and depressionPoor housing, etcUn betrothalLoss of jobs, no incomeDepressionChanging jobs / Mother workingLoss of child careSeparation of child from mother disjoin and separationLower incomeSmaller housing / cramped conditionsCaring for other family members / long term illnessesElderly relativesHospitalBereavementEmotional strain traffic with griefSocial isolationNo communicationNo transportLiving in a new area no friends, etc.Children and families need support at certain times and there are many cheeks and self help groups that can provide this support. Such asNational childbirth Trust, Nationa l Association of Toy and Leisure Libraries, Child Poverty cut shortion group, Home Start, Parentline plus, Gingerbread, contact a family, etc.There are many different settings where children can be cared for such as Respite tutelage, Holi sidereal day represent schemes, Parent and toddler groups, Schools, Work military position nurseries, Childminders, Pre-schools, After school clubs, Residential care, Day nurseries and CrchesUsually the of import support group is within the family network such as grandparents and Aunties and Uncles.There are four different types of Sectors that provide care and learning for children. They areStatutory SectorVoluntary SectorPrivate Sector.IndependentA Statutory Sector is a Sector that has to be there by law, so dentist, local schools and infirmarys are part of this. Local schools have to be there by law and get some funding by the government. The age range that schools cover is from five years to eleven years olds they follow a set routine wh ere reception covers the EYFS and then year one to year six covers the national curriculum. Schools are open from nine oclock in the morning to half three in the afternoon, from Monday to Fridays, term times only. This means that schools are closed(a) at Christmas, Easter, summer and half terms. Schools are in easy inlet areas, where there is enough space for an outside play area for example the resort area and indoor space, for example somewhere to do P.E. A local school can be adapted, for example ramps for people with disabilities and for people to find it easy to access the school. A local school should also include snacks they should be healthy snacks like fruit and vegetables. They should also include toileting times for the children. Statutory Schools are usually free except kick inment for school dinners, school trips and some snacks.The aim of a Statutory Sector School is to provide opportunities of education for every child and to support their learning also making a s afe and secure environment for children to keep them from harm. Another aim is to provide social opportunities for the child this will include learning to make friends, learning to socialise with people, learning the difference between adults and children and learning to respect others. It may also provide opportunities for the family by skirmish new parents so they are making new friends and it may also prove as support for families as they might find people to bank on and also some run though school to help support them.A Voluntary Sector is a sector, which people volunteer to work and run, so mother and toddler, br take inies and Pre school groups are apart of this.Mother and toddler groups are usually for children age two to four years. The mother and toddler groups are usually opened from nine to eleven thirty in the mornings or half one till three in the afternoon. These kinds of organisations are usually fixed in a church or community hall, which arent necessarily built for the use of children. The staffs are usually parents themselves but the person in charge of the organisation must have a level three childcare qualification. The organisation may ask for a small donation each week, approximately 350 a week to cover the basic cost of the booking of the hall and also for lighting and water bills. The area in which the organisation is ascertain may not have an outdoor area for the children to play out in, the organisation should also follow the EYFS curriculum where children will learn through play and the space may also be Ofsted inspected.The main aim of a mother and toddler group is to provides short term care of small children to prey a parent or carer a little time to themselves and also to give young children stimulation and also play and social opportunities. Another main aim is to get children ready for school or nursery. Another way is to create social opportunities for the parent or carer of meeting new people bandage helping out with the organisation or just dropping off their child at the group.A Private Sector is a sector, where people pay extra to try and get the best of their childs education or health and also their own. When you use a private day nursery you are charged for using them, you are approximately charged 150 a week to use the services. These nurseries are open from 8 am 6 pm all year except bank holidays, the age range for these nurseries are usually from six weeks old up until five years. They also provide all meals, breakfast, dinner and tea and also snacks they also have sleep facilities, indoor and outdoor play areas for children to play in. The building may not be purposely be built for the children but will be adapted for the children to provide their size facilities. tout ensemble the members of staff will full qualified, managers and rooms leaders must be at least level three or level two trained. Ofsted will also inspect the building and the staff to check if its safe and also to che ck if they are following EYSF curriculum.The aim of a private day nursery is to provide safe and secure environment for children to keep them from harm for children in absence of parents or carer and also to provide opportunities of education for every child and to support their learning. Another aim of the private day nursery is to provide stimulating environment with bonding with other children and also to provide learning through play and also opportunities. Another aim may be to allow employment opportunities for parents or carers and knowing a child is in a secure place and is cared for.An independent sector are companies with more freedom