Caring for Children: Roles, Regulations and Practices

Caring for Children Roles, Regulations and PracticesDescribing the timency of the practician in caring for s moderaterren The lineament and responsibilities of an early years practician follow a subjugate of codes of blueprint which clearly state how practiti oners and separate faculty must conduct themselves. psyche amongst the codes presently in operation argon those that g e realplacen special demand, safeguarding children, childrens rooking, behaviour, functional with p bents, and data protection (Nutbr ingest and Clough, 2014). As Spodek and Saracho (2014) note, the early years practitioner has a clear pitch of designated responsibilities including work to the principles of the sector and its codes of confidentiality meeting the nurture withdraws of apiece individual child by ensuring that issues of differentiation ar met providing and sustaining an environs that is warm, welcoming and stimulating operative with p arents and startners and working as part of a team that know bys a quality service for both children and parents. In accessory, the practitioner whitethorn to a fault, especi on the wholey in cases of suspected abuse, pee-pee to work with an wander of show upside historic periodncies and conform to issues of child safety (Daniel, Gilligan and Wassell, 2011). In fulfilling their statutory duties, it follows that the practitioner must put the motives of children first because, as Bradshaw (2011) comments, this swear outs to screwlihood children out of handicap, and by obligeing them safe, a productive purlieu atomic number 50 be created in which they burn maximise their potential. It is imperative that practitioners respect early(a)s choices because failure to do so can cause friction between staff members and can negatively hypothesise on the context and upset the children (Sylva et al., 2010). Further, on that point is a pressing shoot, as Willow (2014) suggests, to hear that one al bureaus prize issues pertaining to confidentiality. This is because it can help a child confirmation out of trouble, keep them safe, and help them to develop into responsible self-aggrandizings. Seemingly of secondary importance, because it is removed from curb interaction with the child, just now actually of just as much importance, is planning, preserve and reviewing the childs progress (Bradbury, 2014). This is classic for both study reasons. First, the testis keeping of records allows the progress of children to be monitored and evaluated against subject criteria (Bradbury, 2014). Secondly, it can help practitioners to be reflective upon their own strengths and weaknesses (Paige-Smith and Craft, 2011). This is not, however, merely an issue of inheringisation, for much(prenominal) a puzzle out in like stylus helps when one is down the stairstaking activities because one can evaluate how closely the scourt went salutary, and from that, make improvements to discipline that in future events are even better plan. Indeed, such construction is, as Paige- Smith and Craft (2011) contend, an innate function of effective institutionalise. It is also important, as Sims-Schouten and Stittrich-Lyons (2014) recommend, to demonstrate responsibility in the way of life that one conducts oneself at work, as it helps the children to learn in corking order from wrong. This is an important manageation because it is partly the responsibility of the professional (in co-operation with the parents) to t separately the children and in this way one acts as a role model. The creation of a purposeful partnership with parents is also of pivotal importance as the latter can learn from the former as to what the child likes and dislikes it also allows the parents to take a proactive interest and role in the raising of their children and whitethorn help them to consider that the childs breeding is in line with national curricular expectations (Read, 2014). Continuin g professional reading (CPD) is, as Sims-Schouten and Stittrich-Lyons (2014) explain, critical as it en qualifieds the practitioner to enhance their existent skill set and set ahead learn from best practice. It also shows some former(a)s that the practitioner is interested in helping the children to be the best they can be and that they are dedicated to their role which whitethorn also be useful when seeking promotion or a change of professional employer. Observing children as a form of CPD also helps one to recognise the distinctive stages of a childs development and this can help with the prioritising of a childs makes, particularly with regard to where they may need additional punt (Carroll and McCullough, 2014). Lastly, within this section it can be commented that working as part of a wider team helps to create a substantiative environment for everyone to work within by fashioning citizenry savour valued, this may increase self-confidence and productivity (Pugh and Duffy, 2013). Comparing the differing roles of statutory, underground, voluntary and self-employed soulfulness settings M any parents successfully adapt to changes in their lives and in so doing have the benefit of support from their family and friends to provide assistance if it is involved. A significant number of families, however, face issues that affect family action in such a path that they require professional assistance, or may be hampered by a lack of family and friend support or a lack of internal ability to deal with change. such promoters, as Daniel, Gilligan and Wassell (2011) observe, include financial difficulties, unemployment, fall apart and separation, caring for new(prenominal)s, bereavement, and social isolation. If one looks at each of these in shepherds crook it is possible to comment further on the individual problems that each factor may entail. Thus, with regard to financial difficulties it can be noted that problems set about are likely to be exacerbated