This is provided by government or state; they are set by laws and passed by parliaments and Refers to services provided by the local authority as a matter of course.
- EYFS. Children centre aim ton purpose to provide an accurate assessment of individual children at the end of EYFS year.
- Primary schools. Reception classes for children under 5 years old. This is programme for children under five that can provide early learning and full day care for pre-school children.
Maintained Nursery Schools
This is registered with Ofsted and inspected regularly maintained schools provide a free early education and offer young children to play in small group.
Provide pre-school education for children before they go to primary school.
Private services: Consist of educational, medical, and health, business, recreational.
Private primary schools
Nonstate school has the right to select their students and charge fees.
- Child minder. A qualified person works with children for more than 2 hours a day must comply with the requirement of EYFS.
- Nannies and Grandparents. Those can provide care for one child or more.
Provide profession child care and pre-school nursery education.
Voluntary service: Voluntary service is understood as being part of voluntary activities and is characterised by the following additional aspects: fixed period (no matter if short or long-term), clear objectives, contents and tasks, structure and framework, appropriate support, legal and social . This is can be organised by charities.
Day school (running by parents)
Children are given an educational instructions on a particular topic during the day.
Offering affordable quality child care and education.
Play group and pre-school
Offer early childhood education to children between 3 – 5 years old.
I have previously attended Cook And Taste Programme which is related to care after children’s health, and I Work in private nurseries and primary schools for the last 2 years, this is give me good experiences, I have enjoyed developing my skills planning and implementing sporting craft activities and reading stories for the children. My sensitivity gives me ability to be aware of and responsive to the feelings and needs of another person.
And my comfort means physically and emotionally it may provide in the form of cuddle at a time of anxiety time or by providing a reassuring safe environment to a distressed child, touching, listening, and talking can all provide emotional comfort as well. As a practitioner I believe that should have an awareness of child’s personal rights, dignity, and privacy, and must show this at all times. Every child is unique and so my approach will need to be tailored to each individual’s needs. My knowledge is a secure of early childhood development and how that leads me to successful learning and development at schools essential, so I kno what am doing as a practitioner.
I have got good skills of listening which is vital part of the caring relationship. Sometimes child’s real needs are communicated more by what is left unsaid than by what is actually said, facial, expressions, pasture and other forms of body language all give clues to a child’s feelings and as a practitioner for yearly years I be aware of these forms nonverbal communication. I have got high quality skills of coping with stress, means caring for other effectively in a full-time capacity requires energy, and it is important to be aware of the possibility of professional burnout in order to help others, as a practitioner I suppose to develop outside skills to avoid suffer (burnout).
I have empathy and the ability to understand and share the feelings of another. I am a patience individual which helps with my involvements with other people and to learn of other people’s methods of dealing with problems, even when I feel that my own way is better – it is required with children. I have sound knowledge of the principles and content of the Early Years Foundation Stage and know how to put it into practice. I am able to plan and prioritise in a flexible and informed way. I am responsive to change and ideas.
I have an ability to plan and lead meetings with practitioners, parents and professionals for beyond the sitting. I am also able to establish and be part of a culture of collaborative and cooperative working between settings and colleagues. I have excellent written and verbal communication skills. Demonstrate an ability to write up reports, recording efficiently and effectively. I have an ability to contribute to ideas for the ongoing development and improvement of services. I have an understanding of the importance of attachment theory in a child’s development and acceptance and be able to work on own initiative.
Adhering to the agreed scope of the job role
Some reasons why it is important to adhere to agreed scope of the job role is that when you appointed for the position, you have agreed with the job description as part of a contract with the employer. So, it is your legal responsibility to adhere in your defined role.
It is your duty to understand the expectations of your job as well as understand professional boundaries. In order to be successful in your job, it is essential to be respectful and accountable. It is important to adhere to agreed scope of the job role is that establish warm, respectful trusting supportive relationships with babies and children. Support parents/carers in their relationship with their children. Support and encourage Key Persons to have a solid knowledge and understanding of individual children’s needs their family backgrounds and cultures. This is because each job/position is a small part of a larger operation.
Doing something by “the agreed scope of the job” might not make sense at that level but it might help keep the larger operation running smoothly. The yearly years foundation stage (EYFS) sets the statutory standards that all early years providers must meet. This includes all maintained schools, non-maintained schools, independent schools and all providers on the Early Years Register. Rf. GOV. UK
Every day routine is:
- Signing in and out. As a practitioner I encourage children to sign in an out for safety reasons, and telling them to hang up their coats, and ask them to wash their hands.
- Toilet break/ nappy changing. Encourage children to toilet to train them to go in right time, the age for toilet training is generally accepted as being around the 2-3 year old age range.
- Snack time. It is very important to give children a snack and it is a portion of food often smaller than a generally eaten between meals to provides the body with energy.
- Tidy up time. It can be a song about tiding up, or it can be any old song i like (something that is fun and will get some focused activity). Sing along with the song yourself, and just start picking things up and putting them away, saying “this is the tidy up song, this song always means it’s tidy up time. Over time the ritual and routine of this will sink in.
- Playing. Suppose to encourage children to play all around us, play can occur alone or in groups, It can be spontaneous or as part of a planned activity it can be defined as a physical or mental activity, and It is not hard to recognize the benefits of play for children’s health.
Relationship between legislation, policies and procedures
Policies and procedures are what differentiate each workplace. Every workplace should develop and implement policies and procedures which are relevant to the individual workplace incorporating the legislation from the 2 statements.
