Research Task 1.2 Child Care Act 2006
Task One.
E1 & E2
Childcare Act 2006. This act provides the EYFS which all settings must follow. The act affects the adult to child ratio, the qualifications that all members need to have and the types of snacks and drinks that should be available to children within the setting.
Special Educational Needs and Disability Act 2001. This act states that all settings should make places available to children with disabilities. Also they should not separate children with disabilities from their peers but have an inclusive practice. The act states as well that all settings need to make ‘reasonable adjustments to their premises to accommodate a child with special educational needs or a disability.’(Penny Tassoni, 2007, pg 117). For example …show more content…
if there is a child in a wheelchair then build ramps to all entrances and ensure that the room is laid out with room between each area for a wheelchair to get through.
Protection of Children Act 1999. This act states that all settings should not offer employment to anybody without having a CRB check first. This also applies to any volunteers or students within the setting.
The United Nations Convention on the Rights of the Child 1989. This act ensures that all settings do not abuse a child’s rights and that each setting abides by these rights. This means that all settings need to allow children from different cultures or religions to join the setting and should not discriminate against any child. Also the setting must ensure that every child is safe and secure whilst in the setting. The setting should also allow each child to voice their own views and should always listen to what each child says. The setting must also allow each child to celebrate their own culture for example letting a Chinese child celebrate Chinese New Year with the whole of the setting.
Children Act 2004. This act focuses on improving outcomes for all children and provides a legal framework for Every Child Matters. The setting must follow each of the Every Child Matters five outcomes. Be Healthy outcome means that settings have the free fruit campaign and should give it to the children at snack times. Stay Safe Outcome means that settings should not employ unsuitable persons and ensure all staff has updated CRB checks.
A
The UNCRC 1989 influences all working practices within early year’s settings. All practitioners need to ensure that they are promoting the child’s rights and are working with the child’s rights being paramount. Children have the right to education and all settings have to ensure that they have an inclusive policy which allows all children the opportunity to join the setting. Children have the right to ‘rest and leisure, to engage in play and recreational activities appropriate to the age of the child.’ (UNICEF 2008). Practitioners need to plan activities that allow children the opportunity to play that are appropriate to their age and stage of development but should also allow the child to rest when they need to. That is why most settings have a quiet corner which allows children time to rest or sit quietly on their own. Settings should work together with the child’s parents to ensure that the child is getting the complete care that they need. By working with parents it is also supporting the child’s right of practitioners respecting ‘the rights and duties of parents and recognize that both parents have common responsibilities for the upbringing of the child.’ (UNICEF 2008). Children have the right to be safe and free from abuse or harm. All settings have to ensure this and all settings have policies and procedures which promote this right. There is much other legislation which supports the right of the children to be free form abuse or harm. The Protection of Children Act 1999 and the Children Act 2004 also influences the way practitioners protect children. The Protection of Children act 1999 influences practice as it states that all persons who work with children must be vetted first and obtains a clear CRB check before they can work with children. All settings have to ensure that each new member has a new CRB check and therefore the settings must pay for the checks. The Children Act 2004 influences practice as it gives a legal framework the Five Outcomes of The Every Child Matters paper. All settings have to follow these five out comes which are Be healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Well Being. This influences practice as now settings are offering free fruit to children and are now teaching children more about how to eat healthily and how to live an active lifestyle. It is also influencing the way settings work to ensure the safety of children. Settings now work within a multi-agency, where information can be passed more easily and children may be prevented from harm a lot quicker. The Childcare Act 2006 influences practice as it gives a legal curriculum the Early Years Foundation Stage. All early year’s settings must follow the EYFS. It states the different learning and development requirements that all settings have to implement when they are planning. It also gives the milestones that children should reach and can show how the child is developing. ‘The EYFS principles which guide the work of all practitioners are grouped into four distinct but complementary themes,’ (EYFS, 2008, pg08) which are A Unique Child, Positive Relationships, Enabling Environments and Learning and Development. Ofsted will inspect each setting in accordance with the EYFS. The Special Educational Needs and Disability Act 2001 influences practice has now all settings must make places available for children with disabilities if they wish to join the setting. Settings will have policies which support this legislation such as an inclusive policy, anti-discrimination policy or an equal opportunities policy. It influences practice as settings may have to adapt their environment to ensure easy access for children in wheel chairs or have poor mobility. For example use tables that are the right height for wheel chair users. Also practitioners will have to adapt any activities to ensure that all children can take part.
