E1 Unit 5
Unit 5 – The principles underpinning the role of the practitioner working with children
E1
I am going to descrribe the responsibility of the practitioner in professional relationships in four different areas. With children, families, colleagues and other professionals.
The responsibility of the practitioner in professional relationships with children,
The practitioner must always:
● Make the child feel valued and welcome.
“ensuring that children have a settled and close relationship with their key person.” Tassoni P 50:2008
This means children need to feel they are loved it’s a primary essential. As shown by the theorist, Harlow’s monkey’s.
Why?
● Their learning and ability to learn increases.
When they have the primary …show more content…
essentials they can concentrate, feel safe and comfortable within the nursery.
They must provide a service of care .
This is the main priority they need to monitor the child’s growth and development.
“It helps children to develop the socialisation skills needed to make relationships” Tassoni P 50:2008
The responsibilities of the practitioner towards families.
● Maintaining eye contact.
Show you’re giving your full attention to a parent.
● Positive body language
This shows how you really feel toward a parent, so make sure you’re aware at all times about the way you’re standing/sitting.
● Don’t interrupt a parent
Show you’re listening and engaged with the parent.
● Every so often summarise the points of discussion
This way you’ll both be clear on what is being said.
● Follow up what you say
If a parent asks a question to which you don’t know the answer make sure you find out the answer by the next time you see them.
● Remember which families have religions and different cultures/traditions
● Certain gestures/touching may insult someone.
● Parent has a different language speak slowly and clearly. Use visual aids to help. Including hearing impairment.
● Never gossip about anything that has happened within the nursery.
The bullet points are from Bruce T, Meggitt C, and Grenier J 514:2010
The responsibilities of the practitioner towards other colleagues
● Respect the principles of confidentiality If something happens in the nursery you must respect that it is confidential and you cannot talk about it.
● Communication
You must pass information to the practitioner who needs to know the information. The nursery doesn’t want to look un-professional, if the child’s key worker isn’t in the nursery setting and the parent leaves a message for them, you must remember to tell the key worker.
● Professional adverts/posters
Must spell everything properly and make sure you have used all the appropriate grammar.
● Professional/Appropriate speaking at all times.
E2
I am going to discuss two issues which contribute to maintaining professional relationships with children and adults.
To maintain professional relationships there are two main issues which contribute to doing so, these are:
● Parents and Staff working together.
Staff understand a parents view over their children. For example if a parent wants the child to sleep at 10 then again at 3 they must follow through. The parent knows their own child best. What their likes and dislikes are.
“If the partnership between parents, staff and child is going to develop well, each needs to be able to trust and respect the other.” Bruce T, Grenier J, Meggitt C 220:2012
If a parent has had a bad experience you can’t just tell them that your nursery isn’t the same, you’ve have to prove it. Staff must be sensitive towards the parent if they have had a bad experience previously. They may not be open to explaining why this happened. Keeping information about children and their families confidential is essential in maintaining professional relationships because any discussions or comments about the children or family issues shouldn 't sp spoken about to anyone other than the people who need to know within the nursery. Anything that concerns a child, parent, or staff member should be reported to the correct member of staff. Parent 's confidence in how their child is treated in nurseries will be very low and If trust is broken between the parctitioner and parent, the parent might not be happy with sending their child to a different nursery incase the same thing happens this means the child will miss out on making friends and starting school knowing next to no one. Having a good relationship between staff and parents reflects on the child also. You have to be very careful about keeping information on the child confidential.
● Developing partnerships with parents.
One key thing you must remember, you aren’t here to make friends with the parent. This is a professional relationship only. To develop a partnership you must remember that
"every family is different, with different needs and traditions." Bruce T, et al. 220:2012
and all parents want to do their best for their children. So sending them to a good nursery is vital. If something major happened at their previous nursery they may be nervous to leave their child with you, you must be reassuring and patient with the parents and children. Moving nurseries at such a young age may take them back to when they first started nursery and they 'll become unsettled and scared incase the same things happens at the new nursery. Also developing a partnership may put a parent at ease if it 's their first child 's first day at nursery they will be very nervous as they aren 't quite sure about what is going to happen. You need to respect that the child may have a religion where they can 't do certain things but you cannot exclude them. Plan around their needs if they 're alleregic to peanuts make sure, if you decide to bake, that the ingredients contain no nuts. Same with any other children. Make sure they can all join in. Otherwise only do those activities on the days they aren 't in.
E3
I am going to explain the value of a multi-professional approach when working with children and parents.
