'Introduction to working with children Essay\r'

'thither ar three different provisions that exit direction and education to kidskinren. Upton babe School is a statutory provision; they argon funded by the government. Upton Infant School educates and bursters for babyren from 4 historic period to 7 years of age. They follow the National Curriculum, and the EYFS. They endorse and add with the boorren and family by observing the baby birdren, and producing written or verbal feed nates to the kindles; this brook be d one and only(a) by holding p atomic number 18nt evenings. They atomic number 18 overly supporting the pip-squeakren and enkindles by having amply trained SEN staff in the ambit; so they dish out the s deportrren who require additional support. (Upton Infants’ School, 2012)\r\nThe DEBRA charity is an arranging which supports and admirers to find a cure to heal or athletic supporter the s vexrren and families that argon suffering from a generic wine skin blistering condition. This condit ion is c in e rattling(prenominal) tolded Epidermolysis Bullosa (EB). This is a volunteer(prenominal) organisation; this is funded by the public. They support and help peasantren of completely ages from birth. They provide emotional and animal(prenominal) support for families move with EB. (DEBRA, 2008-2012)\r\nPrivate provisions ar organisations that find wampum from their go. Buckholme Towers in Parkstone; is an independent day school day and nursery, which c atomic number 18s for two boys and girls from 3 to 12 years of age. They provide classes for single(a) cut directge. The staff quickly befool outs to k today pupils so that their strengths and talents and be enhanced, and their helplessnesses be developed upon. They provide a confirming environment this makes the boorren discover secure and chartery for challenges of school life. They support families that select children with; Emotional Needs, ADHD, Dyslexia, Asthma and atrocious Allergy’s. (Poole Family Information Service, 2012) There atomic number 18 heterogeneous legislations in the UK that supports running(a)s with children, these atomic number 18:- Health And galoshty At Work piece 1974\r\n babyren’s travel 1989\r\nChildren’s crook 2004\r\nChildren’s practice 2006\r\n par Act 2010\r\nUnited multitude On The Rights Of The Child 1989\r\nselective information security measures Act 1998\r\nThe Children’s Act 1989 came into force in October 1990. It count ons to help children in each(prenominal) situation; at home, at day-c ar, or in full term c be. somewhat of the principles are that the benefit of the child is paramount and all(prenominal) child has the proper(ip) to be free from neglect and abuse, e rattling child should be brought up by their parents, if the child is in take up, help and guidance should be provided. somewhat(prenominal) parents and master keystones should confer with the child when decision making. (Beaver, et al, 2008)\r\nChildren’s Act 2004 promotes the 5 outcomes for the E real Child Matters (2003) legislation for every child; this was cr annihilateed because some of the points in 1989 were non creation done. These quintette points are;\r\n1. Be healthy\r\n2. Stay safe\r\n3. Enjoy and carry out\r\n4. Make a convinced(p) contribution\r\n5. Achieve economic sound-being\r\n(Beaver, et al, 2008)\r\nThe ask of the child and family are central in the Children’s Act 2006. Local authorities must modify the outcomes for children less than 5 years of age. This was cr runed to focus on the children in call into question and their families. This is where the EYFS came into practice. This was introduced to support the ripostey of prime(prenominal) of education and care in the early years. This Act in any case entitles parents to bring in the information they select. (Beaver, et al, 2008)\r\nThe United figure On the Rights Of The Child came into fo rce in 1989. This Act contains 54 articles. All the articles were put into place to determine every child enjoys health and education; every child should be within a fondness family and drive home the right of survival. Every child should be protected from exploitation and abuse at all magazines and should have the freedom to have their region and opinions eventn into explanation on signifi assholet issues. (Beaver, et al, 2008)\r\nThe Data Protection Act was put into place in 1998, to protect Information of case-by-cases as this is confidential. Other than the care fly the cooper, the information smokestack only be divided up in the midst of the guardian or parent and the child in question. It is very substantial that you maintain confidentiality when working with children. This is of the essence(predicate) because it protect the child in question and the family. (Legislation, 2012)\r\nPrinciples and values are very meaning(a) when working with children. Principles a re a professional rule of military action of conduct. Values are beliefs and ideas that are shared between groups of people that are from the same culture. This is important because it go out give you an sagaciousness of what is good or love suit fitted and what is non. (Tassoni, et al, 2007)\r\nThrough electropositive relations the children go steady to be strong and to be independent. According in the EYFS (2012) every child is a singular child; they bottomland have a strong character, confident and are self-assured. Enabling environments are subjective in portion the children develop and use up. Every child learns and develops in a different way, every child should be tempered equally, and their ask to be taken into account. The education and care of all the children in early year’s provision, including children with special educational packs and disabilities, are cover by this framework. Without a unique child, positive relationships and enabling environme nt’s there would non be any education and training.