Health And Social Care Level 3 Unit 12 C1

(C1) It is important for childcare practitioners to consider the individual care and learning needs of every child within their care, which will allow them to plan a challenging and enabling environment which supports all areas of learning and development.
The Early Years Foundation Stage (EYFS) states that: “Every child is a unique child” and will therefore not always learn in the same way or at the same time. A child with special educational needs should have an Individual Learning Plan (ILP) to highlight their learning needs, for example a child with dyslexia may find it difficult to read worksheets in the classroom, the needs of the child can be facilitated by using coloured paper which will enable them to read the worksheets more comfortably. Children with medical needs will need to have an Individual Health Care Plan (IHP) in place; this will identify the level of medical support needed for the child within the setting. In the case of a child with diabetes it is important for the practitioner to know the details of the child’s insulin and the dosage requirements as well as understanding how and when to administer it to the child, this will reduce the likelihood of the child experiencing Hypoglycemia (low blood glucose levels) or Hyperglycemia (high blood glucose levels).
In the interest of supporting
health and development, practitioners should plan in compliance with legislation and curriculum framework. The Children Act 2004 introduced the Every Child Matters programme; this influences practitioners to plan and provide care and activities which endorse the 5 outcomes: be healthy, stay safe, enjoy and achieve, make a Positive Contribution and achieve economic wellbeing. The ‘be healthy’ outcome is particularly important as is strives to promote healthy lifestyles in children, Practitioners need to consider the health of child when planning their care needs by ensuring that the children are eating a balanced diet, drinking plenty of water, participating in regular exercise and getting any medical treatment they may need whilst attending the setting, for example a child with diabetes would need repeated insulin.
(C2) Adequate planning is key to ensuring that children’s care and learning needs are met accordingly. A good approach to planning is to establish clear, concise routines; a regular routine plays a vital role in maintaining a positive learning environment as it, “enables children to reduce anxiety by knowing what is coming next” extension.org this will allow them to feel secure within the setting and therefore find it easier to enjoy and achieve. Planning a routine is an effective way to guarantee that all children’s basic needs, such as feeding, sleeping, hygiene and toileting, are taken care of as it enables practitioners to allocate time slots throughout the day to meet each specific need; meeting these needs is a vital part of children’s every day care and if they are not met the child’s health and wellbeing may suffer.

The learning needs of a child can be planned by using a Learning Journey, which is described by the EYFS as a “collection of different documents that provide a picture of a child’s development” choochoos.co.uk in specific areas of learning. Learning journeys are thought to be a holistic approach to planning a child 's learning, as they consist of a portfolio of photos, the child 's work and detailed observations, which allow the practitioner to accurately plan the child 's 'Next Steps ' in relation to their needs.

