Assignment 3: Supporting Children

Unit 3 – Supporting Children

E1 and E2 The Children Act 1989 - The Children Act 1989 has influenced setting by bringing together several sets of guidance and provided the foundation for many of the standards practitioners adhere to and maintain when working with children. The Act requires that settings work together in the best interests of the child and that they form partnerships with parents and carers. It requires settings to have an appropriate adult: child ratios and policies and procedures on child protection. This Act has an influence in all areas of practice within setting. For example; planning.

United Nations Conventions on the Rights of the Child 1989 – UNCRC is a human rights treaty which sets out the civil, political, economic,
This strategy is suggested by the EYFS because allows for adventure, exploration and gaining new experiences. Different activities, which the setting provide develop range of skills and abilities. Taking part in activities, free-flow or structured, allows children learn social interactions and behaviours such as sharing equipment, taking turns. Providing activities allows children to use their language to communicate wiliness to participation in it, raising their confidence to communicate and self reliance to complete it. Providing different activities stimulate children`s imagination, cognitive, language, personal, social and emotional as well as physical development and allow to fulfil children`s potential. Encouraging children’s self-reliance is an important part of helping them to develop the independence and resilience which will enable them to face life’s demands and challenges in preparation for their adult lives. Encouraging self-reliance involves helping children to develop: independence, dependence, competence in looking after themselves, trust in their own judgement and actions and confidence in their own abilities.
“Be patient and provide time for children to do things for themselves. For example, let younger children dress themselves; although it takes longer, it is an essential self-help skill. Children with physical disabilities may need sensitive support in this area.”
Bruner believes that humans have the ability to learn and grow with no limit; therefore, practitioners should have confidence in the children to learn something new. Although Bruner’s theory is adult-initiated, it still empowers children. When the scaffolding takes place, practitioners must be enthusiastic and encourage children to learn; practitioners must make it enjoyable and exciting to make sure children do not get bored and distracted. This empowers children as when the practitioner slowly moves away, and allows the child to do it on their own, the child’s confidence and self-reliance increases: they believe that they are able to do things on their own. This obviously increases their independence; they will be happy with themselves and will want to do things on their own more often. If a child has a lot of difficulty, and can’t manage to do what they have learnt on their own, the practitioner can still support them until they can manage to do it on their own. As long as the practitioner does not do the work for them, and the child is still learning, the practitioner can give the child as much support as they need, until they can do it on their own. Another thing which is also good about Bruner’s theory is that once children will be