Bracebridge Infant and Nursery School: This is a statutory school set up and funded by the government. The governors within the school have a key role in managing the finances, recruitment and ensuring Bracebridge Infant and Nursery School provide a high level of education for all it’s pupils. The school encourages academic, social and emotional development. Our Lady of Lincoln Catholic Primary School: Is a voluntary aided school which provides a balanced education for children with a range of abilities. The school assesses and reviews progress towards the child’s individual targets. The targets ensure the child meets their individual needs.
To support children with special educational needs the school has an Individual Education Plan (IEP). This allows the child to have class-based support from teachers. Sunflowers Nursery School: Is a private nursery. The nursery has a well resourced environment, providing a range of stimulating and well planned activities which are both inside and outside. All of this allows the nursery to meet the child’s individual needs and supports their interests. “Sunflowers Nursery School is Ofsted registered to care for children from birth to five years and follows the Early Years Foundation Stage (EYFS) standards and curriculum”.
(http://www. sunflowersmilenurserys. co. uk/) E2: Describe how each of the types of settings identified in E1 aims to support children and their families. Bracebridge Infant and Nursery School: “To support and value our pupils and their families, with equal opportunities for all”. (Bracebridge Infant and Nursery School brochure). Each half term parents receive a newsletter containing general information and important dates. Also the class teacher will inform the parents of any curriculum information.
They communicate regularly with parents or carers to keep them informed about what is going on in school and provide progress reports regarding their child. The school offers opportunities for all parents and carers to be involved in the daily life at the school. Our Lady of Lincoln Catholic Primary School: “An information evening on Numeracy and target setting, Parents’ evenings, termly curriculum letters and target letters have been used to inform parents of learning and progress. Parents are given the opportunity to visit their children at work in class. ” (http://schoolsfinder. direct. gov. uk/9253347/school-profile/ )
The Primary school sends out a questionnaire to parents to seek their views on the school. They invite all parents and parishioners to class assemblies. This way the parents are included in the children’s daily life at school. Our Lady of Lincoln Catholic Primary are aware of the importance of the parents role in the home and school relationships. Sunflowers Nursery School Sunflowers Nursery School provides a safe, welcoming, clean and well resourced environment for children and parents. The nursery involves all parents by allowing them to come into the nursery and help out in a group on a regular basis.
This gives the opportunity for parents to see what happens at school and to reflect on their child’s development. Also it allows an opportunity for children to see their parents or carers in a new role. E3: Describe the main legislation in your country that supports the rights of children The Humans Rights Act 2000 supports the rights of children as it states that everybody has the right to an effective education. However the rights to an effective education does not give parents or children the right to learn whatever or wherever they want.
Also The Humans Rights Act 2000 allows parents to have the right to ensure that their religion and philosophy beliefs are respected during the children’s education. Although their religion and philosophy should be respected, this is not an absolute right. This is because some schools may not allow the child to change their uniform or miss school due to a celebration or ceremony. “Under the UN convention, children have the right to: be with their family or those who will care best for them enough food and clean water for their needs an adequate standard of living health care play be kept safe and not hurt or neglected free education In addition: children with disabilities have the right to special care and training children must not be used as soldiers or cheap workers”. (Beaver, M et al, 2008, P21)
United Nation Convention on the rights of the child includes basic living rights and their right to a free education. The above points ensures every child has the right to be safe, healthy, adequate accommodation and a place to learn. “Children act 1989 defines parental responsibilities as all the rights duties, powers, responsibilities and authority which by law a parent of a child has in relation to the child and his property”.
(http://www. legislation. gov. uk/ukpga/1989/41/section/3) The act outlines the support local authorises need to provide to ensure the welfare of the child is taken care of. One of the main aims of Children act 1989 is to encourage greater co-operation between the authorities and voluntary agencies responsible for a child’s welfare. E4: Describe the recognised principles and values that underpin working with children There are ten recognised principles and values that underpin working with children. For example working in partnership with parents/ families and anti-discrimination.
Working in partnership with parents and families has a positive effect on children, as they are the most important people in a child’s life. No practitioner should imitate the parents role as this might affect the child’s behaviour in the home environment. Families and parents have the most knowledge about their child. This should be respected and the parents wishes should never be ignored. Also any records of the child must be shared with parents in an quiet area, so no information is over heard. Anti-discrimination must not take place in any childcare setting.
Practitioner should not discriminate against any child, parent and their families. The setting must always respect and support children and families beliefs and religion. By including various beliefs within certain activities other children can learn about different cultures and beliefs and how to respect them. Anti-discrimination in settings includes respecting individuality, diversity and ability. E5: Explain the importance of valuing and respecting all children in the setting Within the early years settings, practitioners will need to adapt the setting to ensure it is non-judgemental when working with parents/ carers and families.