to organise their provision. Their services may not rely on government funding and does not have to follow the EYFS or the National Curriculum. barely the service may be OFSTED inspected to make sure childrens welfare needs are be met.Services of independent provision include independent schools and nurseries.E4 Include a summary of the ma in regulations that govern the care of children in different types of settings.The following is legislation that relates to working with children in a childrens centre-Health and Safety at Work Act 1974 endure Relations Act (1976)Human Rights Act (1998)Data Protection Act (1998)Disability and divergence Act (2004)The legislation can influence working practices in the childrens centre by-At all times complying with the Data Protection Act 1998.No discrimination by it against any person with respect to opportunity for employment, conditions of employment or delivery of the Services because of sex, marital status, race or disability.The Childrens centre shall in all matters arising comply with the provisions of the Disability Discrimination Act 1995, the Human Rights Act 1998, and the Sex Discrimination Act 1975, etc. The centre must comply with the provisions of the expedite Relations Act 1976 and the Race Relations (Amendment) Act 2000 and make sure that they perform their responsi bilities, to eliminate unlawful racial discrimination, and to promote equality of opportunity and good relationships between different racial groups.The centre should be responsible for and take all such precautions as are necessary to protect the health and safety of all persons employed by it and should comply with the requirements of the Health and Safety at Work Act 1974 and any other Acts or Regulations relating to the health and safety of employed persons. Human Rights Act 1998. It gives encourage effect in the UK to rights contained in the European Convention of Human Rights.The Care Standards Act 2000 and the Regulations and National Minimum Standards set out the responsibilities of agencies and carers in promoting the health of children who are looked after.The Education Act 2002 Local authorities and schools where requires to protect and protect and promote the welfare of children. This included health and safety, child protection and the overall well being of children. The Every Child Matters and Children Act 2004 The Children Act 2004 introduced a new duty (section 10) to co-operate at a strategic level on local authorities, Primary Care Trusts and other relevant childrens services partners.The act is to protect children and promote welfare and well being of children.Being healthy enjoying good physical and mental health and musical accompaniment a healthy life style. Staying Safe being protected from harm and neglect. Enjoying and Achieving getting the most out of learning and life, and developing skills for adulthood. Making a positive contribution being involved in community and society and not engaging in anti-social or offending behaviour. Economic well being not being prevented by economic disadvantage from achieving their potentialOther legislation that helps the health and well being of children is shown below. Meggitt. C. (pg 249-251)The Children Act 1989 provides care and protection of all children and young people in need, includ ing those living away from home. Local authorities have a specific duty under section 22 of the Act to safeguard and promote the wellbeing of each child they look after.The Children and Young Persons Act 2008 amends the Children Act 1989 support the care system and putting in place the structures to enable children and young people to receive high quality care and support.The Mental Health Act 2007 amended the Mental Health Act 1983. It requires hospital managers to ensure that patients aged fewer than 18 admitted to hospital for mental disorder are accommodated in an environment that is suitable for their age (subject to their needs). This is due to be fully implemented in 2010.The Mental Capacity Act 2005 generally only affects people aged 16 or over and provides a framework to give and protect people who may lack capacity to make some decisions for themselves, for example, people with dementia, learning disabilities, mental health problems, stroke or head injuries who may lack capacity to make certain decisions.E5 include 2 activities which will each support and maintain a different aspect of the daily care of childrenThere are many different routines for children that can help them maintain a different aspect of daily care for children such as hygiene Toilet time, washing hands, bed time and teeth cleaning, Mealtimes Sitting at the table and Sleep RoutinesDaily routines vary depending where the child is being cared for. But promoting and reenforcement a childs independence and self care is also important and a childs self image and self esteem are vital to their overall wellbeing.However I have chosen the following as my chosen activities Shoe lacesand Dressing weather appropriate.Activity One Shoe lacesWhat is the action? Teaching children to tie their laces by making a personalized shoe. (the children decorate it themselves) with laces for them to practice.What do you have to do?Adults role help the children learn to tie their lacesChilds role learn to tie their laces and keep practicingHow does this promote independence? It helps them learn to tie their laces so adults dont have to do themHow does it promote daily living? It helps children tie their laces so they can do it daily and at their convinenceWhat areas of learning does it promote? Intellectual, Physical and EmotionalIs it fun? Yes especially the decoratingIs it important? YesWhy? Because it is a basic skill for every day livingWhat age? 4- 5 years of ageCan you break it down to make it easier? N0 not reallyCan the activity be wide? NoActivity two Dressing weather appropriatelyWhat is the activity? Dressing up a doll in appropriate clothes to go outside and play in, which will keep them warm and dry depending on the weatherWhat do you have to do?Adults role help the children learn how to dress appropriatelyChilds role to be able to dress the doll flop and wear weather appropriate