There 's lots of professionals involved in a childs life. A teacher, a speech therapist, a doctor, a social worker, a nurse etc. All of these people have an interest in helping the child and therefore need to work together towards the best interest of the child.
Professionals altogether view children in all areas which is known as the Holistic Approach. “seeing a child in the round as a whole person, emotionally, intellectually, socially, physically, morally, culturally and spiritually” Bruce T, et al. 24:2012
Multi-Agency working can support the child if they have a disability. Hearing impairment, speech impairment, etc. Other professionals are trained in specific areas to help a child in the area they 're disabled. For example if a child hasn 't learnt to talk by the age of 3, in nurseries they can go to speech therapists who can help them develop by, in some cases, taking them back and taught how a baby learns.
It 's important to feature the government 's every child matters …show more content…
framework.
Professionals need to keep focused on the child therefore putting them at the centre of everything, making sure they 're involved and not left out then the child will be communitcating and their confidence levels will grow this sets them up for later life. All the professionals the parents work with need a form of communication to see how well the child is coming along what they can personally do to help in their setting and in your opinion what you feel they 're lacking in. The parent needs to be involved and told everything they need to know as it is their child. If the parent notices something it 's best to acknowledge it straight away before the problem begins to worsen.
"Professionals who may work together to support children and young people include:
● Practitioners in early years settings
● Health visitors and other health professionals
● Hospital and community play specialists, play therapists
● Early support family advice
● Portage workers
● Educational Psycologists
● School health service - nurses, doctors and dentists
● Social workers
● Paediatric dieticians
● Youth development services
● Voluntry organisations e.g. Banardo 's, NCPCC" Bruce T, et al 215:2012
E4
I am going to describe the benefits of developing reflective practice within the setting.
If you are a reflective practitioner you can change things within the nursery that you feel didn’t work so well. Also you can re-do activities that worked well and all the children enjoyed it, e.g. if you did junk modelling, like I did in my placement, and made catepillars out of egg boxes maybe you can change it to be like the theme of this half term. If it was transport then they could make cars, aeroplanes, trains etc out of the junk modelling.
Reflective practice also helps the practitioner figure out the next steps for their key children. If they see that a child is slower and struggling doing a certain activity they can change it for them see how it works being reflective doesn 't just help the nursery it helps the children be the best they can be. Also the practitioners can see the strengths and weaknesses of their activities and maybe they change little things about then to make them work. Some nurseries use the reflective cycle:
http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods- 20th March 2013-03-20
“you have a professional duty to reflect and develop your practice because by doing so you are more likely to ‘get it right’ for individual children” Beith K, Bulman K, Tassoni P. 159:2005
E5
I am going to summarise the main principles that underpin working with children.
What is the CACHE statement of values?
The CACHE statement of values is useful for checking you’re upholding important childcare values. The child’s needs are paramount. They come first in the setting.
The CACHE statement of values ensures every student practitioner puts the child first, ensuring the child 's welfare and safety, showing compassion and sensitivity, respecting the child as an individual, upholding the child 's rights and dignity, enabling the child to achieve their full potential, never use physical punishment. Respect the parent, or those in a parenting role as the primary carer of that child. Respect the customs, values and spiritual beliefs of the child and their family.
Uphold CACHE 's Diversity Statement.
Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child.
Who needs the CACHE statement of values?
The CACHE statement of values is given to each CACHE student on entering placement to ensure they meet are the requirements needed to past the CACHE criteria.
What is the CACHE statement of values designed to do?
• Respect each person 's
- Opinions
- Feelings
- Personal space
- Country of origin
- Culture
- Religion
- Language/accent
• Be honest and open with each other
• Be willing to contribute to the group discussions
• Accept positive and negative feedback
• Retain confidentiality within the group
The main principles that underpin working with children are:
● Treat children and young people with respect
Give only essential information, ask open-ended questions this encourages language development. All children are different, therefore they must be treated individually. Make sure you’re welcoming and positive to a young child. o Keep children and young people safe
This is making sure they’re supervised at all times. Any dangerous objects are kept well out of reach and make sure you know each child’s individual development before letting them use scissors, knives, etc.
● Value and respect children and young people
You must listen, engage and take an interest in what the child is telling you. Include all children in everything you do, even if you do it in separate groups. Make sure each child is included. Don’t single children out, be sensitive and friendly to each child’s needs, make sure they control their own play.
“Develop and sense of trust and caring with each child and young person” Bruce T, et al. 11:2012
E6
I am going to explain why it 's important to value childrens interests and experiences.