This includes family background, beliefs, religion and certain traditions. For example the child may not be allowed to eat certain meats. This should not be judged and should be respected by all practitioners. To ensure the child is valued the practitioner should set out activities that will give children choice. For example the ability to play in the sand pit or water play. When planning activities the practitioner must provide opportunities for different race, culture, background, gender and disability. For example activities that relate to their culture and religion and activities that will include children with disabilities.
E6: Describe three professional skills that will support your work with children Relationship with parents is a great professional skill to have when working with children. This is because you are about to talk to the parents about the child’s development as home and at the setting. By having a relationship with parents / carers you are in contact with them on a daily basis and able to share any concerns about the child. Good communication is important as children will co-operate and work better together. This is because children will understand what is being asked and will produce better work.
Speaking in a clear tone and calm voice, children will respond better and their behaviour may change. However if if English is not a child’s first language the practitioner must speak slower and can also learn some of the other language. A translator could also help the child with their English and help them understand what is being asked. Understanding of children’s behaviour is important as you can detect any odd or changed behaviour within the child. By gaining this knowledge you are able to inform the parents if you have any concerns about the child’s behaviour and development.
The practitioner needs to be aware of what children of different ages can manage. This allows for judgements to be made around the level of behaviour appropriate for the children you are working with. E7: Describe how study skills can support your learning during your training “It is important that you consider how you are going to study and organise yourself accordingly”. (Beaver Marian et al, 2008, P31) Professional practice will support your leaning because when at placement you are able to put this into practice.
For example professional practice stresses the importance of good time keeping and attendance. This is important because if your attendance is poor the placement may see you as not willing to work and the children can also suffer as the planned activities could be delayed or disrupted. To manage your time. Using a calendar or a daily planner will give you the necessary skills you need to plan activities for children. Ensure punctuality at placement gives you the opportunity to plan the day ahead as well as prepare lesson before the children arrive.
Good time management ensures activities are planned thoroughly and the children get maximum benefit. Note-taking will support your learning as you can refer to them when help out with activities at placement as well as assignments and possible observation tasks while at placement. Note-taking at placement can help with reflecting on the key learning points and writing up your diaries and providing situational examples for assignments. Research will help support your learning because you can adapt your knowledge and get a better understanding of what is being asked.
For example if a child at placement has a religious belief you can research this and you are then able to talk to the children about their religion. This can help with understanding the child’s religion better and you can be better informed when communicating with parents. D1: Explain why the practitioner should develop and maintain appropriate relationships with parents and other professionals. It’s important to maintain appropriate relationships to meet children’s needs. This is important because some parents may be concerned about their child’s development.
For example the child’s reading development . In this situation the practitioner needs to be understanding and supportive to both parents and the child. Due to the concern of the child’s reading development other professionals may need to attend a multi-professional team meeting. The meeting may include a health visitor or to arrange for the child to go to see an optician. “Good relationships will benefit the child, the parent and those who work with the child. Parents have the most knowledge and understanding of their child”. (Beaver Marian et al, 2008, P27).
A good relationship with the parents will help the practitioner to share their knowledge and will feel they have a role in the child’s life. This way the practitioner can identify any odd or unusual behaviour. Parents will have the most up to date knowledge about their child. If a good relationship with the parent is in place this knowledge can be shared with other practitioner to help the child’s development. Also an appropriate relationship with the parent/ carers allows you to have daily contact with them and talk about any concerns about the child.
D2: Discuss the characteristics of working in a multi-agency team Multi-agency working is where practitioners from different work sectors get together to find the best way for helping and supporting children, young people and families. This agency ensures the children and young people who may need additional support get the right professional support. CAF is a framework is used by all children’s services. The aim is to help children with additional needs. CAF approach is to assemble an assessment of child’s additional needs and decide how those needs should be met.
“Lead professionals work with children with additional (including complex) needs who require an integrated package of support from more than one practitioner. ” (http://www. cwdcouncil. org. uk/lead-professional) The TAC(team round the child) support the child or family who requires support. The TAC is also referred to as TAYP (team around the young person). Multi-agency working team provides better support for parents and children. Also it improves the education and achievement with the school and the children. C: Explain why the early years practitioner should listen to children’s views and value their opinions.
It is important the practitioner should listens to the child’s point of view as it allows children to speak about their feelings and make them feel comfortable talking to you about any issues or problems they may have. It will also help build the child’s self-esteem and feel confident in themselves. A good activity to allow children to share their views is circle time. Circle time allows children to listen to others and also to express their feelings and their opinions. Children will feel confident to open up to practitioner and will feel valued as an individual.