clothes themselves.How does this promote independence? It helps them dress p roperly thrmselves without being told what to wear and they choose what they want.How does it promote daily living? It helps children dress appropriately and to keep warm so that they dont become ill and that we do it perfunctoryWhat areas of learning does it promote? Intellectual, Physical, Emotional and HealthIs it fun? Can beIs it important? It can beWhy? It chequers the child from becoming ill and keeps them comfortable with what they wear and doWhat age? 4- 5 years of age (pre-school)Can you break it down to make it easier? N0 not reallyCan the activity be extended? Yes broken down into holiday (warm weather clothing), wet weather clothing, winter (cold weather clothing)E6 include an explanation of the key issues which enable multi-professional teams to work together.Multi professional salute allows professionals share knowledge about a family needs so that the parents dont have to ask the same questions over and over again.The professionals are awake(predicate) of each o thers roles in supporting the family so that conflicting advice can be minimise. It is essential that each agency communicates well and understands not only there role and responsibilities but the others agencies as well.Parents/guardians are the most important people in a childs life, and recognise the importance of this. We have a responsible role that involves sharing care of the child with parents/guardians listen to parents/guardians, as they are the expert on their child.Respect will be shown for family traditions and childcare practice, and will work in amity with the values and wishes of the parents. Partnerships with other agencies benefit children, for exampleSpeech and language therapists for children with hearing and language difficulties -This could include sign language or English as a second language. Bereavement management play therapist, Educational psychologist to assess behavioral needs and bring about positive behavior in a child. centripetal impairment such as Limited vision, Hearing disorder or Speech problems. Also Dietary, Religious or Learning needsThis is to ensure that all the needs of the individuals / children are met and they develop to their full potential. These partnerships do have an important role to play in ensuring that childrens experiences and learning are maximized.Tassoni pg 237A multi professional greet when working with children and parents is important as it helps children not to slip through the net.Communication is the biggest part of the multi professional team, as everyone needs to know what is going on.The multi professional approach team is made up of a lot of different agencies, they are agencies including Schools and teachers, Hospitals and doctors, Social workers, Police and many more. They all work together to help parents and children to stop tragic cases such as death, child abuse, etc.E8 Show an understanding of diversity and inclusive practicesRecognising diversity is about recognising that childr en can come from lots of different backgrounds and family structures and this could be from the language they speak, culture and beliefs.Diversity means responding in a positive manner to differences, valuing all people.All children are citizens and have rights and entitlements.Children should be enured fairly regardless of race, religion or abilities. This applies no matterwhat they think or saywhat type of family they come fromwhat language(s) they speakwhat their parents dowhether they are girls or boyswhether they have a disability or whether they are rich or poor.All children have an equal right to be listened to and valued in the setting. improve the physical environment physical aids to access education such as ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills. red-hot buildings should be physically accessible to disabled pupils and will involve improving access to existing buildings including ramps, wider doors, low sinks, etcI mproving the delivery of information to disabled children at nurserys or schools The information should take account of pupils disabilities and parents preferred formats and be made availableChildren should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor.All children have an equal right to be listened to and valued in the setting and all children have a need to develop, which is helped by exploring and discovering the people and things more or less them.Some childrens development may be at risk, for example children who are disabled and those with special educational needs , those from socially excluded families, such as the roofless or those who live with a parent who is disabled or has a mental illness, children from traveller communiti es, refugees or asylum seekers and those from diverse linguistic backgrounds.All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves.Children in the UK are being raised in a society with many sources of cultural diversity. Good early years practice needs to support this from the early months of babyhood. Practitioners need to work to create a positive learning environment. Play materials, books and other resources can be offered in a helpful way by reflecting on how young children learn about culture and cultural identity.Diversity and inclusion is also linked to legislation such the Childrens Act 1989, SEN act 2001, Rights of Children 1989 and the Race Relations Act 1976. Also included is the Disability Act 2004.Children like experiencing food, music or dance forms that reflect their own family and neighbourhood experiences. Early puerility is a good time to offer opportunities that enable children to stretch beyond the familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance. All opportunities need to be well grounded in positive pride for the styles common in every childs own background.E9 ReferencesChild Care and Education Tassoni. P. (2007). Heinemann (Harcourt Education Limited). Oxford , EnglandChild Development Meggitt. C. (2006). Heinemann (Pearson Education Limited). Harlow, EnglandDepartment of education and Skills (DFES) 2007 Early Childhood Studies, Willan, Parker-Rees, Savage (2004) Learning Matters ltd