Care Plans are an effective way to meet a child 's care needs. The purpose of the Care Plan is to set out long term objectives for the child and make arrangements for achieving these objectives. A child diagnosed with an attachment disorder, for example, may have a care plan which outlines the details of their disorder and indicates the course of action needed to be taken to support the child, this might be a referral to a child psychologist or arranging extra training sessions for their primary caregiver to assist them in meeting the child 's needs. The care plan would then be reviewed regularly to monitor the child 's progress and evaluate the success of the agreed interventions. A detailed care plan helps to produce a clear picture of who that child is as an individual by identifying their needs and the services available to them, this then allows a multidisciplinary team of professionals to work together, to ensure the child is receiving the best quality of care possible.
(C3) Childcare Practitioners should be able to utilize a number of professional skills to ensure they are successful in meeting children’s care and learning needs. Good observation skills are fundamental when working with children as observations are an “essential element of being able to assess a child’s progress and plan for future development and learning.” homelearningcollege.com Being observant assists practitioners in tracking a child’s progress, which will enable them to identify and respond to a child’s care and learning needs accordingly. Tassoni noted that “the more focused you are as an observer the more accurate and detailed your observation will be” (Tassoni P 2007, pg98), for an observation to work the practitioner needs to have the skill of identifying and implementing the technique that is most relevant to the aim of their observation, for example there would be no point in using a tick chart to observe a child’s behaviour. Practioners need the skill of being objective when observing a child as their observations are key to indentifying and meeting the child’s needs, if the practitioner does not have open mind they “may miss things or not realise their importance” (Tassoni P 2007, pg53), which could impact the way they plan to meet the care and learning needs of a child. It’s important for practitioners to learn to suspend all judgments and focus on the child as they are in that particular moment, if a practitioner thinks a child is misbehaved they may struggle to give an objective and factual report on that child’s behaviour as their prejudgment may cloud their ability to observe without being bias.
Practitioners need to be able to work well within in a team in order to effectively meet the care and learning needs of children.
If practitioners did not work together as a team, the quality of care delivered to the children would not be as high as it could be and therefore the children’s care and learning need will not be met. The benefits of having a good relationship with other professionals would be creating a happy working environment for staff so staff won’t be worried with coming into work and the children will feel happier and more comfortable in the setting knowing that the practitioners are getting along and there is not a tense
atmosphere.
Communication skills are an essential part of team working as without good communication skills practitioners would not be able to share information about the children within the setting, with could affect the planning process. For example if a child was lactose intolerant the practitioner responsible for the care of that child needs to be able to share this information with any other practitioners involved in the child 's care, so that they are to plan to meet their needs effectively. If this information was not passed on, another practitioner may give that child milk or any other dairy products which could make them extremely ill. Childcare Professionals need to work together in the interests of the children’s wellbeing, however “conflicts are often the result of a miscommunication” (Tassoni P Beith K Bulman K Eldridge H 2007, pg223), therefore it is important that professionals keep each other up to date and share information on need to know basis; if the communication between professionals is poor it can affect the child’s wellbeing as they may become unsettled and anxious if they sense tension. When working In a multi professional team, Practitioners are also need to know how to maintain confidentiality in order to keep the children safe from harm; according to the confidentiality policy, “Any information and knowledge will be on a ‘need to know’ basis and will be kept confidential” brookes.ac.uk, therefore it is important that details discussed during a team meeting is not shared with others outside of the setting, as this would breaching confidentiality and It could have serious implications for the setting, as well as the child and their family.
Part of being a good communicator is having the skill of active listening. Active listening establishes a connection between speaker and listener which makes it easier to interact, and therefore learn more about the children the practitioner is working with. Having the skill of listening to a child promotes their self-esteem by empowering them to share their views and opinions, this will then allow the practitioner to plan to meet the child 's needs more effectively, as they have listened to what the child wants and responded to what they 've said.
According to Tassoni being a reflective practitioner “gives you the opportunity to improve your working practice” (Tassoni P 2007, p228) this means that by being able to reflect effectively practitioners can identity their own strengths and weaknesses and learn from their professional experiences; This will then allow them to analyse the effectiveness of their care provision within the setting and aim to improve the quality of care they provide. Practitioners can reflect by using Gibb 's Reflective cycle 1998 which is a process of six steps to effective reflection: Description, Feelings, Evaluation, Analyse, Conclusion and Action Plan. The reflective cycle assists practitioners giving them a structure to follow which makes it easier for them to break down their reflection to cover all the important areas.
(C4)
