In this essay I will be considering how innovations in theory, policy and research have influenced the development of coordination, partnership and integration in childhood practice in my childcare setting in Scotland.
I will analyse the development of policies concerning children and young people in relation to my setting and the professional groups involved within my setting. This will include the introduction of building the ambition and the Children and Young People (Scotland) Act 2014, which from 2016 will enforce the need for the named person to take any concerns seriously and report as required. It will also increase provision to 600 hours which in turn will help to safeguard vulnerable two year olds by placing them into early year’s
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It needs to have an identity which is defined by a shared matrix of interest.
The Community - In chasing their interest in their matrix, the members will engross each other in joint activities and discussions, help each other, and share information. The group will build relationships that enable them to learn from each other and they will care about their ranking with each other.
The Practice - A community of practice is not just a shared interest. Members of a community of practice are generally practitioners of some description and they will develop a shared repertoire of resources: experiences, stories, tools, and ways of addressing recurring problems, which in the childcare profession is called a shared
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Previous to this Act there was no legal ruling to protect children from any forms of abuse. After a case in New York where a child’s family was prosecuted under animal cruelty laws the proceedings to forming the National Society for the Prevention of Cruelty to Children (NSPCC) in England and Scotland began. The charter made any sort of cruelty to children illegal. In 1989 the children’s act was the most meaningful piece of legislation and principles were formed based on the children’s right codes which are now called the United Nations Convention for the Rights of the Child (UNCRC). One of the principles used within the nursery is Article 12 on children's voices being heard. Within the Fife Council Nurseries a learning wall is created from what the children are talking about and learning giving any visitors and enriched sight of what the children are doing within their time at nursery. This is also very useful for any other professional’s that come into the nursery as the individual children can choose to show professional’s/parents/carers their work at any time. Thus aiding communication and reflection with all parties
D1/D2/A1 This piece of work will be focusing on a child aged 18 months starting a nursery day care setting. The two key issues that will be looked at in this assignment will be planning, preparing and reviewing for the child to settling into the setting. Secondly I will be looking into the child’s emotional support that the child may need when starting the setting, along with the attachments of the child that will need to be built or have already been put in place. When planning for a child to start a new setting there will be certain things that will need to be taken into consideration, for example; the child at hand may have never been separated from their primary carers beforehand.
1.1: List current legislation and guidelines relating to the health and safety of children Laws relating to health and safety in the childcare setting: Health and Safety at Work Act 1974 Data Protection Act 1998 Children Act 1989, 2004 Regulatory Reform ( Fire Safety) Order 2005 Health and Safety ( First Aid) Regulations 1981 Childcare Act 2006 Healthy and Safety at work Act 1974 Personal Protective Equipment at work 1992 2.1: Identify policies and procedures relating to the health and safety of children Every setting will have to make sure that the children are safe when entering the setting, leaving the setting. When children arrive to the setting, you will have to make sure that they enter the setting safely. When leaving the setting you as a early years practitioner has to check who is collecting the child. There even is a policy in every setting that is about parents and carers collecting their child.
The Children and Young People (Scotland) Bill is proposed in the Scottish Parliament to introduce aspects of the GIRFEC Practice Model as a joined up approach to children’s services across Scotland. • June 2012: A second version of A Guide to getting it Right for Every Child is published, with no substantial change to the Practice Model. • June 2010:
We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children
Families, children and young people have the right to live free from abuse, harm and neglect. If harm or abuse is suspected or alleged the child or young person has the right to be listened to, to be respected and to kept informed and be involved (where appropriate) in any decision making. †̃Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs.â€TM (Working Together to Safeguard Children) The Children Act 1989 requires that local authorities give due regard to a childâ€TMs wishes when determining what services to provide.
1. introduction Every child deserves the support and best possible start in life. (DFE, 2017) The practice setting is a private and funded nursery based in Luton. My setting is a nursery for children 0-5 years.
When working with children and young people, it is important that their safety and well-being is paramount. There are a number of guidelines, policies and procedures which cover the safeguarding of pupils, including; Working together to safeguard children (2013)- This policy sets out guidelines of how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004. As well as laying out these guidelines, the document also provides a summary of: The nature of child abuse and neglect and the impact it may have on children and young people. How to operate the best practice in child protection procedure.
1.1 Explain why working in partnership with others is important for children and young people - it important that you work alongside others when working with young people because it is good for them to see that people do work together and to see relationships because built as well as positive outcomes coming out from working in partnership with people. It is also good because it shows them general life skills of working with and alongside other to come up with a solution. 1.2 Identify who relevant partners would be in own work setting - relevant partners would include, parents or carers of the child so that the practitioner and parent can work together to figure out what is going to suit the child best, management to see what actions and targets could be put into place and how the setting can be developed to help the childs specific needs aswell as how it could help the setting as a whole.
• Be told what their rights are. United Nations Convention on the Rights of a Child 1989 The UK signed up to this treaty in 1991. This sets out the rights of children in a set of 54 articles, some of these are to ensure children are safe and looked after. All the countries who have signed up to this are legally obligated to implement legislation that relates to the articles. Some of the articles that relate to the rights of children include: • Children need to be shown love and feel secure • Children have the right to family life • A child’s right to be protected from all forms of abuse or neglect
Services that may be provided, in liaison with local authority childrenâ€TMs social care services, include the provision of reports for court, and direct work with children, parents and families. Services may be provided either within general or specialist multi-disciplinary teams, depending on the severity and complexity of the problem. In addition, consultation and training may be offered to services in the community – including, for example, social care schools, primary healthcare professionals and nurseries. Question: Question 10
This allows the service user to feel safe and secure in the hands of a service provider Nursery setting should be committed to equality of opportunity in all aspects of work and values the rich social and cultural diversity of the communities. Understand that the people who provide and use nursery setting have diverse characteristics and different experiences, needs and aspirations. Nursery setting should provide a service that actively promote equality and inclusiveness for all service user and staff and challenge discrimination and exclusion. Make sure that nursery staff reflect the diversity of the local communities and that all of those whom come to the nursery are aware of the commitment to equality and
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
Child protection is an aspect of safeguarding and it refers to protecting individual child from maltreatment. Professionals in Setting X are able to recognize the signs and symptoms of child abuse that are identified in document Working Together to Safeguard Children 2015 as physical, emotional, sexual and neglect. Knowing about the forms of abuse allows the practitioner to identify them and report to stop the abuse from happening. Other forms of abuse according to NSPCC (2016a) are also Bullying, Female Genitals Mutilation (FGM), child grooming, child trafficking and online abuse.
Introduction In early childhood education, it is important for teachers to always consider and understand children and the families’ needs. Early childhood teachers cannot only work with their colleagues to face children and the families’ needs but also need to work with multi-disciplinary to collaborate the ideas with each other and discuss the best outcome for the children and the families in early childhood education setting together. So, the more explanation about the multi-disciplinary team is that teachers with different professionals such as psychologists, child social worker, police, adult social worker, health visitor or court working together to provide different services and support for children and the families’ needs. They are diverse professional groups who work together in order to collaborate, reflect, access and support children’s development, health and learning and also families' needs.
The article also talks about how to set up these communities strategically. The four principles that govern the design and integration of effective communities are as follows: 1. Focus on issues important to the organisation: the people in these networks talks and discusses about the important issues happening in a company. By discussing all of the people in the groups could get a clear idea about what is going on in a company. 2.