At my placement they allow children to put their opinions across by setting up a school council. This allows the children to discuss what they like and dislike about the school. The school council also allows every child to have a turn to speak about how they feel. B: Explain why it is important that practitioners understand the limits and boundaries of their role when working with children When working with children it is important to have an appropriate professional relationship with the children. The practitioner should familiarise themselves with the settings policies, procedures and code of conduct.
These are critical to ensure the support infrastructure is in place for the practitioner. Practitioner need to be aware that they are in a partnership role with parents and should never undermine the relationship between the child and the parent/ carer. For example parents may not want their son to play dolls or dress up in girls costumes. Parents wishes should be respected as long as they follow the settings policy and procedures. Confidentiality is a key principal when working with children. The parent has the right to decide what personal information is collected and recorded.
For example written permission is required if carrying out observation. Practitioners must not get emotionally involved with the children they work with because this can affect the child’s development. For example this can affect the child’s behaviour at home and relationships between the parent and child. A: Reflect on the importance of a child centred approach in early years settings. “The Child Centered Approach promotes the right of the child to choose, make connections and communicate. It allows freedom for children to think, experience, explore, question and search for answers.
It presents a creative celebration of children’s work. ” ((http://www. growingplaces. org. uk/reggio. htm) A Child-Centred Approach allows children to develop their individual qualities. The practitioners role is to see how their play develops rather than directing play itself. This allows children to become more independent, creative and develop good communication skills. By having A Child-Centred Approach children are focusing on their own development. However the environment around them must enable the child to learn and understand their personal qualities. This allows the child to stay focused.
A Person centred learning is about providing a welcoming and friendly environment which does not intimidate or undermine. It centres on the persons abilities and strengths rather than their weaknesses. This also applies in a early years setting when planning an outdoor activity. For example allowing children to try out different equipment. When looking at Reggio Emilia it outlines an approach to education and learning and is not underpinned by a belief system, however it share some of the values with Montessori. For example they both focus on the whole person and their creative abilities.
The Reggio Emilia approach allows children to follow their own interests. For example a child may show an interested in building something, therefore the practitioner reinforces this learning by introducing a building project. While building the project it introduces topics such as: problem solving and maths skills. Reggio Emilia links with Child-Centred approach as they both concentrate on the child’s own abilities and allows the environment to support their learning. Schools that follows Reggio Emilia approach allows children to have access to a variety of materials throughout the day.
Therefore this reinforces the point that the environment is key to the development of the child. “In HighScope’s vision of preschool education, children are doers and problem solvers, and adults are partners who share in children’s discoveries and gently guide their learning. ” (http://www. highscope. org/Content. asp? ContentId=613) Highscope is an approach where children learn by doing. It has been develop over the past forty years through research and practice. This approach supports children by allowing them to have a flexible daily routine and helps children engage in activities.
Also it allows children to reflect on their activities Highscope has the same aims as a child-Centred approach and Reggio Emilia because they focus on play itself. However child-Centred approach and Reggio Emilia Approach does not allows children to reflect on the activity. When looking back at my research it is clear that all the approaches have the similar principals. Which are they all focus on the child’s learning environment and needs to be welcoming and supportive. All approaches put an emphasis on providing creative materials for children to interact with and not focusing on structured boundaries.
However Highscope approach allows children to reflect on their learning and question why they did things in a certain way. Bibliography (Beaver, M, Brewster, J, Green, S, Neaum, S, Sheppard, H, Tallack, J Walker, M, 2008, CACHE Level 3 Child Care and Eduction, Nelson Thornes, London) http://schoolsfinder. direct. gov. uk/9253347/school-profile/ (Accessed 25/10/11) http://www. sunflowersmilenurserys. co. uk/ (Accessed 27/10/11) http://www. growingplaces. org. uk/reggio. htm (Accessed 18/09/11) http://www. highscope. org/Content. asp? ContentId=613 (Accessed 19/09/11) (http://www. legislation. gov.uk/ukpga/1989/41/section/3 (Accessed 27/11/11) Research materials http://www. daynurseries. co. uk/day_nursery_search_results. cfm/searchtown/
Lincoln http://www. education. gov. uk/inyourarea/schools/la_32UD_schools. shtml http://www. sunflower-nursery. co. uk/#/prospectus/4536266590 http://www. bracebridgeinfants. ik. org/p_Home. ikml http://www. education. gov. uk/childrenandyoungpeople/strategy/integratedworking/a0069013/multi-agency-working http://www. cwdcouncil. org. uk/lead-professional http://www. education. gov. uk/childrenandyoungpeople/sen/earlysupport/esinpractice/a0066702/integrated-services).