Caring for Children: Roles, Regulations and Practices

Caring for Children Roles, Regulations and PracticesDescribing the role of the practiti peerlessr in caring for tikeren The role and responsibili attachs of an early years practitioner follow a number of codes of recital which clearly state how practitioners and opposite staff must conduct themselves. Chief amongst the codes presently in operation be those that govern special needs, safeguarding churlren, peasantrens encyclopedism, behaviour, working(a) with pargonnts, and data resistance (Nutbrown and Clough, 2014). As Spodek and Saracho (2014) note, the early years practitioner has a clear set of designated responsibilities including working to the principles of the sector and its codes of confidentiality bordering the learning needs of each individual child by ensuring that issues of un standardizediation argon met providing and sustaining an environs that is warm, welcoming and stimulating working with parents and partners and working as part of a team that provides a quality serve for both children and parents. In addition, the practitioner whitethorn likewise, especi anyy in courtships of suspected abuse, have to work with an array of outside agencies 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 needs of children first because, as Bradshaw (2011) comments, this helps to keep children out of harm, and by keeping them safe, a productive environment stern be created in which they screw maximise their potential. It is imperative that practitioners respect opposites choices because failure to do so chiffonier cause friction between staff members and mint negatively bounce on the setting and upset the children (Sylva et al., 2010). Further, there is a pressing need, as Willow (2014) suggests, to ensure that one always respects issues pertaining to confidentiality. This is because it throne help a child stay out of trouble, k eep them safe, and help them to develop into responsible adults. Seemingly of secondary importance, because it is removed from direct interaction with the child, entirely actu anyy of just as much importance, is planning, recording and reviewing the childs progress (Bradbury, 2014). This is important for two major reasons. First, the formal keeping of records allows the progress of children to be monitored and evaluated against national criteria (Bradbury, 2014). Secondly, it stinkpot help practitioners to be reflective upon their own strengths and weaknesses (Paige-metalworker and Craft, 2011). This is not, however, merely an issue of internalisation, for such(prenominal) a process also helps when one is undertaking activities because one mess evaluate how tumesce the event went sound, and from that, come across improvements to ensure that in future events are even better mean. Indeed, such reflection is, as Paige- Smith and Craft (2011) contend, an essential function o f effective form. It is also important, as Sims-Schouten and Stittrich-Lyons (2014) recommend, to demonstrate responsibility in the way that one conducts oneself at work, as it helps the children to learn adjust from wrong. This is an important consideration because it is partly the responsibility of the pro (in co-operation with the parents) to teach the children and in this way one acts as a role model. The creation of a meaty 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 may help them to ensure that the childs increase is in line with national curricular expectations (Read, 2014). go on professional development (CPD) is, as Sims-Schouten and Stittrich-Lyons (2014) explain, critical as it enables the practitioner to enhance their existent skill set and boost learn from best practice. It also shows new(prenominal)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 may also be useful when want 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 needs, particularly with regard to where they may need additional aver (Carroll and McCullough, 2014). Lastly, within this section it can be commented that working as part of a wider team helps to create a positive environment for everyone to work within by making bulk touch sensation cute, this may increase self-confidence and productivity (Pugh and Duffy, 2013). Comparing the differing roles of statutory, undercover, conscious and independent settings Many parents successfully adapt to changes in their lives and in so doing have the emolument of prolong from their family and friends to provide assistance if it is required. A significant number of families, however, face issues that affect family sustenance in such a manner 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 factors, as Daniel, Gilligan and Wassell (2011) observe, include financial difficulties, unemployment, divorce and separation, caring for others, bereavement, and social isolation. If one looks at each of these in turn 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 faced are likely to be exacerbated where there is a low income family that cannot afford food or clothes or proper rent (Burchinal et al., 2010). Indeed, the rise in food banks within the UK hark backs a graphic congresswoman of this problem, as Sylva et al. (2010) note. Poor trapping may also lead to feels of depression and declining health as a result of factors such as damp. With prolongation to unemployment, the loss of a job, and the resultant lack of income can, in addition to depression, lead to adjudicate 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 guardianship as parents cannot afford support whilst a mother is forced to work, possibly culminating in a separation of child from mother at a crucial stage of infant development (Read, 2014). Divorce and separation can also cause several problems which need addressing and assistance from trained professionals. The three major problems are loss of income, smaller ho use and cramped conditions, and a sense of guilt on the part of the child for a parent leaving (Bradshaw, 2011). Such issues can create tension and stress that can impact upon development and behavioural issues . In a similar manner, caring for other family members or caring for someone with a long-term unhealthiness (such as elderly relatives) can result in additional costs and a perceived rationing of care towards children which can cause emotional ruckus (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 daily life and routines. Finally, social isolation, with its associated lack of communication, may cause health concerns to worsen which need additional support. In such scenarios, it becomes clear, from the comments made above, that children and families may need additional support at certain times in their lives (Burks and Kobus, 2012). There are many organisations and self-help groups that can provide this support. These include, the National Childbirth Trust, the National Association of Toy and empty Libraries, the Child Poverty Action group, Home Start, Parentline Plus, Gingerbread, various elements of local authorities services, and the National Health Service. In addition, as Shonkoff (2010) has commented, there are many polar settings where children can be cared for, including, that not limited to, respite care, holi twenty-four hours play schemes, parent and toddler groups, schools, 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(prenominal) issue that the family faces and their financial circumstances. There are three different sectors that provide care and gentility for children. They are the statutory (or state) sector, voluntary sector, and closed-door sector. The statutory sector is a sector that has to be there by law, such as local state-funded schools and hospitals. The age range that base schools cover is from five years to eleven years old a nd they follow a set course (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 learning (Pugh and Duffy, 2014). In so doing, they provide a safe and beneficial 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 