E3
Every setting will have a policy on safeguarding children. It is essential to have this as it sets out the procedures for dealing with any incidents that involve child abuse. It tells the practitioner the correct for procedures if they suspect a case of abuse and their role in protecting the child from further harm. It should also tell the practitioners what the signs are that could indicate that a child is being abused. It is essential for every setting to have a policy on confidentiality. By having one the practitioners will know what information about the children should be kept confidential and from who. This stops any personal information on the child being told to people who could abuse that information. The policy will also state the procedures all practitioners need to follow to ensure that every child’s personal information is kept confidential. It is essential for all settings to have a health and safety policy. This should set out the procedures that ensure that the environment both indoor and outdoor and the equipment is safe and that it does not harm any child within the setting. The health and safety policy should also include policies and procedures on fire safety, food handling and other aspects of health and safety. It is essential for settings to have a Behaviour policy. This ensures that no child is subjected to physical punishment from any practitioner. The policy will set out the correct procedures for dealing with unwanted behaviour that ensure that no child comes to harm.
E4
Every setting should have an inclusion policy. This policy ensures that all children from different ethnic groups, who have special educational needs or have a physical disability, are included within the setting. The policy ensures all staff enables all children to reach their full potential as it states that all children shall have the opportunity to participate fully in the settings curriculum. It is essential for settings to have an Equality and Diversity Policy. This policy ensures that all practitioners promote positive images and information about different cultures, races, religions, gender-roles etc. The policy should also ensure that practitioners improve their knowledge about anti-discriminatory practices and how to promote equality and diversity. It is essential that all settings have an Admission policy. The policy stops the setting from being biased towards a certain ethnic group and states that all children no matter their culture, race, and religion will be eligible to apply for a place. Also any children with mental or physical disabilities will be eligible for a place. The admission policy should also set out the criteria for how to allocate places. It is essential for settings to have a Behaviour policy as it sets out how to deal with unwanted behaviour that is acceptable to the age, stage and level of understanding of the child.
Task Two.
E5
One strategy is by children having named pegs. This helps develop children’s independence as children have to look for their own peg and then hang up their own belongings instead of an adult doing it for them. It also helps children develop their self reliance as the adults don’t help the children but instead the children are doing everything for themselves. Another strategy is allowing children to plan activities.. This helps develop children’s independence as they have to choose what activity, what materials are needed and whether it is indoor or outdoor without practitioners planning any step of the process. It also develops their self reliance as they are relying on themselves to plan the activity and do not need to rely on the practitioners to plan it.
D2
The strategy of children having their own named pegs is effective as children are given the responsibility to look after their own belongings and they have to ensure that they put them onto the right peg. This develops the children’s independence as they are responsible for their own belongings and the adults shouldn’t help the children but leave them to find their own pegs. These is developing self-reliance skills as they know they must find the correct peg and ensure that they put all their belongings on it as children will know that if they do not put their belongings on their named peg then they may get lost. Overall it is an effective strategy to develop children’s independence and self-reliance skills as it is given the children a responsibility with no help from adults. The strategy of allowing children to plan activities is effective as it is important to listen to children and to allow them to express their thoughts, ideas and views. This empowers children when they know that they are being listened to and that their ideas and views are respected. It can develop the children’s independence as they are responsible for planning what the activity will be and what equipment is needed. The children should also be responsible for putting the activity together and getting all the equipment out. It also helps children to think about the consequences of their actions. Such as if they are going to plan an outdoor activity is it safe and no body will get hurt from it.
C
One theorist who supports the development of strategies for empowering children is Jerome Bruner. His theory on Discovery Learning is based on the child learning through asking questions and ‘where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.’(Learning-Theories.com 2010). He also uses the term scaffolding to state that children need to build on old information with new information and this should be a continual process. His theory states that children will be more likely to remember what they have learnt if they have discovered it on their own. The main idea running through his theory is that ‘the child is an active learner and problem-solver, struggling to make sense of the world.’(Linda Pound, 2005, pg 47.) This theory supports empowering children as it is stating that children should learn on their own and to discover new things without adults teaching them allowing them to have the satisfaction that they have discovered new things on their own. Bruner’s theory can support the idea of using named pegs to empower children.