\r\nThe CWDC principles are to reinforce that the benefit of the child and young person is paramount. The safeguarding, learning and development is reflected in practice and service provision. Practitioners work well-nigh with parents as they are very important in their child’s upbringing, recognising they are the children’s virtually important careers and educators.\r\nThe values of CWDC are that every child’s individuality is valued and regard and celebrated. similarly the children’s personal and physical safety is safeguarded, whilst allowing for find and challenge as subdue to the capabilities of the child. Self-esteem is very important to every child’s development. too confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. outdo practice requires a continuous search benefit and self-awareness of how workers are perceived by others. (Children’s custody Development Council, 2012).\r\nInclusion and diversity is very important in respecting and valuing each child at a place setting. If this is done correctly it should score the child’s confidence and improve their concentration. This bequeath excessively remove learning barriers; whether this is emotional or learning where a child may need redundant support. (Beaver, et al, 2008)\r\nEveryone is different and entitled to their own opinions this means everyone should get treated equally, as they are a unique child, this complies with the EYFS curriculum (Moylett.et al. 2012) According to article.10 UNCRC states that every child has the rights to be able-bodied to be heard, valued and listened to.\r\n‘The United Nations Convention On The Rights Of The Child, article 12, says that we must listen to the child’s view and take those views into account in any planning that effects the child’ (Fajerman,2001:12). Both `the children and the staff are benefitting by taking into account the views and the opinions of the child. This builds upon the child’s self-esteem, the children create independent, creative learners, this as well makes them aware they have rights and that they do matter. This benefits the staff because they come across an increased awareness of children’s needs, rights and abilities. Also the parents testament benefit from this by them feeling involved with their children’s development and their contribution to the setting. (Fajerman, 2001)\r\nAn example of the place settings handsome the children the freedom to express themselves and have their own opinions is at tea time or snack time; this enables them to be able to decide what they want to eat from a plate of food. This way the children entrust eat what they the like and feel valued.\r\nAccording to an early years consultant Margret Collins (2006) childre n with low self-esteem are timid and are easily bullied. They struggle to take up challenges, and rarely reach their full potential, on some cases people with low self-esteem port at themselves as a failure! On the other hand children with towering self-esteem dramatize mod challenges and see themselves as a success. Children with high self-esteem do usually have an comminuted relationship with their teachers as they receive praise.\r\nFrom September 2008, The EYFS tenseness that every person who cares for the children, e.g. child minders and the EYFS practitioners under the age of five have to show the evidence of ‘Look, learn, and placard’. This shows what development stage the children are at and what the children like doing, withal this gives the practitioner a clear understanding of what the child mickle do or non and if the child needs extra support or not. By doing this you are treating the children like individuals. (Renouf, 2008).\r\nPeople have diff erent opinions this gives them a find of themselves and others around them. They heap in addition see how individual everyone is. (Graham, 2002). The children exit learn that other people have different opinions and feelings; this enables them to be sensitive to others. They leave learn that every child call ups and their personal views on things can vary, every child has the right to, and need to be treated with respect. supporting(a) children to talk about their opinions and their feelings is important because this bequeath build greater relationships with the child and you will be able to understand and help that child to a greater extent. It is also important for the child to express what they like or disfavor doing, and why. (Graham, 2002)\r\nThere are many professional skills that will support you when working with children. Some of the professional skills are being an effective practitioner: this covers everything from being empathic and sensitive to having effectiv e communication skills, Being professional: this includes skills much(prenominal) as being reliable and an anti-bias climb, and ensuring you know your subprograms and responsibility; this involves putting the needs and rights of the child and the family first. (Beaver, et al.2008)\r\n schoolmaster standards are essential in working with children; this covers all the professional standards that are needed to be an affective practitioner. Time keeping; is essential because this reflects well on you. Regular attendance is an individual responsibility; you also need to make sure you have everything with you to get the surpass out of the day. Appropriate dress cypher; this is important as this will show you have self-respect and that you value the children by not habiliment anything inappropriate. It is very important that everyone in each setting understand the different ways of communicating with individual children’s needs. (Beaver, et al, 2008)\r\nIt is important that e veryone smells fresh, and they need to control they on a regular basis wash their hands during the course of the day. Smoking is not allowed in public areas, due to a newly law that has been recently created. Workers who choose to smoke should do this by going off site, and out of sight of parents and the children. (Beaver, et al, 2008) It is also a good idea to take in hoody or spare clothing so that you do not smell of smoke when you go back. You could also chew on gum, but mark to get rid of it before you go back to the children. All of this is being an effective role beat.