where in that respect is a low income family that cannot render food or clothes or proper rent (Burchinal et al., 2010). Indeed, the prove in food banks within the UK gives a graphic illustration of this problem, as Sylva et al. (2010) note. Poor housing may also star topology to tactile propertys of slump and declining wellness as a result of factors such as damp. With type to unemployment, the loss of a job, and the resultant lack of income can, in addition to depression, lead to stress within relationships and may also result in other family members, such as tender mothers, having to go out to work (Shonkoff and Bales, 2011). Unemployment may also lead to a loss of child parcel out as parents cannot afford support whilst a mother is forced to work, possibly culminating in a separation of child from mother at a authoritative stage of infant development (Read, 2014). Divorce and separation can also cause several problems which need ad fareing and assistance fr om trained professionals. The three major problems are loss of income, smaller housing and cramped conditions, and a ace of guilt on the part of the child for a parent release (Bradshaw, 2011). Such issues can create tension and stress that can force upon development and behavioural issues. In a similar manner, caring for other family members or caring for someone with a long-term illness (such as elderly relatives) can result in additional costs and a perceived rationing of flushfulness towards children which can cause emotional choker (Pugh and Duffy, 2014). Bereavement brings with it, as Read (2014) explains, emotional strain, and issues pertaining to dealing with grief which may also affect the internal dynamics of a familys solar day by day life and routines. Finally, social isolation, with its associated lack of communication, may cause wellness concerns to aggravate which need additional support. In such scenarios, it becomes clear, from the comments made above, tha t children and families may need additional support at certain times in their lives (Burks and Kobus, 2012). at that place are many organisations and self-help groups that can provide this support. These include, the field Childbirth Trust, the National Association of Toy and Leisure Libraries, the Child Poverty work oution group, domicil Start, Parentline Plus, Gingerbread, various elements of local anesthetic authorities services, and the National Health Service. In addition, as Shonkoff (2010) has commented, there are many different settings where children can be cared for, including, but not limited to, respite care, holiday play schemes, parent and tot groups, enlightens, workplace nurseries, child-minders, pre-schools, after school clubs, residential care, day nurseries and crches. The suitability of the option chosen is likely to be influenced both by the particular issue that the family faces and their financial circumstances. there are three different sectors that provide care and education for children. They are the statutory (or state) sector, voluntary sector, and private sector. The statutory sector is a sector that has to be there by law, such as local state-funded schools and hospitals. The age snip that primary schools cover is from cinque years to eleven years old and they follow a set curriculum (Nutbrown and Clough, 2014). The aim of a state sector school or similar facility is to provide opportunities for the education of every child and to support their nurture (Pugh and Duffy, 2014). In so doing, they provide a safe and unspoilt environment for children, which keeps them free from harm. Such schools also provide social opportunities for a child, which include learning to make friends, learning to socialise with slew, learning the distinction between adults and children, and learning to respect others. It may also provide opportunities for the families of children. This may be achieved by, for instance, red-hot parents ev enings and sports afternoons, as well as the Parent and instructor Association. In contrast to the state sector, the voluntary sector is a sector in which people volunteer to organise and run particularised facilities. A mother and yearling group (that is not aided by the state) or the Brownies and Girl Guides are examples of such organisations (Pugh and Duffy, 2013). Mother and toddler groups are ordinarily aimed at children who are aged between two and four. Often these kinds of organisations are to be found placed in a church or federation hall. Such buildings have not been designed specifically for children and and so may contain hidden dangers (Bradshaw, 2011). Nevertheless, the staff are usually parents themselves and the soulfulness in charge of the organisation must have at least(prenominal) a Level Three childcare qualification (or an equivalent). It would also be expected that people who are in positions of trust in such organisations will have been police checked so as to ensure that the children and parents are safe. The organisation, in this case a mother and toddler group, may ask for a small donation each week, and this may range from 50p in some deprived compasss of northern Scotland, to approximately 5.00 a week in Surrey (Burchinal et al., 2010). This money is used to cover the basic cost of involvement the hall and associated costs such as lighting and water bills. The area in which the organisation is situated may not have an outdoor(a) area for the children to play in and this can be seen as a disadvantage as keeping fit is an important consideration in the development of children (Marmot and Bell, 2012). It is also to be expected that toddler groups should follow the early(a) Years Foundation Stage curriculum so as to ensure that children may be taught befittingly and their progress monitored from the earliest possible age (Shankoff, 2010). It is also likely that such groups will be Ofsted-inspected, which is important as i t gives the