First off children need to learn what their name looks like and use that information to find where that named peg is. Also children will remember where their peg is as they have found it on their own and may likely forget it if an adult shows them or if an adult is always hanging the child’s belongings on the peg. This also promotes the children’s sense of responsibility of their own belongings. Bruner’s theory can also support the strategy of allowing children to plan their own activities. This is because children may use their own experiences to plan an activity. For example a child may have enjoyed seeing a fire engine and therefore will want an activity making a fire engine. This supports independence as each child will have different experiences to draw from and can use them to develop activities without any adults leading what the activity should be. This theory can also support children working in a small group to solve problems. Children will have to work without an adult to solve problems such as putting some objects into categories. The children will have to use their past knowledge that they have learned to solve the
problem. Though this theory states that children learn best when they are discovering things themselves, children will still need a starting block to build upon. Therefore teachers or parents will still need to be part of educating children in order for the children to build upon and discover new knowledge. Overall Bruner’s theory promotes autonomy, responsibility and independence which support strategies to empower children.
Task Three.
E6
One way children can be prepared for transitions is through visiting the new setting with their parents or their key worker. During the visit children will meet their new teacher or practitioner so when they start the new setting they will not be scared of any unfamiliar people or setting. This also allows the children to meet each other before they start school.
Another way is through arranging teachers and children from the new setting to come visit the children and to talk about what the new setting is like. Also get the children to talk about how they feel about the school and what they do there. Another way is through parents or practitioners to read stories to the children about moving schools. This way children will know what to expect when they move into a new setting.
Another way settings can prepare children is through setting up a school in the role play area. This allows children to experience what a school can be like with children they are familiar with. Another way is through practitioners talking to children during circle time. Practitioners can talk about what will happen in school and ask children what they think will happen and how they feel about moving to a new school.
D1
Practitioners need to find out as much information as possible about any new setting that children will be starting in order to help the children during transitions. ‘By finding out information you will be able to consider how best to prepare the child.’ (Penny Tassoni, 2007, pg 146). Practitioners can involve children in this process such as getting them to look at the settings website which allows the child to see what the setting is like for themselves. Practitioners can also pick up prospectuses or even phone up the new setting and gather information directly form them. Practitioners also need to find ways to allow children to express their feelings about a move to a new setting. This could be done through a role play of a school which will allow children to express how they feel through play. Another way is through getting the children to bring a teddy or a doll into the setting. Then the practitioner tells the children that the toy will be moving settings just like the children. The practitioner should ask the children if they think the teddy has any questions about changing settings. ‘The responses are generally things that children have been subconsciously thinking about.’ (Penny Tassoni, 2007, pg 147). Another way practitioners can allow children to express their feelings is through circle time. By children explaining how they feel and what they expect to happen, practitioners are able to see what worries them and find ways to relieve that worry and show the change in a positive way. Practitioners can arrange for children to go visit the new setting. This allows children to meet their new teacher or practitioner and also to meet other children who will be starting at the same time. This will help children as when they start at the new setting they will already know the teacher and hopefully would have already made a few friends. This should stop them feeling scared and lonely. The new setting could also arrange an open day for parents as well so that parents get the information they need and want. The parents then can talk with their children about the new setting and what it will be like and what the children will be doing there. Practitioners and parents need to work together to ensure that the children have learnt the correct self-help skills to ensure that they can cope in a new setting. This is because the child to staff ratio will be different in a school and children will not get as much help as they did in a pre-school. The skills children will need to master are toileting, getting dressed and feeding. Also children will need to start to organise themselves and take care of their own possessions such as bags and coats.
Task Four.