It is highly important to value children’s interests and experiences, if you make a child feel like their experiences are brilliant and listen to their interests their work improves and they feel happier as Jane Elliot shows. Not only is valuing a childs interests and experiences, it 's also a requirement of the Early Years Foundation Stage Curriculum. (EYFS) which is mandatory to follow.
If you listen to what they do/like to do you can plan more effectively. While I was at placement they loved drawings of superheros so listening to what they like and what costumes they have at home you can put it into the setting and allow them to enjoy going to their nursery. This particular way can also help new children in the setting. They 've started somewhere new for the first time they may feel comforted if you draw, read, play with what they like to do at home. This will raise their self esteem and confidence. Observing children can help too, you see what they most like playing with. This supports the child centred approach. You 're listening to what they like to do and putting it into practice. This will boost their concentration, as they 're listening to something with their favourite cartoons/superheros/animals/people etc.
"By observing children you can see what they already enjoy doing and which activities help them to concentrate." (Tassoni P,253:2007)
“Jane Elliott created the famous “blue-eyed/brown-eyed” exercise, first done with grade three school children in the 1960’s” http://en.wikipedia.org/wiki/Jane_Elliott - 20th March 2013
This showed when the child was acknowledged and felt above the rest of the children the quality of their work improved, they could complete simple tasks quicker and more effectively. The next day the blue eyes thought they were above everyone and they forgot their glasses, etc. The brown eyed children who thought they were inferior took longer to complete simple tasks. Just shows if you include a child and make them feel valued the quality of their work improves. It also improves their self esteem, confidence and social skills. The practitioner should ensure that they are planning appropriate activities to meet each child’s individual needs.
E7
I am going to collate information about one recent initiative and one piece of current research which relate to provision for children.
The Early Years Foundation Stage - Initiative
“The Early Years Foundation Stage (EYFS) : a comprehensive statutory framework...that set the standards for the care, learning and development of young children birth to five.” Bruce T, et al 2:2012
Who uses the EYFS?
● Reception and nursery classes
● Day nurseries
● Child minders
● Playgroups
● After-school clubs and breakfast clubs
● Holiday play schemes
● Children’s Centers
● The following groups do not need to use the EYFS
● Mother and toddler groups
● Nannies
● Short –term, occasional care (such and crèches)
What is it for?
To make sure the child’s needs are kept paramount. It is mandatory to follow the EYFS it is a big park of the early years curriculum. The places/people that use the EYFS need to follow the guidelines as it helps the children grow and develop to the best of their ability.
Forest Schools - Research
This is an outdoor education where school children visit forests/woodlands, learning personal, social and technical skills. It 's also non-mandatory “Forest school programmes run throughout the year for 36 weeks, going into the woods in all weathers (except high winds)
Forest Schools aim:
● A greater understanding of their own natural and man-made environments
● A wide range of physical skills
● Social communication skills
● Independence
● A positive mental attitude, self-esteem and confidence.”
Bruce T, Grenier J, Meggitt C 183:2012
D1
I am going to explain the importance of reflective practice for improving my own
performance.
It is important to look back on your work, and planning to make sure everything worked. It’s important to be a reflective practitioner to make sure you’re doing Everything right. The benefits of reflective practice are you can look back on activities and if they worked you can repeat them, if they didn’t you could either change them or not do them again. If they look back on, for example: A Christmas game ‘Find the marshmallow in the flour’ They could look back and see, all the children found it very fun except one child with celiac disease. Reflective practice would be vital here to make sure all the children could join in with every activity. To be a good reflective practitioner you must have an objective approach to your work. What was in fact good, and what wasn 't so good. Reflective practice is very important because you can see maybe where you 're going wrong with a certain child
From the reflective practice you can:
● Learn from mistakes
● Recognise strengths
● Improve performance
● Set goals
● Change or modify practice
● Transferable skills
Any targets that are set from reflective practice should be SMART targets.
This means
Specific - Your plan should clearly focus on areas you want to develop.
Measurable - You need to be aware of the parts of your targets you have achieved.
Achieveable - Make sure the targets can be achieved. Make sure you 're not giving youself too many targets
Realistic - Make sure the targets are within reach of your ability. Don 't go over board and make them unreachable. If you set difficult targets you 're going to try reach that specific one and forget the rest your practice may get worse if you just focus on one.
Timescale - How long will each target take? If you want to succeed you need to set yourself targets and make sure you 've got enough time to complete them in. You don 't want to overload yourself or the quality of your work will decrease.
D2
Two strategies for improving your own learning and performance are:
1. The problem cycle
Actual Experiences
A Christmas game ‘Find the marshmallow in the flour’ a child with celiac disease couldn’t join in, so he had to sit out.