The success of the care provision within a childcare setting depends greatly on the quality of the planning; Practical Pre-School suggests “a developmentally appropriate approach to planning can make a positive difference to the experiences of young children” practicalpreschoolbooks.com therefore, it is important for practitioners to have a good level of understanding of the curriculum frameworks relevant to the child’s age, as well taking the time to actively get to know the children as individuals so that anything they plan will be centered around them and their needs and current Interests and preferences- at this point it is also important to consider cultural differences to promote diversity and inclusive practice. Tassoni noted that, “It is important to actively plan to meet children’s learning needs because there is otherwise a real danger that some children’s needs might be over looked” (Tassoni et. al 2007, pg265). For planning to be effective practitioners need to have clear objectives in mind, so that they know what they are trying to achieve. If the aim is to support a child in literacy, the activity they plan needs to be appropriate for that particular area of development, for example they could plan a reading comprehension activity, which will enhance their reading and writing skills. In order keep their plan focused, Practitioners may benefit from using SMART targets to break their plans down time which will make them easier to achieve. SMART goal setting gives planning structure and tractability, by using the SMART checklist practitioners are able to, “create verifiable trajectories towards a certain objective, with clear milestones and an estimation of the goal 's attainability” yourcoach.be, this will then help them to ensure their planning is successful.
Plans need to be Specific, as this will allow the practitioner to know exactly what they want to achieve and how they are going to achieve It, the more detailed the plan is the more effective it will be when put into practice. The objectives should be measurable so that practitioners can track the success of the plan and evaluate if the objectives have been meet. The plan also needs to be Achievable so that the practitioner can actually implement the plan, using the resources they have, there 's also no point in planning activities that the children are not going to be able to do, for example expecting a two year old to complete a reading comprehension is not a realistic objective. Relevance is extremely important when planning, because if practitioners plan activities that are not relevant to the child 's development they aren 't going to get anything out of it, for the plan to be relevant objectives should be taken directly from the National Curriculum or EYFS in order to ensure they relate to the child’s learning and development. Finally all plans need to be Time-Bound, which means practitioners have clear deadlines in which the objectives are to met, for example if they were planning a long term learning plan, they may state "by the end of term 1, this child should be able to...”, this gives them enough time to work towards achieving this objective. If plans are not time bound, or given unrealistic deadlines the plan isn 't going to be as effective.
Planning allows practitioners to know exactly what it is they need to do to support the child which then allows them to meet the child 's needs more effectively, If practitioners do not have a clear plan to follow they may forget important details which could cause the child to suffer as a result. For children with Autism, it 's especially important that the practitioner plans routines for them so they do not feel stressed or anxious about how their needs are going to be met whilst in the setting.
(C5) According to the EYFS: “an enabling environment plays a key role in supporting and extending children’s development and learning,” before practitioners can successfully meet a child’s learning and care needs they first need to pay close attention to the child’s environment. An enabling environment is a physical environment which provides, space, high quality resources, accessibility and stability; in order to create an enabling environment practitioners need to offer stimulating, challenging and enjoyable experiences which will allow children to explore and develop their own abilities. Any resources which are used in an enabling environment should to be carefully selected to support children’s learning across the six areas of learning in the EYFS, for example books need to be attractive and reflect children’s age and interests; reading can also be encouraged by setting up a reading corner in which children can select their own books. To promote independence all resources such as felt pens, chalks or pencils for mark-making, clothes for dressing up in and small items such as cars, dolls and jigsaws should be made accessible to children so they are able to initiate their own play and learning.
Maria Montessori argued that it was important to provide an environment that has been prepared with materials and resources specifically designed to enable children to direct their own learning. Independence is a key aspect of the Montessori approach, and therefore the environment needs to be uncluttered and accessible to all children, the resources should be clearly labeled and at child-height so that each child can pick their own resources.
As part of an enabling environment it’s important for children to be offered challenges which allow them to build skills in certain areas. Often people learn from their mistakes; when a child ignores the warning, ‘Don’t touch, it’s hot’ and burns their hand, they are not likely to make the same mistake again. Children need to figure things out for themselves as, “Being told about possible dangers is not enough – children need to see or experience the consequences of not taking care.” teachingexpertise.com Therefore if we shelter children they will never learn how to keep themselves safe in challenging situations because they haven’t experienced them. It is important for adults to encourage independence but at the same time they must be there to support children and allow them to take risks in a controlled way; when making cakes, the adult may allow children to put the cakes in the oven but encourage them to wear oven gloves so that they don’t get burnt. Tassoni argued that, “active learning will always involve risk” (Tassoni P 2007 Pg192) however this shouldn’t be barrier to meeting the child’s needs. According to The Health & Safety at Work Act 1974 practitioners are required to “undertake regular risk assessments and take any necessary action arising from these” admin.cam.ac.uk, risk assessing the environment before introducing the children to it will allow practitioners to take precautions in various areas to safeguard children from harm, which will enable children to explore and take risks in an safe and controlled environment without being exposed to any unnecessary danger. To keep the environment safe for all children, practitioners need to check the building, equipment, toys and outside play areas daily, before the children are allowed to use them; according to the health and safely policy at setting “broken equipment/toys will be disposed of by the management and if required replaced. All staff members have a duty to report any broken or damaged items to the management” stgeorges.knlchildcare.co.uk, this ensures all of the resources are safe for the children and they are not at risk of any harm.