E7
A cause of discrimination is stereotyping. This is when practitioners base their opinions on, for example, what family the child comes from or their ethnic background. Due to the stereotyping practitioners may make assumptions on what the child is able and not able to do which may mean that the child does not reach their full potential as they have not been given the opportunity to do so. Another cause can be favouritism. If certain children are favoured above other children or get more opportunities to do things then the other children may not reach their full potential as they are not given the same opportunities than the favoured children. It can also change the children’s behaviour, making them more likely to play up or misbehaviour just so they get attention. Another cause can be bullying. If children are being bullied either from other children or by practitioners it can make the children have low self esteem as they feel like they are not worth very much. It can also effect the children’s academic achievements as they may not care about putting effort into their work. It can also change the children’s behaviour. It can make them withdrawn and not want to socialise with their friends or it could make them more disruptive within class.
Another cause is exclusion. Children can be excluded from certain things because practitioners or children feel that those children are not able to do it or they don’t like the children. For example, a child in a wheelchair may be excluded from playing ball games just because they are in a wheelchair. This will lower the child’s self esteem as they don’t feel equal to all the other children. It can also stop the child from reaching their full potential as they are not being allowed different opportunities to find out what they are good at.
B
Policy and procedures can be affected by discrimination within the setting. All settings have to ensure that they have anti-discrimination or equal opportunities policy and procedures which all practitioners must know and understand and follow completely. For example the policy may state that all children no matter their ethnic, religious background or if they have a disability will have equal opportunities within the setting. Therefore practitioners need to ensure that all activities can be adapted to meet the individual needs of the child. All staff must follow the policies and procedures to ensure that no child is discriminated against are able to have the same opportunities as all the other children. Another effect is that staff will need to review their values and attitudes and if they find that they are biased towards a certain group then they should find strategies to adjust those biases. For example, the practitioner can do their own research and find out more information, as the better informed they are the less likely they are to form a biased opinion. Practitioners can also go on training courses to develop strategies to stop discrimination happening within their setting. Also practitioners can talk to the parents to find out about the child’s background or culture. This can allow the practitioner to understand more about the child and therefore can plan around their needs without those activities being discriminatory against that child. Also by working with parents then practitioners may find different ways to promote and celebrate the child’s background and culture. Practitioners need to also challenge discrimination in the setting. This can be done by showing positive images of different cultures, religions or children with mental and physical disabilities. Practitioners should also teach children about how every child and their background is different and teaches about the different cultures and religions. By practitioners actively promoting these differences children will be less likely to discriminate against a child who is different to them. Practitioners need to ensure that when they are planning there are promoting the child’s rights. All children have the right to be treated ‘without discrimination of any kind, irrespective of race, colour, sex, language, religion or other status.’(UNICEF, 2008). The policy and procedures are in place to protect that right and when planning activities they need to take into account all the children’s backgrounds that are in the setting. Also children of ‘ethnic, religious or linguistic minorities shall not be denied the right to enjoy his or her own culture, religion or language.’(UNICEF, 2008). For example, if a child is Chinese then the setting should ensure that they help the child celebrate the Chinese New Year and promote it within the setting. Another right children have is ‘the right of the disabled child to special care’ and the right to ‘enjoy a full and decent life in conditions which ensure dignity’ (UNICEF, 2008). Practitioners need to ensure that they uphold this right and stop any child being discriminated against due to a disability. This may mean changing the layout of the setting to allow children to easily have access to it and through it. This can also mean adapted activities to ensure all children have the opportunity to take part.
Bibliography
* Pound,L 2005. How Children Learn. Practical Pre-school. London. Step Forward Publishing Limited.
* Tassoni,P et al 2007. Cache Level 3. Childcare and Education. Essex. Heinemann.
* Department for children, schools and families. Every Child Matters (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham. DCSF publications.
* Learning Theories Knowledgebase 2010. Discovery Learning (Bruner) at Learning-Theories.com. Available from http://www.learning-theories.com/discovery-learning-bruner.html. Accessed on 21/06/2010
* UNICEF 2008, Convention on the Rights of the Child, Photo Essay, The Rights of The Child-I. Available from: http://www.unicef.org/photoessays/30048.html. Accessed on 21/06/2010
* UNICEF 2008, Convention on the Rights of the Child, Photo Essay, The Rights of The Child-II. Available from: http://www.unicef.org/photoessays/30556.html. Accessed on 21/06/2010
E1 & E2
Childcare Act 2006. This act provides the EYFS which all settings must follow. The act affects the adult to child ratio, the qualifications that all members need to have and the types of snacks and drinks that should be available to children within the setting.