Evaluate Solution
He wasn’t singled out from the other children so he was happy.
Analyse the problem
He could have an allergic reaction.
Real problem
He felt left out and upset. He couldn’t join in or he would definitely be really poorly.
The problem cycle
Select best solution
Change all the flour so it suits his needs and he can join in with all the other children. This ensures he didn’t feel left out or different.
Think of possible solutions
Sit him with his own flour on how own, or make all the other children use his flour.
The problem solving cycle. Figure 5.4
Bruce T, Grenier J, Meggitt C 228:2012
C
I am going to analyse how the main principles that underpin working working with children can support the practitioners ' practice in the setting
The main principles that underpin working with children are the CACHE statement of values.
The main principles that underpin working with children are
Treat children and young people with respect
Give only essential information, ask open-ended questions this encourages language development. All children are different, therefore they must be treated individually. Make sure you’re welcoming and positive to a young child.
Keep children and young people safe
This is making sure they’re supervised at all times. Any dangerous objects are kept well out of reach and make sure you know each child’s individual development before letting them use scissors, knives, etc.
Value and respect children and young people
You must listen, engage and take an interest in what the child is telling you. Include all children in everything you do, even if you do it in separate groups. Make sure each child is included. Don’t single children out, be sensitive and friendly to each child’s needs, make sure they control their own play.
Respect each person 's opinions, feelings, personal space, country of origin, culture, religion, language/accent
If the practitioner respects the parents and children they 're likely to get the respect back. This can support the practitioners work because you want to be seen as a good student practitioner.
• Be honest and open with each other
If you 're honest you 're more likely to become a better practitioner. If you lie about things and then get found out your childcare carrer can be ruined. If you ask or recieve a reference from them they can 't lie so you must follow these to help support your role as a student, childcare practitioner.
• Be willing to contribute to the group discussions
Give your opinions and be objective.
• Accept positive and negative feedback
Be happy with positive feedback and if you get any negative feedback put it to good use. Improve. Everyone has areas they could do to improve on.
• Retain confidentiality within the group
Never speak about what has happened, outside the nursery. That stays inside and is dealt with there. Your gossip can cause other problems to arise.
B
Early Years Foundation Stage
A comprehensive statutory framework, used between the ages of birth and five years old.
These places must use the EYFS
Reception and nursery classes, Day nurseries, Child minders, Playgroups, After-school clubs and breakfast clubs, Holiday play schemes, Children’s Centers
The following groups do not need to use the EYFS
○ Mother and toddler groups
○ Nannies
○ Short –term, occasional care (such and crèches)
What is it for?
To make sure the child’s needs are kept paramount. It is mandatory to follow the EYFS it is a big park of the early years curriculum. This ensures that children learn and develop well and are kept healthy and safe. The places/people that use the EYFS need to follow the guidelines as it helps the children grow and develop to the best of their ability. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
This makes sure the child’s needs are paramount. The child is the most important person in this area. Therefore they must be treated with respect and valued. Every child is unique therefore should be treated to their needs and learning abilities. The EYFS shows children can learn through play and exploration, creating and critically thinking and active learning. The EYFS covers everything. It stipulates that the learning environment should provide opportunities for indoor and outdoor play. This will help form relationships, be confident, take turns and share, initiate conversations etc.
A
Forest Schools
This is an outdoor education where school children visit forests. This is non-mandatory. Forest school programmes run throughout the year for 36 weeks.
Forest Schools aim:
A greater understanding of their own natural and man-made environments. A wide range of physical skills. Social communication skills. Independence. A positive mental attitude, self-esteem and confidence.
Childhood obesity is growing, getting the children outdoors and active can help them live a healthy life style. This positively affects the part of the brain responsible for learning and memory. Physical activity improves the child’s fitness and lowers their risk of obesity.
Forest School is a long term developmental programme that takes place on a regular basis, typically once a week
Bibliography
Books
Bruce T, Grenier J, Meggitt C, 2012, Childcare and Education 2nd edition, London, Hodder Education.
Beith K, Bulman K, Tassoni P, 2005, Children’s care, learning and development, Oxford, Heinemann.
Beith K, Tassoni P, 2002, Child Care and Education, Oxford, Heinemann.
Tassoni P, 2008, Practical EYFS handbook, Essex, Heinemann
Bruce T, Grenier J, Meggitt C, 2010, Childcare and Education, London, Hodder Education.