\r\n instruct skills are important to being an effective practitioner. elementary needs are the most important one of them all. Without fulfilling your personal needs you will not be able to get the most from your experience and learn properly. Even looking at things like your health and mental health is important, as if you are ill, you are unable to learn to the best of your abilities and get the most fr om your day. (Northedge, 2005)\r\nMotivation is needed in child care; this is what gets you done the days. Self-motivation comes from deep within, only you can motivate yourself, somebody else can only inspire you to do something. By setting yourself little goals, you are able to achieve big goals. (Beaver, et al, 2008)\r\nTime management is also important, and this will need to be developed, you need to be able to manage your home life with your college life-try to keep these separate. You need to make sure you are realistic with your time scales to do something, and to be able to do them to your best abilities. (Beaver, et al, 2008)\r\nNote taking is important in perusal as you will not be able to remember everything that you have learnt over the course of the day. (Beaver, et al, 2008)\r\n grooming is essential in childcare, without planning nothing will run smoothly and the days will be hectic. It is also important to plan your assignments this will help you complete it to the deadline. There are many things that learning environments provide to help their students achieve. There things much(prenominal) as learner support, they will help you to improve your work to a higher standard, they provide all sorts of help with your assignments they help you to plan them, they can proof read and check for spellings, and they can help you with referencing. (Beaver, et al, 2008)\r\nIn childcare it is very important to develop and maintain appropriate relationships with the children, parents and other professionals. A practitioner’s role is to behave in a professional manner. (Tassoni, et al, 2007)\r\nBowlby alliance theory, helps understand relationships, he understands the relationships between; children and carers, and parents and EYP. EYP’s now understand that there will be some children that need a little extra time to feel secure in the setting. This benefits the child because they become more independent and confident. EYP work in federation with parents, and they should never undermine the relationship between the parent and child. By having a good relationship between the parent and EYP, will benefit the child, this will impact the child’s needs more effectively as the parent has the most knowledge of their child. (Tassoni, et al, 2007)\r\nBy keeping the family informed about their child execution of instrument and any injury or discomfort will build trust. Building and maintaining relationships between colleagues, is essential. This can be done by sharing responsibility and duties equally. (Tassoni, et al, 2007)\r\nIt is also important to share the information about the child you are about to work with, with the appropriate people. This also needs to be kept updated, by all the members that are working with that child. If there are any frictions between colleagues, the line manager will need to be contacted to help sort out such issues. (Tassoni, et al, 2007)\r\nConsistency is the key point in working with children, as you are a role model for children. The information the child receives from adults should be the same, this can have a negative effect on the children, as they pick up things like consistency and tension between parents, EYP, Colleagues and the children. (Tassoni, et al, 2007)\r\nSome children may need more than one organisation to help and support them and their families for any additional support. This is called multi-agency team. This consists of various professional that join their skills to help the children to the best of their abilities. It is a practical mechanism to deliver the integrated working required of public go by Every Child Matters, published in 2003, and by The Children Act 2004. (Beaver, et al, 2008)\r\nMulti-agency teams benefit the children because they receive sew support for their needs. Some of the benefits of this is easier and quicker access to services and expertise, and reduced needs for specialist services. (Beaver, et al, 2008)\r\nParent s are also part of the multi-agency team, and their choices should also be respected and valued. E.g. parents may choose to discuss the situation to other professionals; this is their decision. (Beaver, et al, 2008)\r\nIt is very unprofessional to discuss another child’s situation with other parents. Some parents find it very daunting for professionals to have contact with them on a daily basis. (Beaver, et al, 2008)\r\nCharacterises of working with other colleagues and professionals in a multi-agency team are cooperation, this encourages the children to learn to work well with each other. Every team member needs to be consistent this is to ensure that everyone has the same glide slope of caring for children and working with their family. All members of the team should encourage, praise, stimulate, and support one another. Every member should share their ideas and aims and should feel respected; they should also feel a sense of belong.