Special Educational Needs and Disability Act 2001. This act states that all settings should make places available to children with disabilities. Also they should not separate children with disabilities from their peers but have an inclusive practice. The act states as well that all settings need to make ‘reasonable adjustments to their premises to accommodate a child with special educational needs or a disability.’(Penny Tassoni, 2007, pg 117). For example …show more content…
if there is a child in a wheelchair then build ramps to all entrances and ensure that the room is laid out with room between each area for a wheelchair to get through.
Protection of Children Act 1999. This act states that all settings should not offer employment to anybody without having a CRB check first. This also applies to any volunteers or students within the setting.
The United Nations Convention on the Rights of the Child 1989. This act ensures that all settings do not abuse a child’s rights and that each setting abides by these rights. This means that all settings need to allow children from different cultures or religions to join the setting and should not discriminate against any child. Also the setting must ensure that every child is safe and secure whilst in the setting. The setting should also allow each child to voice their own views and should always listen to what each child says. The setting must also allow each child to celebrate their own culture for example letting a Chinese child celebrate Chinese New Year with the whole of the setting.
Children Act 2004. This act focuses on improving outcomes for all children and provides a legal framework for Every Child Matters. The setting must follow each of the Every Child Matters five outcomes. Be Healthy outcome means that settings have the free fruit campaign and should give it to the children at snack times. Stay Safe Outcome means that settings should not employ unsuitable persons and ensure all staff has updated CRB checks.
A
The UNCRC 1989 influences all working practices within early year’s settings. All practitioners need to ensure that they are promoting the child’s rights and are working with the child’s rights being paramount. Children have the right to education and all settings have to ensure that they have an inclusive policy which allows all children the opportunity to join the setting. Children have the right to ‘rest and leisure, to engage in play and recreational activities appropriate to the age of the child.’ (UNICEF 2008). Practitioners need to plan activities that allow children the opportunity to play that are appropriate to their age and stage of development but should also allow the child to rest when they need to. That is why most settings have a quiet corner which allows children time to rest or sit quietly on their own. Settings should work together with the child’s parents to ensure that the child is getting the complete care that they need. By working with parents it is also supporting the child’s right of practitioners respecting ‘the rights and duties of parents and recognize that both parents have common responsibilities for the upbringing of the child.’ (UNICEF 2008). Children have the right to be safe and free from abuse or harm. All settings have to ensure this and all settings have policies and procedures which promote this right. There is much other legislation which supports the right of the children to be free form abuse or harm. The Protection of Children Act 1999 and the Children Act 2004 also influences the way practitioners protect children. The Protection of Children act 1999 influences practice as it states that all persons who work with children must be vetted first and obtains a clear CRB check before they can work with children. All settings have to ensure that each new member has a new CRB check and therefore the settings must pay for the checks. The Children Act 2004 influences practice as it gives a legal framework the Five Outcomes of The Every Child Matters paper. All settings have to follow these five out comes which are Be healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Well Being. This influences practice as now settings are offering free fruit to children and are now teaching children more about how to eat healthily and how to live an active lifestyle. It is also influencing the way settings work to ensure the safety of children. Settings now work within a multi-agency, where information can be passed more easily and children may be prevented from harm a lot quicker. The Childcare Act 2006 influences practice as it gives a legal curriculum the Early Years Foundation Stage. All early year’s settings must follow the EYFS. It states the different learning and development requirements that all settings have to implement when they are planning. It also gives the milestones that children should reach and can show how the child is developing. ‘The EYFS principles which guide the work of all practitioners are grouped into four distinct but complementary themes,’ (EYFS, 2008, pg08) which are A Unique Child, Positive Relationships, Enabling Environments and Learning and Development. Ofsted will inspect each setting in accordance with the EYFS. The Special Educational Needs and Disability Act 2001 influences practice has now all settings must make places available for children with disabilities if they wish to join the setting. Settings will have policies which support this legislation such as an inclusive policy, anti-discrimination policy or an equal opportunities policy. It influences practice as settings may have to adapt their environment to ensure easy access for children in wheel chairs or have poor mobility. For example use tables that are the right height for wheel chair users. Also practitioners will have to adapt any activities to ensure that all children can take part.