Internet
http://en.wikipedia.org/wiki/Jane_Elliott - 20th March 2013
http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html - 20th March 2013
E1
I am going to descrribe the responsibility of the practitioner in professional relationships in four different areas. With children, families, colleagues and other professionals.
The responsibility of the practitioner in professional relationships with children,
The practitioner must always:
● Make the child feel valued and welcome.
“ensuring that children have a settled and close relationship with their key person.” Tassoni P 50:2008
This means children need to feel they are loved it’s a primary essential. As shown by the theorist, Harlow’s monkey’s.
Why?
● Their learning and ability to learn increases.
When they have the primary …show more content…
essentials they can concentrate, feel safe and comfortable within the nursery.
They must provide a service of care .
This is the main priority they need to monitor the child’s growth and development.
“It helps children to develop the socialisation skills needed to make relationships” Tassoni P 50:2008
The responsibilities of the practitioner towards families.
● Maintaining eye contact.
Show you’re giving your full attention to a parent.
● Positive body language
This shows how you really feel toward a parent, so make sure you’re aware at all times about the way you’re standing/sitting.
● Don’t interrupt a parent
Show you’re listening and engaged with the parent.
● Every so often summarise the points of discussion
This way you’ll both be clear on what is being said.
● Follow up what you say
If a parent asks a question to which you don’t know the answer make sure you find out the answer by the next time you see them.
● Remember which families have religions and different cultures/traditions
● Certain gestures/touching may insult someone.
● Parent has a different language speak slowly and clearly. Use visual aids to help. Including hearing impairment.
● Never gossip about anything that has happened within the nursery.
The bullet points are from Bruce T, Meggitt C, and Grenier J 514:2010
The responsibilities of the practitioner towards other colleagues
● Respect the principles of confidentiality If something happens in the nursery you must respect that it is confidential and you cannot talk about it.
● Communication
You must pass information to the practitioner who needs to know the information. The nursery doesn’t want to look un-professional, if the child’s key worker isn’t in the nursery setting and the parent leaves a message for them, you must remember to tell the key worker.
● Professional adverts/posters
Must spell everything properly and make sure you have used all the appropriate grammar.
● Professional/Appropriate speaking at all times.
E2
I am going to discuss two issues which contribute to maintaining professional relationships with children and adults.
To maintain professional relationships there are two main issues which contribute to doing so, these are:
● Parents and Staff working together.
Staff understand a parents view over their children. For example if a parent wants the child to sleep at 10 then again at 3 they must follow through. The parent knows their own child best. What their likes and dislikes are.
“If the partnership between parents, staff and child is going to develop well, each needs to be able to trust and respect the other.” Bruce T, Grenier J, Meggitt C 220:2012
If a parent has had a bad experience you can’t just tell them that your nursery isn’t the same, you’ve have to prove it. Staff must be sensitive towards the parent if they have had a bad experience previously. They may not be open to explaining why this happened. Keeping information about children and their families confidential is essential in maintaining professional relationships because any discussions or comments about the children or family issues shouldn 't sp spoken about to anyone other than the people who need to know within the nursery. Anything that concerns a child, parent, or staff member should be reported to the correct member of staff. Parent 's confidence in how their child is treated in nurseries will be very low and If trust is broken between the parctitioner and parent, the parent might not be happy with sending their child to a different nursery incase the same thing happens this means the child will miss out on making friends and starting school knowing next to no one. Having a good relationship between staff and parents reflects on the child also. You have to be very careful about keeping information on the child confidential.
● Developing partnerships with parents.
One key thing you must remember, you aren’t here to make friends with the parent. This is a professional relationship only. To develop a partnership you must remember that
"every family is different, with different needs and traditions." Bruce T, et al. 220:2012
and all parents want to do their best for their children. So sending them to a good nursery is vital. If something major happened at their previous nursery they may be nervous to leave their child with you, you must be reassuring and patient with the parents and children. Moving nurseries at such a young age may take them back to when they first started nursery and they 'll become unsettled and scared incase the same things happens at the new nursery. Also developing a partnership may put a parent at ease if it 's their first child 's first day at nursery they will be very nervous as they aren 't quite sure about what is going to happen. You need to respect that the child may have a religion where they can 't do certain things but you cannot exclude them. Plan around their needs if they 're alleregic to peanuts make sure, if you decide to bake, that the ingredients contain no nuts. Same with any other children. Make sure they can all join in. Otherwise only do those activities on the days they aren 't in.
E3
I am going to explain the value of a multi-professional approach when working with children and parents.
