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How you adapt your practice to meet the health and physical development needs of children, taking into account age, gender, ethnicities, individual needs and abilities In my setting I help to promote children’s health and physical development through daily routines and activities. In all my activities I have in mind that children are individual. I also make use the term “one size fits all” approach to do my planning. When planning I put into consideration, the age, gender, ethnicities, experience, ability and the specific needs of each child. I aim to give all children in the setting the opportunity to succeed and reach their highest level of personal achievement. I analyse the attainment of different groups of children to ensure that all children are achieving as much as they can. I also make ongoing assessments of each child progress. Other things that I put into consideration to help me achieve my aim are; layout, safety of equipment eg: not too many small pieces, Cleaning rota, flooring-carpet, laminated flooring for easy clean, toys and equipment that challenges children I also consider children cultural/religious practices eg: some clothes worn such as sari’s can be difficult for PE, Adult ratio, dietary needs, training of staff-health and safety, health and hygiene, SchoolSAFE etc., access-are doors suitable for mobility aids.
The type of indoor and outdoor activities that will encourage balance, co-ordination, gross and fine motor skills, manipulative skills and hand/eye co-ordination In my setting, I make use of environment and resources. I encourage children of all ages to play together happily because I understand the benefits of different types of play and I help children to experience play that will support their overall development.
BALANCE AND COORDINATION
GROSS AND FINE MOTOR SKILLS
Push-and-pull toys, e.g. having dolly in a buggies
Climbing, frames, slides
Drawing and marks making with crayon, chalks, pencils
Jigsaws and puzzles
Pretend play i.e making tea, or cooking
Self dressing, including buttoning and unbuttoning own clothing
Riding bike and scooters
Kicking,throwing and catching a ball
Dancing and moving to music
Walking, Running, jumping and skipping
Threading and needling
Computer moving the mouse
Water and sand play
Cutting with scissor
In what circumstances you might change routines or activities, how you would adapt existing or planned activities or routines.
It is very important to actively plan to meet children’s need because there is otherwise a real danger that some children’s needs might be overlooked, so in my setting I put this into consideration. Activities are usually planned with a group of children in mind, with regards to individual needs. However routines and activities could be changed if the children became bored or I run out of resources. I always have the thought about how an activity could be extended or adapted if needed at the last minute.
In my setting all activities and areas of the setting are accessible to all children, there are also sufficient space between furniture and activities that allow free movement around the classroom.
What the organisation’s policies and practices are regarding risk assessment and safety and why it is important to follow these? Risk assessment is about being aware of potential dangers in the children’s environment and then taking step to minimise the risk. Risk assessments must be carried out in order to identify hazards and find out the safest way to perform certain tasks and procedures. In my setting, I have a list of what and where to carry out the risk assessment so I carried out this risk assessment every morning. I follow my setting policies and practices regarding risk assessment and safety because it is important to makes my settings safe places for children.
What is meant by challenging activities for individual babies and children and the link between challenging activities and developmental progress.
How you encourage children to extend their range or skills and achievements. In my setting I always encourage all children of all ages and gender to increase their range or explore the range of their movement and limits of their bodies. This is achieving by: I join the children in some activities e.g play with ball and making play dough I encourage both boys and girls to join in all activities, individually and together I make sure all children have a go, they take turn
I make sure all children have equal access.
I give them praise and encouragement when they perform new skill e.g well done or clapping. And at time give them award inform of sticker.
How to provide opportunities for children to rest and recover from physical activity and why this is important In my setting after physical activity I make sure children have opportunities to have a drink of water Sit down quietly or lie down in the quiet/book corner.
This is because they need to catch their breath, slow their heart rates, rest their muscles and generally recharge their batteries. In my setting I also follow a routine that encourages children to relax or rest. It is important for babies, toddlers and young people to rest because it will help the growth and development, and it will help them to relax their brain.
How to carry our risk assessment that takes all reasonable precautions without restricting opportunities for development; how organisational policy can support this.
The government’s guidelines on healthy eating and nutrition for children and why it is important that these are followed by childcare practitioners As a practitioner it is important to follow the government’s guidelines on healthy eating and nutrition for children, so in my setting as am the one in charge of cooking and preparing snacks for children, I have recently renew my food and hygiene certificate. I make sure that healthy and nutritious food is prepared for the children as I know it is illegal to purposefully contaminated food. The nutritional needs of babies and young children
differ according to their age, religion and dietary.
There has been a huge amount of research into the problems of childhood obesity- caused by a combination of eating too much especially fatty and sugary food. Lots of snack between meals with little or not enough physical exercise, it has been proven beyond doubt that diet and physical activity in a child’s early years can affect health in later life. There are some guidelines for a healthy diet:
Enjoy your food
Eat a variety of different foods
Eat the right amount to maintain a healthy weight
Eat plenty of food rich in starch and fibre
Eat plenty of fruit and vegetables
Do not eat too many foods that contain a lot of fat
Do not have sugary foods and drinks too often
In my setting I try as much as possible to follow these guidelines.
What are appropriate foods to give to children, what foods are unsuitable and why Link to K2D295
Special dietary requirements and food preparation, related to culture, ethnicity or religious beliefs In my setting as a child is registered I find out if the child has any specific dietary requirements sot that I can meet the child’s needs whilst still promoting a healthy diet. Children’s dietary requirements are often determined by their family, culture, ethnicity or religious beliefs. Christians may give up certain foods for Lent
Jews may not eat pork or shellfish etc.