parents confidence as to the quality of education and opportunity being afforded to their emergence in voluntary toddler play groups (Willow, 2014). Whilst the main aim of a mother and toddler group is to provide short-term care to new-fashioned children, it should also be remembered that such groups also need to prepare the toddler for primary school by equipping him or her with the basic skills that he or she will need to excel in school. In addition such groups also provide social opportunities for the parent or carer (as well as the child) to meet new people and this can help to blend marginalised groups within society (Barnett, 2011). The private sector is one in which people pay extra to get the best available opportunities for their childs education or health, as well as their own. When a parent uses a private day nursery he or she is charged for using it, with specific charges depending upon the service delivered and the area of the country in which the clien t resides. Though this may not be true in all such facilities, it is suggested by Burchinal et al. (2010) that the private sector usually provides hot repasts for all children who use their services, as well as indoor and outdoor play areas for children to play in. The staff in such centres are likely to be highly make and to receive better remuneration packages that their state sector counterparts (Sims-Schouten and Stittrich-Lyons, 2014). Though it may be the case that private day nurseries are not housed in purpose-built buildings, many are and the private sector tends to pride itself on the quality of the resources that it provides (Walker et al., 2011). As with the state sector, Ofsted may inspect the facilities provided. It is notable that in the last few years a greater proportion of such facilities within the private sector have been rated as more consistently excellent than those in the state sector. The main regulations that govern the care of children in different types of settings The following is a list of the primary legislation that relates to working with children in a childrens centre Health and Safety at clip Act 1974Race traffic Act 1976Human Rights Act 1998 data apology Act 1998Disability and Discrimination Act 2004 Within their day to day working, childrens centres must, at all times, comply with the Data Protection Act, 1998. This can affect daily working practices as it places a trading of care on practitioners to ensure that records are kept in a safe and secure environment and not shared with third parties (Willow, 2014). In addition, through the provisions of the Disability and Discrimination Act 2004, it is assured that there will be, within such centres, no discrimination against any soul with respect to their opportunity for employment, the conditions of their employment or the delivery of services as a consequence of their sex, marital status, race, or disability. Cumulatively, therefore, the laws noted above require childr ens centres to make sure that they perform their responsibilities in a punctual and professional manner and, through so doing eliminate unlawful racial discrimination. The centre should be responsible for and take all such precautions that are necessary to protect the health and safety of all persons employed by it and should comply with the requirements of the Health and Safety at Work Act 1974 and any other Acts or Regulations relating to the health and safety of employed persons (Human Rights Act 1998). It gives further effect in the UK to goods contained in the European Convention of Human Rights. The caveat Standards Act 2000 and the Regulations and National Minimum Standards set out the responsibilities of agencies and carers in promoting the health of children who are looked after (Davis et al., 2012). The Education Act 2002 regulates that local authorities and schools are required to protect, safeguard, and promote the welfare of children. This includes health and safe ty, child protection and the boilers suit well-being of children. The Every Child Matters guidance and the Children Act 2004 introduced a new duty (Section 10) to co-operate at a strategic level on local authorities, Primary Care Trusts and other relevant childrens services partners. The focus of these Acts and the electronic countermeasures guidance is to protect children and promote the welfare and well-being of children. This encompasses elements such as being healthy enjoying good fleshly and mental health and bread and butter a healthy lifestyle staying safe being protected from harm and neglect enjoying and achieving getting the most out of learning and life, and developing skills for maturity making a positive(p) contribution being involved in community and society and not engaging in anti-social or offend behaviour and frugal well-being not being prevented by economic disadvantage from achieving their potential. Other legislation that helps the health and well-b eing of children includes the Children Act 1989, which provides care and protection of all children and young people in need, including those living out-of-door from situation. Local authorities have a specific duty under Section 22 of the Act to safeguard and promote the wellbeing of each child they look after. The Children and Young Persons Act 2008 amends the Children Act 1989 and supports the care system, putting in place the structures necessary to enable children and young people to receive high quality care and support. Daily care of children There are many different daily routines for children that can help them develop, such as hygiene, including toileting, washing hands, bed time and teeth cleaning meal time routines, involving sitting at the table, using knives, forks and spoons and sleep routines, to ensure that children follow healthy sleeping habits that will stand them in good spatial relation not sole(prenominal) through childhood but in maturity (Barnett, 