people, learning the difference 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, new parents evenings and sports afternoons, as well as the Parent and Teacher Association. In contrast to the state sector, the voluntary sector is a sector in which people volunteer to organise and drop dead specific facilities. A mother and toddler 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 usually aimed at children who are aged between two and four. Often these kinds of organisations are to be found placed in a church or community hall. Such buildings have not been designed specifically for children and thus may contain hidden dangers (Bradshaw, 2011). Nevertheless, the staff are usually parents themselves and the mortal in charge of the organisation must have at least 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 areas of Union Scotland, to approximately 5.00 a week in Surrey (Burchinal et al., 2010). This money is used to cover the basic cost of booking the hall and associated costs such as visible light and water bills. The area in which the organisation is situated may not have an outdoor 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 previous(predicate) Years Foundation Stage curriculum so as to ensure that children may be taught suitably 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 it gives the parents confidence as to the quality of education and opportunity being afforded to their offspring in voluntary toddler play groups (Willow, 2014). Whilst the main aim of a mother and toddler group is to provide short-term care to young 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 integrate 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 client 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 meals 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 motivated 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 enactment that relates to working with children in a childrens centre Health and Safety at Work Act 1974Race Relations Act 1976Human Rights Act 1998 information Protection Act 1998Disability and Discrimination Act 2004 Within their day to day working, childrens centres must, at all times, comply with the Data P rotection Act, 1998. This can affect daily working practices as it places a duty 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 person 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 childrens centres to make sure that they perform their responsibilities in a timely and professional manner and, through so doing carry off 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 apply by it and should comply with the requirements of th e 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 rights contained in the European Convention of Human Rights. The Care 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 safety, child protection and the overall well-being of children. The all Child Matters guidance and the Children Act 2004 introduced a new duty ( instalment 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 ECM guidance is to protect children and promote the welfare and well-being of children. This encompasses elements such as being healthy enjoying good material and mental health and living 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 adulthood making a positive contri entirelyion being involved in community and society and not engaging in anti-social or offending behaviour and economic well-being not being prevented by economic disadvantage from achieving their potential. Other legislation that helps the health and well-being of children includes the Children Act 1989, which provides care and protection of all children and young people in need, including those living away from home. 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 syste m, 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 acquire healthy sleeping habits that will stand them in good stead not only through childhood but in adulthood (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-esteem are vital to their overall well-being (Marmot and Bell, 2012). For the purposes of this essay, a focus is given on two particular learning activities tying shoelaces, and dressing stamp downly for the weather. Activity One Shoelaces The activity invol ves instruct 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 and re-tie their shoes at their convenience and it reduces the need for adult intervention in dressing. The activity promotes intellectual, physical and emotional well-being (Bruce, Meggitt and Grenier, 2010). The decoration of the practice shoe is fun and develops their artistic abilities. Targeted at the four- to five-year old, it is within their technical capability (Bruce, Meggitt and Grenier, 2010). Activity Two Dressing appropriately for the weat her This activity involves dressing up a doll 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 then themselves, appropriately. The objective for the child is to pull in 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 learning 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 want 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 decreased (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 draw near allows professionals to share knowledge approximately 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 supporting 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 communion care of the child with parents/guardians listen to parents/guardians, as they are the exper t on their child (Sylva et al., 2010). Respect must always 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 understanding of novelty and inclusive practices Recognising assortment 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 solid foundation of checks upon which professionals should base their approaches to both children and parents. All children are citizens and have r ights and entitlements. Children should be interact 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 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 aids 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 incapacitate pupils by making sure that they have access to be 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). Improving the delivery of information to disenable children at nurseries or schools is a very important objective. The information given (and the manner in which it is given) should take account 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 equally 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 natural parts of their life and they must be supported at all times within a given setting. This is especially 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 traveller communities, refugees or introduction seekers and those from diverse linguistic backgrounds may all faces especial challenges in their individual development. These must be assessed and catered for in an holistic manner to ensure that every child reaches their own maximum potential. This is because, as Wall (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 heathenish 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). Good 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, music 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 eve ry 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 need 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 plan ned are stage-appropriate for them to increase knowledge. Setting 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 feedback 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 n oted 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 combining both approaches I have gone through official 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 pract ices 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, develop through many years and experiences, and even mistakes, that underpin the working practices that are used today (Shonkoff, 2010). The owner of the workplace as a practitioner is t