According to the EYFS a child’s “learning is enhanced by an environment that is richly resourced with play materials that can be adapted and used in different ways” ndna.org.uk this means that practitioners need to ensure that the environment they plan, and the resources used, are appropriate for the child and can be used in a variety of ways to meet their needs. For example in child initiated play it is important to have different areas which target different areas of learning, such as an outdoor area with equipment which will allow children to develop their gross motor skills, an art area which will allow children to explore and be creative and a reading area which will promote language and reading skills.

(C6) Childcare practitioners need to have a broad knowledge of child development theories so they can understand how children develop, which will assist them to plan to meet children’s care needs by allowing them to target specific areas of development. An excellent way to guarantee that all children’s needs are holistically met is to use Maslow’s Hierarchy of Needs, a theory which lists 5 levels of child development: Biological and Psychological, Safety, Love/Belonging, Esteem and Self Actualization. Maslow believed that: “one must satisfy lower level basic needs before progressing on to meet higher level growth needs” simplypsychology.org, only when these basic needs have been reasonably satisfied, can one go on to achieve their goals and ambitions. If Practitioners wish to encourage children to ‘enjoy and achieve’, they must first plan routines around the child’s basic care needs, for example a daily routine in a baby room should include opportunities for feeding, nappy changing; any other hygiene needs such as washing or skincare, and sleep. If Practitioners fail to meet the child’s basic care needs it could affect the child’s day-day achievements at the setting, for example a child who is tired, hungry or feeling unwell may be restless and irritable which could have a negative impact on their behaviour, therefore their learning will not be as effective.

The theory of attachment, which was first introduced by John Bowlby in the 1960s, “emphasises the importance of children making secure attachments with their main care-giver within their first three years” sec-ed.co.uk, Bowlby suggested that if secure attachments fail to be made during the early years of a child’s life, this can have a damaging impact on the child and effect their ability to form and maintain relationships in adolescent and adulthood. The attachment theory explains that children need loving and secure relationships in order to thrive; this formed the basis of The Key Person approach. According to the EYFS every child in a group setting must be assigned a key person. Having a key person helps the child to feel familiar within the setting by developing a secure attachment with someone outside of their home environment which will provide the child with a sense of stability and security to allow them to feel confident to explore and form further relationships. This approach can be used when planning to meet the care needs of children as practitioners are able to make sure that the child’s key person is always there to meet their needs, for young children It may be daunting having lots of different faces to get used to and a baby may cry if they are picked up, fed or have their nappy changed by someone they are not familiar with. In a baby room every practitioner should have a small group of children that they are responsible for; ensuring they provide consistent and quality care to the child will allow the child to form a positive relationship with them as they can trust them to meet their needs.

(C7) Albert Bandura’s Social Learning Theory (1986) introduces the idea that children learn from others, through observation, imitation, and modeling. Bandura argued that "from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action” learning-theories.com. The social learning theory can influence planning as it highlights the necessity of children having a strong positive role model who can demonstrate preferred behaviours and attitudes. By understanding the social learning theory practitioners are able to plan for Observational Learning, which will allow them to guide the direction of children’s learning. In the classroom, teachers often use visual demonstrations as a way to teach children something new, such as solving word problems on the whiteboard in a maths lesson. Demonstrating is “an effective way to help students grasp important concepts and principles” sites.google.com as they are able to learn new techniques and utilize them in their own work.
The problem with observational learning is that children are merely imitating what they have already observed, though this is not true for all children, some may attempt to simply copy what the practitioner has done as opposed to completing the task themselves, which can unfortunately result in the child not learning to be independent. When planning observational learning, Practitioners’ should ensure that all children understand and are confident with a task before sending them off to work independently. They should also emphasise that their demonstration is just guidance, and that the children are expected to produce their own individual work.

