Unit Three Supporting Children
Unit Three Supporting Children
E2 the children act came into force in 1991 this was to attempt to bring together lots of different legislations; I cover many things like child protection, parent responsibility and the inspection of settings. It mostly cover that a child’s welfare is paramount, and that their views should be taken into account at all times when decisions are made about their future. It also requires setting to be registered and for local authorities to provide services for children and families in need.
This makes us as practitioners want to listen to the children, to hear and understand their opinions and wishes to make their future brighter. Protection of children acts 1999, as part of this Act people who are seen as unsuitable to work with children are now placed on a register. The settings then have a responsibility to make sure that those seeking employment or volunteering to work with children are vetted by the Criminal Records Bureau (CRB).
This creates and safe environment for the children with adults who may keep the children safe. Safeguarding vulnerable groups act 2006; This Act came into force in 2008. Similar to protection of children act 1999, it is designed to make sure that adults working with children 5and other vulnerable groups, such as adults with learning difficulties, are vetted by the Criminal Records Bureau; not only in childcare settings but also in other organisations such as brownies or junior football clubs.
It also states that any adult who has not been checked must never been left unsupervised with children. This is so children that are in vulnerable groups are treated with respect and not discriminated against. Childcare act 2006, This act came into force in 2008, It includes the welfare standards for registered settings working with under 8 year olds and the learning framework for children aged 0 – 5 years (the Early Years Foundation Stage). These welfare standards require settings to follow certain requirements.
For example, student to teacher ratio. The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society. It replaced previous anti-discrimination laws with a single Act, making the law easier to understand and strengthening protection in some settings. It protects children from any discrimination in the setting making it a better environment for the children to learn in.
E3 the reason why setting has policies and procedure is to keep the children safe and to keep them out of danger. n my settings there are many different policies and procedures but the one they made me read on the most if safeguarding, it explains how to minimize cross infection, for example our hygiene is the most important washing out hands and the children’s hands, other things like making sure the children have days off for illness so it doesn’t get passed onto other children. There’s also main security depending on different places, in my setting we have certain gates that have to be locked like the gate to get upstairs so no children go up, so they don’t fall.
The door has to be opened by a manager or the assistant manager to answer the door. There is also May other things like preventing accidents, like rubber sides of tables. Things at their level to prevent things falling on their head. and keeping this like cleaning products out of sight so the children can keep safe, and there is a legislation based on that called COSHH (Control of substances to hazards of health) we follow all of these every day in our setting to ensure that children are safe and secure in out settings.
E4 policies and procedures can promote fair, jus and inclusive strategies. For example I have some policy’s that show how they promote fair, just and inclusive strategies, my first example is SEN here children have full access to things, the have a voice and educational inclusion, they can take part in learning things le senco, they have support and they can have a sensory experience this gives the children to educate in their own way.
In my placement they have things like makaton and bail, they have keyworker, and they have facility’s to suit children’s needs for example adjustable chairs, and laptops. And they also have hearing impairment headset and microphone. There’s also the anti-discrimination policy, this create individual achievement, recording inappropriate comments, encouraging positive role models, non-stereotypical images, and also male inclusion. And equal rights and responsibilities, in my setting they challenge poor practise and set positive role models have left handed equipment, celebrate all faiths and isten to the children. ‘the first step in implementing anti-discrimination practitioners to recognise the diversity of our society and to value this diversity of our society and to value this diversity as a positive rather than a negative factor (Bruce et al page 22 2008)’ this is important because it will benefit the children in their learning because they won’t feel left out and like they are not learning anything because we have equipment and people that will support the when they struggle.
This also helps the parents it makes them feel like their children are safe in a different environment and also they know that their children are being educated properly and they are learning in their own specific way that helps them. E5‘when young children have want, they deserve time to explore, communicate, repeat and revisit they are ready to move onto the next stages of exploration, choices and opportunities’ (Bailey et al 2010 like bees not butterfly’s pg. 2 black publishers ) this explains that practitioner need to recognise that children will develop in their own time, given developmentally appropriately experiences during early childhood, self-reliance skills are influenced by the people, that’s us their parents and any other adults around them, and it’s also influenced by the environment.
Strategies are ways in which we do something like being a positive role model and all practitioners’ need something like giving someone support in doing something, When a role model sets good example, One thing that I think empowers children is child sized furniture; it gives a chance for the children to get things at their own levels and not asking someone to get it for them.
Also another thing is when a child makes different painting or they do some work and it is stuck up on the wall, this makes the children feel good about what they have done and boosts up their self-esteem because they felt they did so well that the teacher out it onto the wall. D2 I think child size furniture is empowering to children because they can get what they want themselves and they have independence to get things and not to ask an adult who is tall to get it.