Muslims my breast-fed until the age of two years and may not eat pork or pork products. Sikhs may be vegetarian or eat only chicken, lamb or fish Hindus may eat no beef or be vegetarian and my drink no alcohol
Why it is important that all dietary information is documented and shared with others e.g. food allergies In my setting information about all dietary is documented and shared with other staff in order to avoid any mistake as any mistake made could cause serious harm to the child’s health.
Information about children’s allergies to food and drink are regularly updated in my setting. This is always discussed with parents when a child is admitted.
How you can encourage healthy eating practices in children
In my setting I make children to be aware of healthy foods and how good they are for their bodies. I get them involved in their food as soon as they show an interest. Introduce lots of foods with different tastes and textures
East as a group as much as possible, as it will encourage children to enjoy mealtime Introduce children to multicultural healthy foods that are new and interesting Introduce children to exotic fruits and vegetables that are new and interesting Involve children in shopping and preparing healthy foods.
Make myself a role model, by drinking water at all time and eating fruit and vegetable also.
The need for good oral hygiene and how and why this can be encouraged In my setting, I encourage children to look after their teeth by: Brushing their teeth every morning and night
Avoid sweetened drinks at any age
Drinking plain water after meals
Diet with plenty of calcium, fluoride, vitamins A, C and D and food that need chewing. Regularly visit to the dentist as soon as teeth appear.
Principles of cross infection and basic food hygiene
In my setting, I make sure children wash their hands, before and after eating, when they go to toilet they washes their hands. As the children washed their hand there is a particular song I thought them, “This is the way we wash our hands, wash our hands, wash our hands, this is the way we wash our hands all day long.
Correct disposal of different types of waste according to procedures and why this is required In my setting, in several occasion I have to dispose of bodily waste like vomit, urine and faeces. I make sure this are disposed of correctly in order to avoid contamination of surfaces and materials that are used to prepare food, or that children work on. I always wear disposable gloves and apron when dealing with waste I make sure I dispose waste promptly and in the appropriate bin. I always wipe surfaces that waste has been in contact with, by using the correct fluids and cloths. I dispose of my gloves and apron and wash my hands thoroughly after dealing with waste
Activities that can be undertaken by children to raise awareness of their own bodies and their health needs, according to their age, gender, needs and abilities In my setting I make sure children are aware of their own bodies at the same time teach them how to look after their body to keep them healthy and safe. This is an ongoing process for children because their bodies are changing and developing all the time. Children benefit from understanding that in order to grow and develop their body needs healthy food, water, exercise, rest and to be cared for in a hygienic way. Furthermore all children experience times when they feel unwell. I also provide activities in accordance with children’s age, gender, needs and abilities. Songs singing during circle time involving all the part of the body like ‘head shoulders, knees and toes’….. Having a discussion about the theme ‘All about me’ this encourage children to focus on themselves and their bodies Holding food-tasting events for new healthy food.
Pretend play, e.g. doctor and patient
Details of health surveillance of children and young people, the role of immunisations and information on regimes for children
Heath surveillance can be describe as close supervision or observations that are primarily carried out to detect any problems with a child or young person’s development with the aim of getting them the appropriate support and treatment in future. Child health surveillance should be carried out in partnership with the parent as they are the experts and the best people to identify health, developmental and behavioural problems in their own children. It is a positive experience for parents.
In my setting, we always ask parent if they are up-to-date with their children immunisation and further explain to them the important of immunisation. Immunisation is to protect children from diseases that are very serious and could result to death or serious handicaps. It also protects children by preventing diseases from being passed on.
Age immunisation is given
Diseases protected against
Name of vaccine
Two months old
Diphtheria, tetanus, pertussis (whooping cough), polio and Haemophilus influenzae type b (Hib) Pneumococcal infection DTaP/IPV/Hib
Pneumococcal conjugate vaccine, (PCV)
Three months old
Diphtheria, tetanus, pertussis, polio and Haemophilus influenzae type b (Hib) Meningitis C
Four months old
Diphtheria, tetanus, pertussis, polio and Haemophilus influenzae type b (Hib) Meningitis C; Pneumococcal infection
Around 12 months old
Haemophilus influenza type b (Hib)
Around 13 months old
Measles, mumps and rubella
Three years and four months or soon after
Diphtheria, tetanus, pertussis and polio Measles, mumps and rubella DTaP/IPV or dTaP/IPV, MMR
13 to 18 years old
Diphtheria, tetanus, polio
12 to 18 years old (girls only)
Human papilloma virus (HPV) – increases the risk of cervical cancer HPV
In addition, some babies in high-risk groups are given a BCG immunisation for protection against tuberculosis shortly after they are born. Higher risk infants may also receive immunisation against Hepatitis B. Your doctor/health visitor will give you more information if your child needs these immunisations.
How chronic illnesses may affect physical development and how to access further information and support about particular conditions Children with chronic illness may be physical affected. The get tired quickly and so miss out on some activities. I need to keep track of children’s participation in the setting so as to know if they have missed key activities. But children who have chronic illnesses and physical difficulties are given opportunities to join in fully with all discussions and activities.
I get support and information from the child’s parent/career as they will be well informed, I can also search through internet, support groups and health organisation or Libraries.