E3
Every setting will have a policy on safeguarding children. It is essential to have this as it sets out the procedures for dealing with any incidents that involve child abuse. It tells the practitioner the correct for procedures if they suspect a case of abuse and their role in protecting the child from further harm. It should also tell the practitioners what the signs are that could indicate that a child is being abused. It is essential for every setting to have a policy on confidentiality. By having one the practitioners will know what information about the children should be kept confidential and from who. This stops any personal information on the child being told to people who could abuse that information. The policy will also state the procedures all practitioners need to follow to ensure that every child’s personal information is kept confidential. It is essential for all settings to have a health and safety policy. This should set out the procedures that ensure that the environment both indoor and outdoor and the equipment is safe and that it does not harm any child within the setting. The health and safety policy should also include policies and procedures on fire safety, food handling and other aspects of health and safety. It is essential for settings to have a Behaviour policy. This ensures that no child is subjected to physical punishment from any practitioner. The policy will set out the correct procedures for dealing with unwanted behaviour that ensure that no child comes to harm.
E4
Every setting should have an inclusion policy. This policy ensures that all children from different ethnic groups, who have special educational needs or have a physical disability, are included within the setting. The policy ensures all staff enables all children to reach their full potential as it states that all children shall have the opportunity to participate fully in the settings curriculum. It is essential for settings to have an Equality and Diversity Policy. This policy ensures that all practitioners promote positive images and information about different cultures, races, religions, gender-roles etc. The policy should also ensure that practitioners improve their knowledge about anti-discriminatory practices and how to promote equality and diversity. It is essential that all settings have an Admission policy. The policy stops the setting from being biased towards a certain ethnic group and states that all children no matter their culture, race, and religion will be eligible to apply for a place. Also any children with mental or physical disabilities will be eligible for a place. The admission policy should also set out the criteria for how to allocate places. It is essential for settings to have a Behaviour policy as it sets out how to deal with unwanted behaviour that is acceptable to the age, stage and level of understanding of the child.
Task Two.
E5
One strategy is by children having named pegs. This helps develop children’s independence as children have to look for their own peg and then hang up their own belongings instead of an adult doing it for them. It also helps children develop their self reliance as the adults don’t help the children but instead the children are doing everything for themselves. Another strategy is allowing children to plan activities.. This helps develop children’s independence as they have to choose what activity, what materials are needed and whether it is indoor or outdoor without practitioners planning any step of the process. It also develops their self reliance as they are relying on themselves to plan the activity and do not need to rely on the practitioners to plan it.
D2
The strategy of children having their own named pegs is effective as children are given the responsibility to look after their own belongings and they have to ensure that they put them onto the right peg. This develops the children’s independence as they are responsible for their own belongings and the adults shouldn’t help the children but leave them to find their own pegs. These is developing self-reliance skills as they know they must find the correct peg and ensure that they put all their belongings on it as children will know that if they do not put their belongings on their named peg then they may get lost. Overall it is an effective strategy to develop children’s independence and self-reliance skills as it is given the children a responsibility with no help from adults. The strategy of allowing children to plan activities is effective as it is important to listen to children and to allow them to express their thoughts, ideas and views. This empowers children when they know that they are being listened to and that their ideas and views are respected. It can develop the children’s independence as they are responsible for planning what the activity will be and what equipment is needed. The children should also be responsible for putting the activity together and getting all the equipment out. It also helps children to think about the consequences of their actions. Such as if they are going to plan an outdoor activity is it safe and no body will get hurt from it.
C
One theorist who supports the development of strategies for empowering children is Jerome Bruner. His theory on Discovery Learning is based on the child learning through asking questions and ‘where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.’(Learning-Theories.com 2010). He also uses the term scaffolding to state that children need to build on old information with new information and this should be a continual process. His theory states that children will be more likely to remember what they have learnt if they have discovered it on their own. The main idea running through his theory is that ‘the child is an active learner and problem-solver, struggling to make sense of the world.’(Linda Pound, 2005, pg 47.) This theory supports empowering children as it is stating that children should learn on their own and to discover new things without adults teaching them allowing them to have the satisfaction that they have discovered new things on their own. Bruner’s theory can support the idea of using named pegs to empower children.
