Child Care Level 3

Unit 3- supporting children
E1- identify FIVE(5) pieces of legislation.
There are many different legislations that influence working practices in a setting for children, all of which are to ensure that children and kept safe and well at all times.
One legislation is Protection Of Children Act 1999, this act was put into place to ensure everybody working with children are suitable to do so, this can be done by ensuring staff and volunteers have completed a Criminal Records Bureau. (CRB)
Another legislation is the United Nations On The Rights Of A Child, (UNCRC) this act was put into place in 1989 and gives children under the age of 18 their own rights. There are 5 different parts of this law.
Another legislation is the Equality Act 2006, this act was put into place to ensure everybody was treated equally regardless to age, sex, religion, race ect.
Childcare Act 2006 is another legislation put into place to ensure children’s welfare. The childcare act provides a learning framework called the Early Years Foundation Stage. (EYFS)
Another legislation is the Sex Discriminations Act 1975, this act makes it illegal to discriminate due to gender.
E2- Describe how each piece of legislation will influence working practices in the setting.
The Child Protection Act 1999 came into force in October 2000, the main aim of this act is to ensure everybody working with children in suitable to do so.
‘The Protection of Children Act 1999 came into force in October 2000 and introduced the Protection of Children Act (PoCA) List in which the Secretary of State has a duty to record the names of individuals who are considered unsuitable to work with children. Organisations working with children are required to check the register before employing individuals, and required to add to the list anyone that fulfils certain criteria making them unsuitable to work with children.’
(http://webarchive.nationalarchives.gov.uk/20100419081706/crimereduction.homeoffice.gov.uk/youth/youth68.htm)
Before employing workers it is important to complete a CRB, this then ensures all workers are free from criminal records and are safe to work in the environment.
The united Nations On The Rights Of a Child (UNCRC) is a legislation to ensure children have their own rights, there are 5 main parts of this act they are- * Reinforces the importance of fundamental dignity * Highlights and defends the families role in children’s lives. * Seeks respect for children * Endorses the principle of non- discrimination * Establishes clear obligations for member countries to ensure that their legal framework is in line with the preventions of the convention.
This act is broken up into 54 different articles, these include, Article 2 (Non-discrimination), Article 3 (Best interests of the child), Article 12 (Respect for the views of the child), Article 16 (Right to privacy)
The Childcare Act 2006 provides the legal framework for the Government’s Ten year Strategy for Childcare, it reforms and simplifies the regulatory framework, and places new duties on local authorities to, improve outcomes for under 5s and reduce inequalities, secure sufficient childcare to meet needs and provides access to information and advice for parents.
The Equality Act 1996 came into force in autumn 2007, the main part of this act is the establishment of the commission for equality and human rights. This Act enforces equality on age, sex, disability, religion, race, and sexual orientation and encourages compliance with the Human Rights Act 1998. This act made it illegal to discriminate due to differences.

The Sex Discrimination Act 1975 was put into place to make it illegal to discriminate on the grounds of gender. An example of this is a setting could be a qualified male worker not being allowed to be left alone with a child, purely because of his gender. This act covers wage as well as services and education.

E3- Describe how the policies and procedures with help safeguard children.

Policies and procedures have been set out to ensure all children and workers are safe whilst in a setting. Every setting should have a range of policies that ensure children’s welfare and safety. Throughout settings polices may differ, but all should include a health and safety policy, this policy will give a guideline on how to keep children, parents and staff safe, for example what to do at the end of the day when handing children over. Another policy every setting should include is an equality policy, this policy will show the practioners responsibility to ensure the practice is free from discrimination. There are many other policies that settings should follow, these include- working with parents, special educational needs (SEN) behaviour management and provision of medicines.
All of this is supported by the Every Child Matters (ECM) stay safe section.
‘Staying safe - this outcome is principally about the extent to which providers contribute to ensuring that ‘children’ stay safe from harm. Evidence includes complying with child protection legislation, undertaking CRB checks, protecting young people and vulnerable adults from bullying, harassment and other forms of maltreatment, discrimination, crime, anti-social behaviour, sexual exploitation, exposure to violence and other dangers. Ensuring that all relevant staff are appropriately trained.’
(http://archive.excellencegateway.org.uk/page.aspx?o=167914)