The benefit of this is that it will boost their self-confidence and self-esteem because they don’t need any support for anything. If we didn’t have child sized furniture, they would mean that every child in the class would have to have helped getting their pencils or getting onto their chairs, they would always depend on the adults to do everything like lifting them up or getting it. This wouldn’t just be tiring for the adults it would e difficult for the children because they wouldn’t have the chance to do anything for themselves and they wouldn’t build their own independence. I think when the practitioners put children’s work on the walls this empowers the children because they know that the teacher is proud to put their work on the wall, the benefits of this is that they would want all of their work on the wall so the teacher is always proud of them so they try harder and harder to make their work and good as they can. It is like a special way of praising.
For example when I started my new placement the pre-school children had there self-portraits that the children have painted and all the children showed me and they sounded so proud of themselves. I think is teachers didn’t provide that this maybe the children would try as hard with here work and would be that wouldn’t be as proud with their work and their self-esteem and their confidence wouldn’t be as high as it would if it was on the walls. E6 When working in certain settings we have to prepare children for transfer or transitions.
There are many changes that children go through for example the transitions are thing like nursery to school and moving house, but transfers are things lie moving from nappies to knickers an having a new baby in the family. When it is transfers we do certain activity’s to get the ready, for example from moving from nursery to school we do certain activity and we change their activity’s and like we start using letters an shapes and matching things together and having little lessons on numbers and letters to get them ready for reception.
And we read them books about going into school for example at my placement they have a book called starting school, and we read it to them every week and they love it. And after we have read it we ask the children who is going to school next year so we remind them and we have a talk to see how they feel about going. We ask them what they think they will do whilst they are there, and they we tell them. We also have pre-visits when the go to school for the day, and sometime the school teacher will come in a play with the children so they get to know them.
Then we have transitions my example I having a new baby in the family, the type of activity’s we have for the children is in the role play area we have babies and we play mums and dads and sisters and brothers. This widens the children’s minds about babies and when I first started placement two of the children’s mothers brought their new born babies and we had a talk like a circle time and we asked questions the children and their mothers, this give the children a chance to see the new born babies watch what they do and find out of the babies mummy’s what they do.
We also have books on baby brothers and sisters, and we read these once a week too. D1 when being prepared for transitions how you ensure they are carried through. for example communication and gathering information from parents and the child, to see what can be done about the situation maybe speaking to the children and asking them what they’re worried about or how they feel so we can find a way to make that easier for them, and when speaking to the parent we find out what they are saying at home so we know what to do when we are in placement.
Also making sure all the other staff is talking about what the child has said, or how we feel he is feeling. The main thing to do when working in a setting is always liaising with the parents. making sure we know how the child is doing at home, how they progress, what the parents are doing to help the child with their transition because it is always important for the activities that we do with the children are carried out at home. So they don’t just feel comfortable at the setting but at home too.
We also do pre-visits, these are out in place so the child can get used to the setting and also get used to the procedures of working in class and doing different things to their last setting. We also do things like circle time to get a chance for the children to discuss their feelings and thoughts about their new setting or the next place to go, so we know how there feeling or what they are worried about. the children need a chance to express their feeling to us and their families and the best way I think to get it out is by discussing it or maybe doing role play so they can act out there problems.
E7 Wen working with children discrimination may occur for example you can have some people who have stereotypical attitude and make assumptions like, expecting a wheelchair user to not be able to do any physical activity at all, however but there are some wheel chair users who can swim and play other sports. These people judge people on maybe one experience they have had, when really everybody is unique and different. There are also people who have a lack of understanding like children who don’t understand why that person is brown or white.
There is also ignorance; this is like a lack of understanding, for example not noticing that a child may have learning difficulties whilst teaching them. Discrimination gins a child can have a lot of effects on their self-esteem and also there development, if a child has a low self-esteem they won’t be able to feel comfortable in there setting so they won’t learn or socialise with others, this then could create stress or confusion with their parents because there child isn’t developing, so then it will become a struggle when the child gets to school.
And a child with low self-confidence will be quiet and not interact which could also make their parents upset. B1 linking to E7, this would also have an impact on the practitioner because this could be going on in the setting; it would affect their practise because they would have to deal with the parents, the person who they’re discriminating against and then help the child.
Supporting the child and the family you would offer 1 to 1 for the child, giving advice, and I would also teach lessons to all the children explaining that all children are different and explain why they are so children understand more. If the parents had any issues I would offer some advice tell them what I would do about it, like teaching the children about how others are different and I could offer them to speak to someone higher than me like a manager or the safeguarding officer.
There are many policies and procedure that we run by but the main wold would be he safeguarding policy, this would explain what to do under the circumstances and also what would be put in place for this not to happen. Things like lessons on discrimination or religion and many other things. It is very important for children to have a better understanding of why cultural attitudes and values, so children can understand why other children are different for example a different skin colour or why they don’t eat certain meats.
I would address any issues by supporting them and giving them advice making sure it was all reported to the safeguarding officer. We always ensure that this doesn’t happen again to then children. Any kind of concerns I would address them by inviting the parents in to a meeting to discuss what has been going on and possibly asking the child to come as well. The policy that I’ll be set in place is the discrimination act 2010 and also the untied convention of the rights of children.
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 4 October 2016
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