For example, a magazine shop would have a different set of polices than a care home because there are different takes being carried out by the staff. The Health & Safety at Work Act (1974) is the legislation (or law) which applies to every workplace, it can basically be boiled down to 2 statements: Employers Responsibility: To ensure, as far as is reasonably practicable, the health, safety and welfare of all its employees. Employee’s Responsibility: To take reasonable care of themselves in the workplace and to be mindful of the effects of their acts and omissions.
Role of the early year’s practitioner
Practitioners: have a crucial role to play in finding ways of engaging and collaborating with children in writing, of creating interesting and purposeful opportunities to write both indoors and outdoors, and planning higher levels of adult-child interaction that support children’s thinking In good environment for good health. Put the child safety first:
- Ensuring the welfare and safety
- Upholding the child’s rights and dignity.
- Enabling the child to achieve their full learning potential.
- Showing compassion and sensitivity.
- Respecting the child as individual.
- Apply CACH’s equality of opportunity policy.
- Never use physical punishment.
- Honour the congeniality of information relating to the child and their family, unless it is discloser is required by law or in the best interest of the child.
- Respect the customs, values and spiritual beliefs of the children and their family.
- Respect the contribution and expertise of staff in child care and education led, and other professionals who may they involve.
The framework for early year’s practitioner to do the following:
- Record their qualification.
- Reflect on their work.
- Formulate their self-development plan.
- Allow manager to understand staff experience and qualification and training needs to support the development of the sitting.
- Ensures children are kept healthy and safe.
- Ensures that children have the knowledge and skills they need to start school.
- Sets the standards that all early years providers must meet to ensure that children learn and develop well.
Working relationship is different from a personal relationship
The difference between a working relationship and personal relationship is that, because of boundaries, professional codes of conduct, employer policies and procedures.
In your working relationship you would be friendly have a different approach treat with equality you would know your role and responsibility you would not share personal information as you would with friends. Also a working relationship as no emotional attachment and is primary based around your job, where as personal relationship as an emotional attachment due having family and personal friends and is not work related.
Working relationships in early years setting
Which we support each other and cover to each other if one of us unwell, and give right information to help us process the work, so is very important that working together as team work.
Provide right information about every single child clearly in good report to help the manager catch up correct information for easy and smooth work. GP (the doctor): Take all the health information from children’s GP that will help us to avoid put children in risk, and inform their doctors about any change we me recognise it. Social worker: Work with social worker keeps children safe if their parents abuse them or relative emotionally or sexually Parents: Work with parent Is more important things, this will allow parents and staff share information about the children.
We have to give every single child chance to tell about themselves and give them opportunity to get their right, listening to them, give them time to explain themselves, and develop their skills. Suppose to work in respect and trust environment to run the work in smooth and easy way to share information between them.
Reasons for working in partnership
Partnership involves responsibility on both sides. Working in partnership with others is very important because everyone involved can share information and concerns to create a holistic view about children and young people. For example in a nursery working with the parents/cares is part of safeguarding policy, this will help children feel safe and secure.
Partnership involves parent, families and practitioners working together to benefit the children. Each person recognizes respects and value what others does and says (opinions). Part Communication will be easy and clear. Good partnership working should be based on effective and accessible peer support. Open and honest communication essential to encourage trust . Choice, fairness, openness, trust and empathy; and Respect for the experience and knowledge of the person (and, where appropriate, their carers) about their condition, circumstances and preferences for care. In order to achieve a good partnership partners need to communicate, co-ordinate, co- operate.
There are two types of partnership working: multi agency working and integrated working. Multi agency working brings together practitioners from different sectors to provide an integrated way of working to support children, young people and families and ensure that children who need additional support get the right professionals they need to support them.
Multi agency working may include people form professional backgrounds such as social workers, health, education, early years, youth work, and police and youth justice. Children, young people and family’s needs can be very different, the composition of a multi-agency team will differ from case to case. It is important each practitioner brings with them their own specialist skills, so that the child, young person and family gets the best support possible. An integrated working are service hubs for the community bringing together a range of services, usually under one roof, whose practitioners then work in a multi-agency way to deliver integrated support to children, young people and their families, for example extended services of Sure Start center.
It includes people such as nurse, teacher, youth worker, sports coach, social worker, or any other member of the children’s workforce. It is important to work in partnership with others because: all the agencies can share information and concerns and create a holistic view about children in a care setting when any need arises, to help to keep the children safe from harm and promote their welfare, to diagnose a special need quickly inchildren and get the help that is needed to the child/family…
Skills and approaches needed for resolving conflict
We should try to handle conflict situations by remaining calm, ending the conflict before it escalates and remaining respectful of others. However, there are times when this may seem impossible and the following skills are required: Openly discuss, knowledge the feeling and emotions from both side, demonstrate active listening skills for both side and Give both opportunity to be heard without, Invite them to come with their own solutions to the problem.
Partnership involves parents, families and practitioners working together to benefit the children. Each person recognizes, respect and value what others does and says opinions. Good partnership working should be based on: effective and accessible peer support Open a honest communication and give choice, fairness, openness, trust and empathy. Finally respect for the experience and knowledge of the person( and where appropriate their carers) about their condition, circumstances and preference for care.
Why continuing professional development is integral
Continuing professional development is important because it ensures me continues to be competent in your profession and it is an on-going process and continues throughout a professional’s. Continuing professional development is integral to the role of the early years practitioner. Working with children is a highly responsible profession; it requires to show great sensitivity to the children and their parents. In order to be successful in the role practitioners have to be honest with themselves, recognize where are the areas of weaknesses and strengths. An introduction to the role of the early year’s practitioner.
Cite this essay
Nursery school. (2016, Oct 07). Retrieved from https://studymoose.com/nursery-school-2-essay