B.F. Skinner’s behaviourist theory is based on the idea that behaviours which are reinforced will continue, while those which are punished will eventually end, this is known as operate conditioning. According to Skinner “Human beings define right and wrong relative to their conditioned experienced of pleasure and pain” ehow.co.uk, this theory of learning can be used to support planning as practitioners are able to use reward systems, such as star-charts, to praise those children who have worked well and displayed positive behaviour in the classroom, which will give them the incentive to continue; they can make this an ongoing process by presenting the child who has collected the most stars at the end of the school term, with a special prize. According to NASP resources, “motivated children are more involved in their own learning and development” nasponline.org, reward systems are effective because they give the children something to work towards, they can also visually see their stars increasing on the chart which allows them to monitor their own process, and helps to build a sense of pride and self- achievement.
On the other hand, reward systems can have an adverse effect for some children, those with challenging behaviour and/or special needs could find it difficult to achieve the success of their peers, for example a child with Autism may struggle to control their emotions and get frustrated easily, which can come across as negative behaviour in the classroom.
“Seeing a peer lavished with praise may lead to feelings of jealously or even a lack of self-worth" ehow.com, if a child has worked hard to collect stars but doesn’t quite have enough to win a special prize, their confidence may be knocked and they may feel that all their hard work for nothing, discouraging them from working so hard the next time.
Though using Skinner 's reward and punishment can be an effective way to meet learning goals, it 's important for practitioners to remember that all children are different and therefore should be rewarded based on their own abilities and not in comparison to others. Practitioners should try to be consistent in their rewards and sanctions to promote accepted behaviour and quality of work, while at the same time being aware of the individual learning needs of each child.

Mildred Parten (1932) developed a theory on the stages of play, while studying the development of young children and observing how they play, Parten concluded that “social play increases with age,” education.com, she then described the developments of a child’s social play into four categories: solitary play, parallel play, associative play, and cooperative play.
Practitioners know that, "Play is of fundamental importance for children and young people’s health and well- being" hastings.gov.uk/ therefore providing opportunities for Children to play are essential. Understanding the way in which children play will support practitioners when planning a child 's play, as they will be able to match the activity with the child 's age, for example children who are aged between 2 and 3 years old usually play next to each other without interacting or doing the same activity, this known as Parallel play, with this in mind, it would be pointless setting out a board game for children of this age, as they are too young to understand turn taking, so will therefore will not become fully invested in the game; alternative activities such as Play Dough or painting, may be more sufficient. However it is important for practitioners to remember that all children process at different rates, therefore they cannot always assume that a child of a certain age should play in a certain way, when using the stages of play to plan activities Practitioners need to consider other factors, including disabilities, family backgrounds and cultural differences, which may affect how a child plays in the setting, for example a 4 year old who is the only child in her family, may have had limited interaction with other children prior to attending the setting, so therefore may prefer to play on their own rather than with their peers. It is beneficial for practitioners to be knowledgeable about all stages of play because if they only provide resources which are suitable for the child’s expected stage of play, the children may not be given opportunities for risk and challenge. If children 2-3 are only provided with activities suitable for parallel play and not encouraged to interact with other children, they are not going to learn the social skills they need to process onto associative play.

(C8) According to the United Nations Conventions on the Rights of the Child (UNCRC): “Play is a fundamental right for all children” educationscotland.gov.uk, it is therefore essential that practitioners include play when planning for children’s learning needs. Play is an enjoyable way for children to express themselves and explore the world around them, though it may seem like play is just about having fun there is actually a lot more to it. Role play is effective as it “encourages children to become active participants in their learning” kallikids.com, when children are engaged in Role Play they are able to put themselves in someone else’s shoes through the use of dressing up clothes and props, this enabled them to experiment with language while trying out different roles, for example if they were acting out their home experiences, they may try and speak in the way they’ve heard Mom or Dad speak at home; this supports their social development they are also able to communicate and make decisions while in character, which will encourage them to take risks and explore different areas.