First off children need to learn what their name looks like and use that information to find where that named peg is. Also children will remember where their peg is as they have found it on their own and may likely forget it if an adult shows them or if an adult is always hanging the child’s belongings on the peg. This also promotes the children’s sense of responsibility of their own belongings. Bruner’s theory can also support the strategy of allowing children to plan their own activities. This is because children may use their own experiences to plan an activity. For example a child may have enjoyed seeing a fire engine and therefore will want an activity making a fire engine. This supports independence as each child will have different experiences to draw from and can use them to develop activities without any adults leading what the activity should be. This theory can also support children working in a small group to solve problems. Children will have to work without an adult to solve problems such as putting some objects into categories. The children will have to use their past knowledge that they have learned to solve the
problem. Though this theory states that children learn best when they are discovering things themselves, children will still need a starting block to build upon. Therefore teachers or parents will still need to be part of educating children in order for the children to build upon and discover new knowledge. Overall Bruner’s theory promotes autonomy, responsibility and independence which support strategies to empower children.
Task Three.
E6
One way children can be prepared for transitions is through visiting the new setting with their parents or their key worker. During the visit children will meet their new teacher or practitioner so when they start the new setting they will not be scared of any unfamiliar people or setting. This also allows the children to meet each other before they start school.
Another way is through arranging teachers and children from the new setting to come visit the children and to talk about what the new setting is like. Also get the children to talk about how they feel about the school and what they do there. Another way is through parents or practitioners to read stories to the children about moving schools. This way children will know what to expect when they move into a new setting.
Another way settings can prepare children is through setting up a school in the role play area. This allows children to experience what a school can be like with children they are familiar with. Another way is through practitioners talking to children during circle time. Practitioners can talk about what will happen in school and ask children what they think will happen and how they feel about moving to a new school.
D1
Practitioners need to find out as much information as possible about any new setting that children will be starting in order to help the children during transitions. ‘By finding out information you will be able to consider how best to prepare the child.’ (Penny Tassoni, 2007, pg 146). Practitioners can involve children in this process such as getting them to look at the settings website which allows the child to see what the setting is like for themselves. Practitioners can also pick up prospectuses or even phone up the new setting and gather information directly form them. Practitioners also need to find ways to allow children to express their feelings about a move to a new setting. This could be done through a role play of a school which will allow children to express how they feel through play. Another way is through getting the children to bring a teddy or a doll into the setting. Then the practitioner tells the children that the toy will be moving settings just like the children. The practitioner should ask the children if they think the teddy has any questions about changing settings. ‘The responses are generally things that children have been subconsciously thinking about.’ (Penny Tassoni, 2007, pg 147). Another way practitioners can allow children to express their feelings is through circle time. By children explaining how they feel and what they expect to happen, practitioners are able to see what worries them and find ways to relieve that worry and show the change in a positive way. Practitioners can arrange for children to go visit the new setting. This allows children to meet their new teacher or practitioner and also to meet other children who will be starting at the same time. This will help children as when they start at the new setting they will already know the teacher and hopefully would have already made a few friends. This should stop them feeling scared and lonely. The new setting could also arrange an open day for parents as well so that parents get the information they need and want. The parents then can talk with their children about the new setting and what it will be like and what the children will be doing there. Practitioners and parents need to work together to ensure that the children have learnt the correct self-help skills to ensure that they can cope in a new setting. This is because the child to staff ratio will be different in a school and children will not get as much help as they did in a pre-school. The skills children will need to master are toileting, getting dressed and feeding. Also children will need to start to organise themselves and take care of their own possessions such as bags and coats.
Task Four.