2011 ). Daily routines vary depending where the child is being cared for. Promoting and supporting a childs independence and self-care is important and a childs self-image and self-consciousness are vital to their overall well-being (Marmot and Bell, 2012). For the purposes of this essay, a focus is addicted on two particular learning activities tying shoelaces, and dressing appropriately for the weather. Activity One Shoelaces The legal action involves teaching children to tie their laces by making a personalised shoe that the children decorate themselves, with laces for them to practice at home and at day-care. In this, there are two primary roles the adult role, helping children learn to tie their laces, and the childs role, which not only covers learning to tie shoelaces, but practising doing so at home. This promotes independence because the children feel a sense of accomplishment in achieving a daily activity that previously adults fulfilled for them. They are able to tie an d re-tie their shoes at their convenience and it reduces the need for adult intervention in dressing. The activity promotes intellectual, physiologic and emotional well-being (Bruce, Meggitt and Grenier, 2010). The decoration of the practice shoe is fun and develops their elegant abilities. Targeted at the four- to five-year old, it is within their technical capability (Bruce, Meggitt and Grenier, 2010). Activity Two dress appropriately for the weather This activity involves dressing up a chick in appropriate clothes for going outside to play, which will keep them warm and dry, or cool, depending on the weather. The adult fulfils a teaching role by helping the children learn how to dress first a doll, and therefore themselves, appropriately. The objective for the child is to understand how clothes are related to temperature, comfort, and the planned activity (such as playing outside, going to the beach, or walking to school in the rain) (Carroll and McCulloch, 2014). This lea rning opportunity promotes independence by helping them to dress themselves for appropriate situations and weather. Ultimately, they will develop the ability to choose the clothes that they inadequacy to wear within a range of acceptable options. The children learn to stay healthy by avoiding becoming drenched, cold, or sunburnt, and their reliance on adults is change magnitude (Moyles, Georgeson and Payler, 2011). This builds on their intellectual, physical, emotional, and health-related skills (Bruce, Meggitt and Grenier, 2010). The use of the doll can help the activity be fun. The activity can be extended by considering holiday clothing, seasonal variations, and so on. Key issues which enable multi-professional teams to work together A multi-professional team approach allows professionals to share knowledge about a familys needs so that the parents do not have to answer the same questions over and over again (David, 2013). The professionals are aware of each others roles in su pporting the family so that conflicting advice can be minimised. It is essential that each agency communicates well and understands not only their role and responsibilities but those of the other agencies as well. Parents/guardians are the most important people in a childs life, and carers recognise the importance of this. They have a responsible role that involves sacramental manduction care of the child with parents/guardians listen to parents/guardians, as they are the expert on their child (Sylva et al., 2010). Respect must al slipway be shown for family traditions and childcare practices and when, for instance, there has been a bereavement, it may be important to engage the assistance of an educational psychologist to assess behavioural needs and bring about positive behaviour. Indeed, by adopting a multi-professional approach to working with children and parents the chances of the child being allowed to slip through the net of negligence or abuse is minimised. An understandi ng of diversity and inclusive practices Recognising diversity is about recognising that children can come from lots of different backgrounds and family structures (Burchinal et al., 2010). diversity means responding in a positive manner to differences, and valuing all people. The following, though not an exclusive list, can be seen as a immobile foundation of checks upon which professionals should base their approaches to both children and parents. All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no military issue What they think or say What type of family they come from What language(s) they speak What their parents do Whether they are girls or boys Whether they have a disability or whether they are rich or poor All children have an equal right to be listened to and valued in the setting. It follows that practitioners should aim to improve the physical environment when such improvements are needed. This might include the increased use of physical assist to access education such as ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills. New buildings should also be physically accessible to disabled pupils by making sure that they have access to existing buildings through the use of ramps and wider doors. Such improvements must be ongoing within organisations to ensure that no section of society is marginalised (Marmot and Bell, 2012). ameliorate the delivery of information to disabled children at nurseries or schools is a very important objective. The information given (and the manner in which it is given) should take bank note of pupils disabilities and parents preferred formats. It follows that all children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor. Bradshaw (2011) stresses the importance of treating all people as and with respect. All children have an equal right to be listened to and valued in the setting and all children have a need to develop. These are innate(p) parts of their life and they