There 's lots of professionals involved in a childs life. A teacher, a speech therapist, a doctor, a social worker, a nurse etc. All of these people have an interest in helping the child and therefore need to work together towards the best interest of the child.
Professionals altogether view children in all areas which is known as the Holistic Approach. “seeing a child in the round as a whole person, emotionally, intellectually, socially, physically, morally, culturally and spiritually” Bruce T, et al. 24:2012
Multi-Agency working can support the child if they have a disability. Hearing impairment, speech impairment, etc. Other professionals are trained in specific areas to help a child in the area they 're disabled. For example if a child hasn 't learnt to talk by the age of 3, in nurseries they can go to speech therapists who can help them develop by, in some cases, taking them back and taught how a baby learns.
It 's important to feature the government 's every child matters …show more content…
framework.
Professionals need to keep focused on the child therefore putting them at the centre of everything, making sure they 're involved and not left out then the child will be communitcating and their confidence levels will grow this sets them up for later life. All the professionals the parents work with need a form of communication to see how well the child is coming along what they can personally do to help in their setting and in your opinion what you feel they 're lacking in. The parent needs to be involved and told everything they need to know as it is their child. If the parent notices something it 's best to acknowledge it straight away before the problem begins to worsen.
"Professionals who may work together to support children and young people include:
● Practitioners in early years settings
● Health visitors and other health professionals
● Hospital and community play specialists, play therapists
● Early support family advice
● Portage workers
● Educational Psycologists
● School health service - nurses, doctors and dentists
● Social workers
● Paediatric dieticians
● Youth development services
● Voluntry organisations e.g. Banardo 's, NCPCC" Bruce T, et al 215:2012
E4
I am going to describe the benefits of developing reflective practice within the setting.
If you are a reflective practitioner you can change things within the nursery that you feel didn’t work so well. Also you can re-do activities that worked well and all the children enjoyed it, e.g. if you did junk modelling, like I did in my placement, and made catepillars out of egg boxes maybe you can change it to be like the theme of this half term. If it was transport then they could make cars, aeroplanes, trains etc out of the junk modelling.
Reflective practice also helps the practitioner figure out the next steps for their key children. If they see that a child is slower and struggling doing a certain activity they can change it for them see how it works being reflective doesn 't just help the nursery it helps the children be the best they can be. Also the practitioners can see the strengths and weaknesses of their activities and maybe they change little things about then to make them work. Some nurseries use the reflective cycle:
http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods- 20th March 2013-03-20
“you have a professional duty to reflect and develop your practice because by doing so you are more likely to ‘get it right’ for individual children” Beith K, Bulman K, Tassoni P. 159:2005
E5
I am going to summarise the main principles that underpin working with children.
What is the CACHE statement of values?
The CACHE statement of values is useful for checking you’re upholding important childcare values. The child’s needs are paramount. They come first in the setting.
The CACHE statement of values ensures every student practitioner puts the child first, ensuring the child 's welfare and safety, showing compassion and sensitivity, respecting the child as an individual, upholding the child 's rights and dignity, enabling the child to achieve their full potential, never use physical punishment. Respect the parent, or those in a parenting role as the primary carer of that child. Respect the customs, values and spiritual beliefs of the child and their family.
Uphold CACHE 's Diversity Statement.
Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child.
Who needs the CACHE statement of values?
The CACHE statement of values is given to each CACHE student on entering placement to ensure they meet are the requirements needed to past the CACHE criteria.
What is the CACHE statement of values designed to do?
• Respect each person 's
- Opinions
- Feelings
- Personal space
- Country of origin
- Culture
- Religion
- Language/accent
• Be honest and open with each other
• Be willing to contribute to the group discussions
• Accept positive and negative feedback
• Retain confidentiality within the group
The main principles that underpin working with children are:
● Treat children and young people with respect
Give only essential information, ask open-ended questions this encourages language development. All children are different, therefore they must be treated individually. Make sure you’re welcoming and positive to a young child. o Keep children and young people safe
This is making sure they’re supervised at all times. Any dangerous objects are kept well out of reach and make sure you know each child’s individual development before letting them use scissors, knives, etc.
● Value and respect children and young people
You must listen, engage and take an interest in what the child is telling you. Include all children in everything you do, even if you do it in separate groups. Make sure each child is included. Don’t single children out, be sensitive and friendly to each child’s needs, make sure they control their own play.
“Develop and sense of trust and caring with each child and young person” Bruce T, et al. 11:2012
E6
I am going to explain why it 's important to value childrens interests and experiences.