“Children learn best when they are enjoying themselves” east-ayrshire.gov.uk therefore the most effective way to get children to learn is through play; if a child is doing something they find interesting they often become very absorbed in the activity which, in turn, will increase their level of concentration and allow them to take in more information. Tassoni argued that: “Boredom and frustration are often factors in poor behaviour” (Tassoni P 2007 Pg. 147) If a child finds an activity ‘boring’ they are likely to become easily distracted and display negative behaviour as a way of entertaining themselves. However, if practitioners plan activities that are stimulating and varied, the child will be engaged and therefore get more out of the activity.
In addition to supporting learning, play can also have a positive impact on child’s social and emotional wellbeing, for example: increased confidence, a sense of self reliance and self esteem, social skills: turn taking, listening to others, sharing; and having a better understanding how to manage own feelings. Failing to provide opportunities for children to play and socialize with other children, can lead to them becoming socially isolated, and unable to make friends. For children who have suffered through traumatic experiences, for example witnessing domestic violence, play can be therapeutic as “it can be a great way for children to play out their struggles” playcafe.voiceofplay.org/?p=167 Art activities, such as painting and college making, are excellent examples of how play can benefit emotional and social development. Free painting, drawing and collage making provides children with the opportunity to be creative and visually express themselves while also learning how to share resources and communicate effectively with other children about what they are doing for example;“I’m going to paint a cat, what are you going to paint?”.
Friedrich Frobel had views on play and the importance it had on a child’s development, he believed that play “fostered enjoyment, emotional well-being and was a fundamental source of benefit.” (Pound L, 2005 pg. 14), through his work he concluded that children could become more self-aware if they were allowed to be creative and express themselves freely through play. Tina Bruce was influenced by Frobel, she favored a holistic approach which focused on play, creativity and first hand experiences. She believed that free-flow play is a vital part of a child’s learning, claiming that through play children are able to “wallow in ideas, feelings and relationships” and therefore “become technically proficient,” bonningtonhousenursery.co.uk. According to Bruce, play comes from within, which means that play comes naturally to children using their own imagination. However adult influence cans potentially “compromise a child’s innate ability to play freely and creatively” naturalchildhood.co.uk therefore it is important for practitioners to take a step back and allow children to initiate their own play.

(C9) In conclusion I believe that planning to meet children 's care and learning needs is extremely important as each child is unique and has individual needs that have to be taken into account, efficient planning helps to ensure that every child is receiving a sufficient amount of care and attention in regard to their needs.
In the “hierarchy of needs” Maslow argued that for children to learn they must first be healthy and have their basic care needs met, I agree with Maslow to some extent, however I do not believe that children need to be physically well in order for them to be happy. There is no reason to suggest that children who are living with a long term illness cannot achieve their learning goals, they may not develop at the same rate as a healthy child but it doesn’t mean they are not making any progress at all; it just means they need a little more support.
Planning enables practitioners to feel secure within their roles and therefore care for the children effectively, as they are able to prepare themselves for the day ahead by gathering required resources and assessing potential hazards for planned activities. If practitioners didn 't plan and just decided to do an activity spontaneously without first considering the implications of it, the activity may not be as successful as it could be, this could be due to lack of resources, unforeseen hazards, or the activity may not be suitable for all of the children.
According to Bowlby children need to build secure attachments with practitioners in order for them learn and achieve at the setting, I believe that establishing a routine gives the child confidence in the practitioner and helps to reduce any anxiety they may be feeling about leaving their primary care giver because they know they can trust the practitioner to meet their needs. This allows the child and practitioner to develop a positive and trusting relationship, which supports the child 's development and promotes their happiness and wellbeing.

In studying the work of Frederick Froebel, I learnt the value of play in a child 's experiences; Froebel placed a great emphasis on Play believing that it was the way in which children express themselves. In relation to Froebel 's theory, I conclude that planning play experiences for children will allow practitioners to create a stimulating environment which will have a positive impact on the child 's social skills and self esteem. I understand Frobel’s theory and I can see the significant that play has in early education, on the other hand I do not think that child initiated play is always the best approach to learning, as I believe that children need to be provided with opportunities to learn how to respond in a more structured environment and listen to others as this prepares them for the school environment. However I am able to see the benefits of play, and I conclude that problem solving, conflict resolution, building imagination and overcoming physical and mental challenges, are all ways in which play can enhance a child’s learning and development.
Planning and providing a safe positive and stimulating environment, which promises to facilitate a child’s care and learning needs will not only safeguard the child from harm but will additionally foster healthy growth and holistically support the physical, intellectual, emotional and social development of the child.

Bibliography:
Books
Tassoni P (2007), Child Care and Education, 3rd Edition, Essex, Heinemann
Tassoni P Beith K Bulman K Eldridge H (2007) Child Care and Education 4th Edition Essex Heinemann
Pound L (2005) How Children Learn: Educational Theories and Approaches United Kingdom, Step Forward Publishing
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