\r\nEvery team member needs to be effici ent, so all the skills of each individual can be used to the best of their ability. The responsibilities should be shared between every member in the multi-agency team. Workers need to be willing to learn and develop new ways of learning and thinking, and to balance out their weakness and strengths between them. It is also important you remain confidential within a multi-agency team, this shows that you respect your role and the child; you will also be complying with the Data Protection Act. (Beaver, et al, 2008)\r\nCommon Assessment Framework (CAF) is a parade to make sure that children needs are met in the most efficient and pro-active way. This is also a key component in the ‘Every Child Matters-change for children’ program. The CAF aim is to ensure every child receives the universal to which they are entitled and the additional services they need at the earliest opportunity. (Children’s Workforce Development Council 2008)\r\nChild-Centred burn up is where the children get the freedom to experience, think, question, and research for their own answers. nursery practitioners get to see how play develops between the children, and not telling them what to do. This enhances the children’s communication skills. This is the complete antagonist of Adult-Led; this is where the adult’s initiates play. (Beaver, et al, 2008)\r\nThe benefits of a Child-Centred glide slope are that the children get fully involved in activities and are proud of what they can achieve by themselves. They can actively explore the environment and enjoy playacting with others. (Beaver, et al, 2008)\r\nAlthough some children find this situation awkward, as they believe the teacher should be in control, whereas others believe they are fully responsible for their play. (Beaver, et al, 2008)\r\nThere can be issues with the parents too, as they believe children should not learn done playing they prefer their children to learn through literacy and numeracy sk ills. (Beaver, et al, 2008)\r\nChild-Centred approach links to the EYFS because every child is given the opportunity to choose what they want, this encourages every child to be unique. (Beaver, et al, 2008)\r\nThe practitioners and teachers work in partnership to create a positive relationship and create and enabling environment for the children. The ‘Look, Listen and Note’ observation links to the adult led approach because you can have a make better opportunity for observation this way. (Beaver, et al, 2008)\r\nThe Reggio Emilia approach supports the child-centred approach; an approach based on children’s ideas, thoughts and observations they have gathered through the environment. This was founded by Loris Malaguzzi. (Beaver, et al, 2008)\r\nReggio Emilia believed that the environment, in which the children learn, should be considered as a third teacher. (Wenex Technologies, 2006)\r\nSome of the characteristics of the Reggio Emilia approach are that the teache rs work in pairs this is called ‘co-teaching’. ‘There is no staff structure, i.e. no indicate teacher; and staff such as cooks and assistants are regarded as equal with teachers.’ (Beaver, et al, 2008:251)\r\n‘Teachers do plan and make preparations, but there is not a fastidious curriculum or timetable. Teaching and learning is allowed to uprise and unfold at the pace of the children and follows the interests they develop along the way’ (Beaver, et al, 2008:252)\r\nThere is four main areas that are Important within your role, limits and boundaries these are; Health and Safety, managing children’s behaviour, child protection and confidentiality. (Tassoni, et al, 2007)\r\nIt is everyone’s responsibility to ensure the child’s safety. It varies from a basic level by doing little things such as; shutdown doors and gates behind you, to a more utmost(prenominal) level; what to do when there is a hassle alarm. You also need to consider other aspects of physical safety; this includes things such as one of the children you are with has an accident or the child is unsafe. You will also need to follow policies on personal hygienics this could be simple things such as; draining a uniform, tying your hair back, and using the supplied resources. (Tassoni, et al, 2007)\r\nIt is essential to follow the settings policies and procedures, and the policies on hygiene. (Tassoni, et al, 2007) By following the policies and procedures you are reducing the risk of being accused of something such as neglectful behaviour or being in an abusive situation, it also ensures that everyone’s rights and responsibilities are respected, this also shows that the setting is running smoothly and everyone is doing what is evaluate of them. Having written policies is a requirement of OFSTED. (Tassoni, et al, 2007)\r\nIt is very important to be aware of how different settings tell apart with managing children’s behaviour and where it is appropriate to intervene or when not to. (Tassoni, et al, 2007)\r\nAlso it is important to observe how other professionals deal with the situation. Child protection is very important this will give you the knowledge of how to follow the correct policies to protect children from harm, and abuse. This is to ensure the child id receiving similar messages, so they can feel secure. (Tassoni, et al, 2007)\r\nSome children may tell practitioners things that are a cause of concern, this information should be now passed onto the appropriate people and no one else. Confidentiality is very important in -settings, as this protects the child and the families. (Tassoni, et al, 2007)\r\n'