E4- Describe how the policies and procedures promote fair, just and inclusive strategies.
Policies and procedures promote fair, just and inclusive practice as they are put into place to ensure all children are treated equally. (E8- it is important to ensure all children are treated equally, regardless of differences). This is put into place in an equal opportunities policy from a previous placement.
‘we do not discriminate against anyone, whether staff, pupil or parents, on the grounds of ethnicity, religion, attainment, age, disability, gender or background’
‘we seek to ensure that all pupils have equal access to the full range of educational opportunities provided by school.’
(st margrets’s at troy town, policy for equal opportunities)
Due to polices children should be treated correctly throughout practices, they should be free from harm and kept safe.
All children have the right to grow up safe from harm.
As adults we have a responsibility to keep them safe.
(st margrets’s at troy town, policy for equal opportunities)

E5- Describe TWO (2) strategies which the setting may empower children to develop independence and self reliance.
A strategy that empowers children to develop independence and self reliance could be at snack time, where the children can go and help themselves to any snack they would want and also pour their own drink. This teaches the children at a young age to be independent so when they get older they know how to help themselves to water and food without having to ask an older person and also learn how to limit what they do and don’t want to eat instead of it being picked for them.
This links to Maria Montessori’s theory, Montessori was a strong believer in independence.
‘Never help a child with a task at which he feels he can succeed." – Maria Montessori.
It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks. When the children are able to do things for themselves there is an increase in their self belief, self confidence and esteem that they may carry on throughout their life.’
(http://www.dailymontessori.com/montessori-theory/)
Another way of empowering children could be by praise, if you praise a child for doing something positive it will increase their self esteem and encourage them to believe in themselves, this could be done by golden time, or other forms of praise.

