Explain Expectations About Own Work Role as Expressed in Relevant Standards
1.2
Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the expectations that are to be done in placement at a relevant standard is to supervise the children this plays a big role in child protection Act and health and policy. Practitioners should always watch the children closely to prevent and reduce the severity of injury to children. Children often challenge their own abilities but are not always able to recognise the risks involved. Practitioners need to supervise children and identify any risks and minimise injury. Keep is also a relevant way that ensures practitioners are kept to speed with standards as they are reviewed regularly and must reflect KEEP (the key elements of effective practice) Keep provides framework for the practitioners to understand what effective practice looks like, formulate their self-development plan and to reflect on their work. “KEEP has been developed alongside and is consistent with the common core of skills and knowledge for the children’s workforce, which sets out the six areas of expertise that everyone working with children, young people and families should be able to demonstrate effective communication and engagement with children, young people and families, child and young person development, and safeguarding and promoting the welfare of the child or
Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the expectations that are to be done in placement at a relevant standard is to supervise the children this plays a big role in child protection Act and health and policy. Practitioners should always watch the children closely to prevent and reduce the severity of injury to children. Children often challenge their own abilities but are not always able to recognise the risks involved. Practitioners need to supervise children and identify any risks and minimise injury. Keep is also a relevant way that ensures practitioners are kept to speed with standards as they are reviewed regularly and must reflect KEEP (the key elements of effective practice) Keep provides framework for the practitioners to understand what effective practice looks like, formulate their self-development plan and to reflect on their work. “KEEP has been developed alongside and is consistent with the common core of skills and knowledge for the children’s workforce, which sets out the six areas of expertise that everyone working with children, young people and families should be able to demonstrate effective communication and engagement with children, young people and families, child and young person development, and safeguarding and promoting the welfare of the child or
Bibliography: Meggit, C; Kamen, T; Bruce T; Grenier, J; (2011) Cache level 3 Children and young people’s workforce, Early learning and childcare, Oxon, Hodder education