It is highly important to value children’s interests and experiences, if you make a child feel like their experiences are brilliant and listen to their interests their work improves and they feel happier as Jane Elliot shows. Not only is valuing a childs interests and experiences, it 's also a requirement of the Early Years Foundation Stage Curriculum. (EYFS) which is mandatory to follow.
If you listen to what they do/like to do you can plan more effectively. While I was at placement they loved drawings of superheros so listening to what they like and what costumes they have at home you can put it into the setting and allow them to enjoy going to their nursery. This particular way can also help new children in the setting. They 've started somewhere new for the first time they may feel comforted if you draw, read, play with what they like to do at home. This will raise their self esteem and confidence. Observing children can help too, you see what they most like playing with. This supports the child centred approach. You 're listening to what they like to do and putting it into practice. This will boost their concentration, as they 're listening to something with their favourite cartoons/superheros/animals/people etc.
"By observing children you can see what they already enjoy doing and which activities help them to concentrate." (Tassoni P,253:2007)
“Jane Elliott created the famous “blue-eyed/brown-eyed” exercise, first done with grade three school children in the 1960’s” http://en.wikipedia.org/wiki/Jane_Elliott - 20th March 2013
This showed when the child was acknowledged and felt above the rest of the children the quality of their work improved, they could complete simple tasks quicker and more effectively. The next day the blue eyes thought they were above everyone and they forgot their glasses, etc. The brown eyed children who thought they were inferior took longer to complete simple tasks. Just shows if you include a child and make them feel valued the quality of their work improves. It also improves their self esteem, confidence and social skills. The practitioner should ensure that they are planning appropriate activities to meet each child’s individual needs.
E7
I am going to collate information about one recent initiative and one piece of current research which relate to provision for children.
The Early Years Foundation Stage - Initiative
“The Early Years Foundation Stage (EYFS) : a comprehensive statutory framework...that set the standards for the care, learning and development of young children birth to five.” Bruce T, et al 2:2012
Who uses the EYFS?
● Reception and nursery classes
● Day nurseries
● Child minders
● Playgroups
● After-school clubs and breakfast clubs
● Holiday play schemes
● Children’s Centers
● The following groups do not need to use the EYFS
● Mother and toddler groups
● Nannies
● Short –term, occasional care (such and crèches)
What is it for?
To make sure the child’s needs are kept paramount. It is mandatory to follow the EYFS it is a big park of the early years curriculum. The places/people that use the EYFS need to follow the guidelines as it helps the children grow and develop to the best of their ability.
Forest Schools - Research
This is an outdoor education where school children visit forests/woodlands, learning personal, social and technical skills. It 's also non-mandatory “Forest school programmes run throughout the year for 36 weeks, going into the woods in all weathers (except high winds)
Forest Schools aim:
● A greater understanding of their own natural and man-made environments
● A wide range of physical skills
● Social communication skills
● Independence
● A positive mental attitude, self-esteem and confidence.”
Bruce T, Grenier J, Meggitt C 183:2012
D1
I am going to explain the importance of reflective practice for improving my own
performance.
It is important to look back on your work, and planning to make sure everything worked. It’s important to be a reflective practitioner to make sure you’re doing Everything right. The benefits of reflective practice are you can look back on activities and if they worked you can repeat them, if they didn’t you could either change them or not do them again. If they look back on, for example: A Christmas game ‘Find the marshmallow in the flour’ They could look back and see, all the children found it very fun except one child with celiac disease. Reflective practice would be vital here to make sure all the children could join in with every activity. To be a good reflective practitioner you must have an objective approach to your work. What was in fact good, and what wasn 't so good. Reflective practice is very important because you can see maybe where you 're going wrong with a certain child
From the reflective practice you can:
● Learn from mistakes
● Recognise strengths
● Improve performance
● Set goals
● Change or modify practice
● Transferable skills
Any targets that are set from reflective practice should be SMART targets.
This means
Specific - Your plan should clearly focus on areas you want to develop.
Measurable - You need to be aware of the parts of your targets you have achieved.
Achieveable - Make sure the targets can be achieved. Make sure you 're not giving youself too many targets
Realistic - Make sure the targets are within reach of your ability. Don 't go over board and make them unreachable. If you set difficult targets you 're going to try reach that specific one and forget the rest your practice may get worse if you just focus on one.
Timescale - How long will each target take? If you want to succeed you need to set yourself targets and make sure you 've got enough time to complete them in. You don 't want to overload yourself or the quality of your work will decrease.
D2
Two strategies for improving your own learning and performance are:
1. The problem cycle
Actual Experiences
A Christmas game ‘Find the marshmallow in the flour’ a child with celiac disease couldn’t join in, so he had to sit out.