E7
A cause of discrimination is stereotyping. This is when practitioners base their opinions on, for example, what family the child comes from or their ethnic background. Due to the stereotyping practitioners may make assumptions on what the child is able and not able to do which may mean that the child does not reach their full potential as they have not been given the opportunity to do so. Another cause can be favouritism. If certain children are favoured above other children or get more opportunities to do things then the other children may not reach their full potential as they are not given the same opportunities than the favoured children. It can also change the children’s behaviour, making them more likely to play up or misbehaviour just so they get attention. Another cause can be bullying. If children are being bullied either from other children or by practitioners it can make the children have low self esteem as they feel like they are not worth very much. It can also effect the children’s academic achievements as they may not care about putting effort into their work. It can also change the children’s behaviour. It can make them withdrawn and not want to socialise with their friends or it could make them more disruptive within class.
Another cause is exclusion. Children can be excluded from certain things because practitioners or children feel that those children are not able to do it or they don’t like the children. For example, a child in a wheelchair may be excluded from playing ball games just because they are in a wheelchair. This will lower the child’s self esteem as they don’t feel equal to all the other children. It can also stop the child from reaching their full potential as they are not being allowed different opportunities to find out what they are good at.
B
Policy and procedures can be affected by discrimination within the setting. All settings have to ensure that they have anti-discrimination or equal opportunities policy and procedures which all practitioners must know and understand and follow completely. For example the policy may state that all children no matter their ethnic, religious background or if they have a disability will have equal opportunities within the setting. Therefore practitioners need to ensure that all activities can be adapted to meet the individual needs of the child. All staff must follow the policies and procedures to ensure that no child is discriminated against are able to have the same opportunities as all the other children. Another effect is that staff will need to review their values and attitudes and if they find that they are biased towards a certain group then they should find strategies to adjust those biases. For example, the practitioner can do their own research and find out more information, as the better informed they are the less likely they are to form a biased opinion. Practitioners can also go on training courses to develop strategies to stop discrimination happening within their setting. Also practitioners can talk to the parents to find out about the child’s background or culture. This can allow the practitioner to understand more about the child and therefore can plan around their needs without those activities being discriminatory against that child. Also by working with parents then practitioners may find different ways to promote and celebrate the child’s background and culture. Practitioners need to also challenge discrimination in the setting. This can be done by showing positive images of different cultures, religions or children with mental and physical disabilities. Practitioners should also teach children about how every child and their background is different and teaches about the different cultures and religions. By practitioners actively promoting these differences children will be less likely to discriminate against a child who is different to them. Practitioners need to ensure that when they are planning there are promoting the child’s rights. All children have the right to be treated ‘without discrimination of any kind, irrespective of race, colour, sex, language, religion or other status.’(UNICEF, 2008). The policy and procedures are in place to protect that right and when planning activities they need to take into account all the children’s backgrounds that are in the setting. Also children of ‘ethnic, religious or linguistic minorities shall not be denied the right to enjoy his or her own culture, religion or language.’(UNICEF, 2008). For example, if a child is Chinese then the setting should ensure that they help the child celebrate the Chinese New Year and promote it within the setting. Another right children have is ‘the right of the disabled child to special care’ and the right to ‘enjoy a full and decent life in conditions which ensure dignity’ (UNICEF, 2008). Practitioners need to ensure that they uphold this right and stop any child being discriminated against due to a disability. This may mean changing the layout of the setting to allow children to easily have access to it and through it. This can also mean adapted activities to ensure all children have the opportunity to take part.
Bibliography
* Pound,L 2005. How Children Learn. Practical Pre-school. London. Step Forward Publishing Limited.
* Tassoni,P et al 2007. Cache Level 3. Childcare and Education. Essex. Heinemann.
* Department for children, schools and families. Every Child Matters (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham. DCSF publications.
* Learning Theories Knowledgebase 2010. Discovery Learning (Bruner) at Learning-Theories.com. Available from http://www.learning-theories.com/discovery-learning-bruner.html. Accessed on 21/06/2010
* UNICEF 2008, Convention on the Rights of the Child, Photo Essay, The Rights of The Child-I. Available from: http://www.unicef.org/photoessays/30048.html. Accessed on 21/06/2010
* UNICEF 2008, Convention on the Rights of the Child, Photo Essay, The Rights of The Child-II. Available from: http://www.unicef.org/photoessays/30556.html. Accessed on 21/06/2010