must be supported at all times within a given setting. This is particular(prenominal)ly true if there is a scenario in which childrens development may be at risk. For example, children who are disabled and those with special educational needs, those from socially excluded families, the homeless or those who live with a parent who is disabled or has a mental illness, children from traveler communities, refugees or asylum seekers and those from diverse linguistic backgrounds may all faces especial challenges in their individual development. These must be assessed and furnished for in an holistic manner to ensure that every child rea ches their own maximum potential. This is because, as groyne (2010) notes, all children are entitled to enjoy a full life in which conditions are established by which they may take part in society and develop as individuals, Practitioners must therefore ensure that their own knowledge about different cultural groups is up-to-date and that they consider their own attitudes to people who are different from themselves. Children in the UK are raised in a society with many sources of cultural diversity (Carroll and McCulloch, 2014). better early years practice needs to support this from the earliest months of babyhood. Practitioners need to work to create a positive learning environment. Play materials, books and other resources can be offered in a helpful way by reflecting on how young children learn about culture and cultural identity. Such diversity and inclusion is also linked to legislation such the Children Act 1989, Special Educational Needs and Disability Act 2001, Rights of Children 1989 and the Race Relations Act 1976. Children like experiencing food, unison or dance forms that reflect their own family and neighbourhood experiences, as Gray (2014) elaborates. Early childhood is a good time to offer opportunities that enable children to stretch themselves beyond that with which they are already familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance and all opportunities need to be well grounded in positive pride for styles common to every childs own background. Meeting childrens diverse learning needs means identifying needs, developing individual goals and objectives, selecting or designing appropriate supports and services, and then choosing the best learning setting in which those goals can be realised, and ideally, exceeded. It logically follows, therefore, that the role and responsibilities of an early years practitioner should be cater to the individual childs needs, and to teach them what they ne ed to know and to find out the right way to teach them. Thus, the practitioner must be well-versed in a range of different teaching pedagogies and apply the most appropriate one to the given child at all times (Spodek and Sarancho, 2014). Indeed, it is particularly important, in this regard, to understand different planning stages when planning activities for children and to understand a childs age and stage of development when planning tasks for them (Sylva et al., 2010). It is imperative, that the activities planned are stage-appropriate for them to increase knowledge. aspect appropriate tasks and initiatives helps practitioners meet the individual needs of children (Bruce, Meggitt and Grenier, 2010). A discussion of two strategies for improving learning and performance There are many ways in which a person can improve their own learning and performance. Two are discussed in this section. The first is being under observation. A member of staff could observe you and give you feed back on where you are doing well, and where you need to improve. This could be a colleague, or it could be a formal inspection. The person observing can give you tailored feedback and ideally there should be plenty of time to discuss their observation. This should lead to personal reflection and the setting of career development goals whereby you can spend time working on improving those areas (observed) where you displayed weakness. The importance of this form of observation and subsequent career development is noted by David (2013). The second commonly used approach is to reflect on ones own practice and to use this reflection to inform further improvement (Paige-Smith and Craft, 2011). This may involve a reflective practice model, such as Kolbs theory of experiential learning (Kolb, 1984). I have frequently used his reflective cycle and by noting what has gone well and what areas need further improvement, I have been able to learn how to handle situations more smoothly and to apply knowledge effectively. through and through combining both approaches I have gone through prescribed professional development sessions and have held protracted discussions with my line manager and other practitioners. Through so doing we have all shared best practice and perceived improvements in our daily working lives with each other and the way in which we plan activities for the children (David, 2013). A brief overview of how regulations can influence care provision Legislation plays a significant role in working practices within an early years setting but the primary aim is to safeguard and protect children and their families. Legislation, policies and procedures involve those relating to medicines, staffing and employment laws, child protection policies, health and safety, equal opportunities, behaviour management, special educational needs and working with parents (Shonkoff and Bales, 2011). Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behaviour in the classroom, playground and the wider community (Willow, 2014). Policies and practice help to make sure the safety and wellbeing of children is in place and it is this legislation, developed through many years and experiences, and even mistakes, that stick out the working practices that are used today (Shonkoff, 2010). The owner of the workplace as a practitioner is t