) Parent & carer involvement: how does the setting engage with parents to share activity ideas, rhymes, resources, books, event dates, news, parent’s language needs, knowledge & expertise b)Staff -involvement/roles-how does everyone cooperate with children to promote communication; share observations ‘that worked well’, ’he does have two ears and a very waggy tail’, share information about choices eg. Snack foods, range of activities, introduction ‘xx’s mum is in today to help make sandwiches’. -Staff responsibilities-does a keyperson system operate to support your children? How do you monitor, check children’s language needs and act in consequence if there are any issues regarding it -Preparation of daily routines-are there times of the day
They will do this for example, putting the child at the centre listen to their views and be in involved in decisions that affect
4. Acknowledge children as competent learners and build active communities of engagement and inquiry. – the carer is not acknowledging that the child is a competent learner and building an active environment, 5. Sensitive to the vulnerabilities of children and families and respond in
We can also support the children by creating a safe and welcoming environment, allowing them to feel comfortable to be able to talk to staff if they have any problems. The younger child, however can be supported by ensuring she has clean clothes when she comes into the setting, so that she is not comfortable. We could support all children and mum by monitoring the children's behaviour, learning and development more regularly, making it more efficient to act upon if something begins to slip, such as their development in health and self care. Within this case, it would be crucial to support self care skills by making activities to improve the children's knowledge on, for example the morning routine (getting dressed and brushing teeth for example).
Children need the help and support they can get from adults as they are the able to make the correct transition into the next step in their lives. But depending on the child's age depends on how much support they would need. Transitions can be affected in many different ways such as moving into a different class, changing key stage, changing school and into a different way of teaching. Children and young people will
able to recognise and challenge it. Practitioners and children and young people’s organisations generally aim to be inclusive and welcoming to all children and families who wish to use their services, despite this, overt discrimination does sometimes occur, this can be the result of, Individual staff members favouring some children and families or treating others in a less favourable way because of prejudices that they hold
When I was a little girl I knew that I wanted to be a Nursery Nurse like my aunt. I was the child who used to always want to play schools with my peers or the children in my family (poor things!). I also used to sit my teddies in a row so they could see the story I was reading them. I had my own display board for my children’s (teddies’) work. I created registers and my very own going home box out of a shoebox.
Lord Laming produced a report called Every Child Matters which should ensure that each child should have their basic needs met i.e. food, water, warmth, be loved, feel safe respected and able to reach their full potential. The report has 5 outcomes: • being healthy: enjoying good physical and mental health and living a healthy lifestyle • staying safe: being protected from harm and neglect • enjoying and achieving: getting the most out of life and developing the skills for adulthood • making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour • Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. The needs and views of the child must not go un-noticed by putting the needs of the adult first. The wishes and feelings of the child should be a priority.
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
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.
The roles and responsibilities of different agencies and practitioners working to with children and young people. The role of Local Safeguarding Children Boards (LSCB’s) The process to
Answer: Ensuring children and young peopleâ€TMs safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in †̃loco parentisâ€TM while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety. The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to achieve the five basic outcomes: be healthy; stay safe; enjoy and achieve; make a
I am able to discuss any work related concerns during my supervision as well and discuss my professional development. Staff is able to access courses, workshops and seminars that enhance the knowledge relating to the implementation of safeguarding policies. Weekly staff meetings improve working practice allowing staff to discuss child safeguarding issues. Nevertheless, not everyone in the team holds same level of safeguarding training, especially agency staff or volunteers that come in contact with children and families, creating great risk to their
Anti-discriminatory practice is to help support all work with children, young people and their families. It is important that settings promote anti-discriminatory practice by offering equality of opportunity and being inclusive to all children who attend the setting. Anti-discriminatory practice is also all about the implementation of the work settings equal opportunities policy in all aspects of the setting such as the curriculum which members of staff have to follow in order to plan, deliver and evaluate daily. It is important that members of staff in a work setting make sure that each individual child has an opportunity to take part and participate in all activities whether it is indoors or outdoors in order to achieve their learning potential of what is expected of them according to their age development. It is important that when working with children all members of staff and practitioners must have a
Listening to children The UN Convention on the Rights of the Child shows a child’s right to his or her own views in all matters and the right to the freedom of expression. This includes the right to receive and be part of information about themselves. All people around children need to make sure that rights are upheld and matters affecting children are looked after. Children can experience worries at home, at school or with their peers and children need to talk about their issues. Parents, professionals and practitioners need to pay attention not only to what children say, but also what they are saying.