Evaluate Solution
He wasn’t singled out from the other children so he was happy.
Analyse the problem
He could have an allergic reaction.
Real problem
He felt left out and upset. He couldn’t join in or he would definitely be really poorly.
The problem cycle
Select best solution
Change all the flour so it suits his needs and he can join in with all the other children. This ensures he didn’t feel left out or different.
Think of possible solutions
Sit him with his own flour on how own, or make all the other children use his flour.
The problem solving cycle. Figure 5.4
Bruce T, Grenier J, Meggitt C 228:2012
C
I am going to analyse how the main principles that underpin working working with children can support the practitioners ' practice in the setting
The main principles that underpin working with children are the CACHE statement of values.
The main principles that underpin working with children are
Treat children and young people with respect
Give only essential information, ask open-ended questions this encourages language development. All children are different, therefore they must be treated individually. Make sure you’re welcoming and positive to a young child.
Keep children and young people safe
This is making sure they’re supervised at all times. Any dangerous objects are kept well out of reach and make sure you know each child’s individual development before letting them use scissors, knives, etc.
Value and respect children and young people
You must listen, engage and take an interest in what the child is telling you. Include all children in everything you do, even if you do it in separate groups. Make sure each child is included. Don’t single children out, be sensitive and friendly to each child’s needs, make sure they control their own play.
Respect each person 's opinions, feelings, personal space, country of origin, culture, religion, language/accent
If the practitioner respects the parents and children they 're likely to get the respect back. This can support the practitioners work because you want to be seen as a good student practitioner.
• Be honest and open with each other
If you 're honest you 're more likely to become a better practitioner. If you lie about things and then get found out your childcare carrer can be ruined. If you ask or recieve a reference from them they can 't lie so you must follow these to help support your role as a student, childcare practitioner.
• Be willing to contribute to the group discussions
Give your opinions and be objective.
• Accept positive and negative feedback
Be happy with positive feedback and if you get any negative feedback put it to good use. Improve. Everyone has areas they could do to improve on.
• Retain confidentiality within the group
Never speak about what has happened, outside the nursery. That stays inside and is dealt with there. Your gossip can cause other problems to arise.
B
Early Years Foundation Stage
A comprehensive statutory framework, used between the ages of birth and five years old.
These places must use the EYFS
Reception and nursery classes, Day nurseries, Child minders, Playgroups, After-school clubs and breakfast clubs, Holiday play schemes, Children’s Centers
The following groups do not need to use the EYFS
○ Mother and toddler groups
○ Nannies
○ Short –term, occasional care (such and crèches)
What is it for?
To make sure the child’s needs are kept paramount. It is mandatory to follow the EYFS it is a big park of the early years curriculum. This ensures that children learn and develop well and are kept healthy and safe. The places/people that use the EYFS need to follow the guidelines as it helps the children grow and develop to the best of their ability. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
This makes sure the child’s needs are paramount. The child is the most important person in this area. Therefore they must be treated with respect and valued. Every child is unique therefore should be treated to their needs and learning abilities. The EYFS shows children can learn through play and exploration, creating and critically thinking and active learning. The EYFS covers everything. It stipulates that the learning environment should provide opportunities for indoor and outdoor play. This will help form relationships, be confident, take turns and share, initiate conversations etc.
A
Forest Schools
This is an outdoor education where school children visit forests. This is non-mandatory. Forest school programmes run throughout the year for 36 weeks.
Forest Schools aim:
A greater understanding of their own natural and man-made environments. A wide range of physical skills. Social communication skills. Independence. A positive mental attitude, self-esteem and confidence.
Childhood obesity is growing, getting the children outdoors and active can help them live a healthy life style. This positively affects the part of the brain responsible for learning and memory. Physical activity improves the child’s fitness and lowers their risk of obesity.
Forest School is a long term developmental programme that takes place on a regular basis, typically once a week
Bibliography
Books
Bruce T, Grenier J, Meggitt C, 2012, Childcare and Education 2nd edition, London, Hodder Education.
Beith K, Bulman K, Tassoni P, 2005, Children’s care, learning and development, Oxford, Heinemann.
Beith K, Tassoni P, 2002, Child Care and Education, Oxford, Heinemann.
Tassoni P, 2008, Practical EYFS handbook, Essex, Heinemann
Bruce T, Grenier J, Meggitt C, 2010, Childcare and Education, London, Hodder Education.
Internet
http://en.wikipedia.org/wiki/Jane_Elliott - 20th March 2013
http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html - 20th March 2013