E6- give examples of how settings may prepare children for transfer or transition. Throughout life there are many transitions that people may go through, this includes, moving house, starting nursery, starting a new school, going into hospital, family or friends death, new baby and many more. Before a child goes through transition it is important to prepare the child for this, during this process it is important to involve the parents, this is especially important with younger children as transition can be confusing for them if they receive mixed messages.
If a child is due to start a new school a way of preparing them for this could be do to visits to the new school, doing this will familiarise the child with the new setting so it won’t all be new when he goes there on his own, when a child is visiting with a parent it shows to the child that the parent is supporting the child too and they are not alone.
If a child has suffered from a family death a way to help a child through this could be making a memory box for them, doing this with them will remind them of all the positive and happy moments they shared together and they will be able to look back at it when they are feeling down.
E7- Explain the causes and effects of discrimination on children.
People discriminate in different ways, different ways are stereo typing, being judgemental, prejudice, verbal abuse, physical attacks, and avoidance. There are many ‘reasons’ why people do this, common forms of discrimination are age, disability, income, religion, race, culture, family structure and gender.
Being discriminated against can effect a child in many different ways, this may include lowering self-esteem, a feeling of worthlessness, children may feel they do not want to try out new activities for fear of failure, they may not achieve fell potential at school. As well as this children may develop serious emotional and social problems later in life, therefore find it hard to form relationships. Becoming unsociable can have a major effect on development.
Lev Vygostky’s theory links to social development.
"…an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers.”
Vygotsky, L. (1978) Mind in Society: The Development of Psychological Processes http://dante.udallas.edu/edu3147/Quotations/vygotsky.htm E8- show an understanding of diversity and inclusive practice.
Shown throughout.
E9-Include references and bibliography.
D1- explain the key issues relating to the practice which supports children to prepare from transitions.
Whilst a child is going through transition it is important to support them as it can be a tough time for a child. Ways to support them could keeping the same routines. Children like environments which are stable and consistent. When children lack these things, they tend to feel anxiety. Despite whatever difficulties they might be experiencing in life, it is essential to try to maintain some type of normalcy for the child, whether by keeping the same routine as before or by allowing them to participate in the same activities such as, sports or painting.
Listen to the child. Among the chaos of transitions, it is common for children to feel lost and ignored. It is important to listen to the child and to reassure them that you acknowledge their feelings and that you treat them seriously. Discuss with the child and tell them that it is perfectly normal and acceptable for them to feel lost, hurt, angry, lonely and confused by all of the new changes in his life. Be there for the child, both physically and emotionally. Talk about the good sides of the transition. Show the child the good aspects of the life change, if possible. If they are going through a move, talk about how much bigger there new house will be, or how much better life will be for them after this transition. D2- Assess the effectiveness of the strategies which empower children to develop independence and self reliance.
At my current setting the children are given time each day for independent learning. This is where the children are free to choose what they would like to do from a choice of activities e.g. painting, construction, graphics, reading and outdoor play. This encourages independence as the children are self-reliant and do not rely on the teacher. It encourages children to make their own decisions about their learning and makes the children aware of their strengths and weaknesses. Independent learning allows the children to connect classroom learning with the real world. Another strategy is the morning routine. When the children come in they know they have to put their coats and bags on their named pegs, which are at their height. They then choose a book and sit down on the carpet. There are many different strategies in which settings can use to empower children to develop independence and self reliance.
C1- Evaluate ONE (1) theoretical perspective which supports development of strategies for empowering children.
One of the theorists that link to empowering is Vygotsky. Vygotsky's socio-cultural theory is widely used even today, as they formulate plans on how to get the most from students, challenging them to reach their highest potential. Vygoysky's belief that social interaction leads not only to increased levels of knowledge, but that it actually changes a child's thoughts and behaviours. Vygotsky's theory suggests that there are three ways in which learning is passed along to an individual. Imitative learning is the first, where the child simply copies another person. Second is instructed learning, where a child recalls direction given by a teacher and then puts it into play, and the third is collaborative learning. Collaborative learning happens when a peer group cooperates to learn or achieve a specific goal while working to understand one another.
B1- discuss how the causes and effects of discrimination may affect practice in setting.
An equal opportunities policy means as a practitioner you have a duty to ensure that children are valued and not discriminated against either by adults or by other children. Equality of opportunity means ensuring children in a setting’s care are seen as being individual and special. However, this does not mean treating all children exactly the same as some children may need more adult help and support than others or even special equipment to undertake and participate in activities. Equality of opportunity means ensuring that children are equally valued and given the same opportunities to fulfil their own potential. This is shown throughout my previous placements policy for equal opportunities. ( See appendice 1).
Children who are discriminated against feel worthless and useless. Sometimes children feel they are worthless . Children measure their own worth by the responses they get from adult and children who are considerable to them. They need to experience the approval and acceptance of these people to develop feelings of self- approval and self- acceptance. . A child with low self-esteem will often give up on a task earlier than other children as they assume that they cannot achieve it.

A- reflect on the influences of legislation on working practices within early years settings
The Health and Safety At Work Act 1974 will influence working people working in the setting, as they will be sure to check all areas of the setting at all times, making sure to check all electrical are safe, all sharp objects are out of the way, chemicals such as bleach are on shelves out of children’s reach and make sure that all potties and toilets are clean at all times. The setting must make sure that any hazardous waste such as nappies and bodily fluids are put in the correct place, ensuring that they are away from children and disposed from properly. Plug socket covers should be on all plugs around the setting and fridge and cupboard locks should be fitted, locks should be fitted on doors so the children cannot escape. This puts pressure on the practitioners to keep the children safe.
The Childcare Act defines ‘childcare’ as ‘any form of care for a child’ (other than that provided by schools). This means any out of school clubs or holiday play schemes . The Childcare Act places duties on English local authorities to improve the outcomes for young children, to secure sufficient childcare to enable parents to work, and to provide information to parents about childcare. The Childcare Act requires Local Authorities to have particular regard to the needs of disabled children as part of their new duties to assess the childcare needs of families and secure sufficient childcare to children up to and including age 14 (and 18 for disabled children).