Over a long period of time and recent years we have seen a massive increase in the development of early childhood and its services. We have an increase by woman who has participated in working and also we can now look at the value of play and socialisation for children to develop and learn.
Today we can see many services saying that they meet the requirements that they are meant to. That they look at the best interest of the child in fact this is not what is happening but simply just Cinderella services. Child centred practice is where very child has a right to reach their full potential in every aspect. They have a right to education and for their development to be supported. We need to have a high quality service so that children can develop
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The UNCRC known as the UN Convention on the Rights of the child. According to McPartland(2013,P.14)”In essence the convention on the rights of the child sates that children have basic human rights ;to survival; to develop to their fullest potential; to protection from harmful influences, abuse and exploitation and to participate fully in family cultural and social life”. This convention has four main principles for children these are Non-discrimination, to support the best intrest of the child, for the child to have a right to life, development and survival and last to respect the view of the child. The Childcare Act 1991. This legislation is very important to protecting children. Part seven this document looked at childcare practitioners and how to do their job. This looked at the environment and the space the children need and does it have quality standards. This legislation looks at the best interest of the child in the family home and is very child centred. The Childcare Act 2006 looks at the standard of childcare services. This regulation takes children under six into account. In preschool services this regulation looks at the environment, the ratios of adult to child and how the children are being cared for. These regulations need to be followed in childcare services to have a high quality standard …show more content…
Donohoe and Gaynor (2011, p.10) states that “It highlighted the crucial importance of quality provision”. The white paper had made four recommendations these were to address quality to have research expanded, to have a specialist early years development unit and finally to have an early education agency. These then led to the major change in early childhood which is the centre for early childhood development and education they then made their own aims that had led them to full fill these aims by launching the document Siolta: The national quality framework for early childhood and education. The Irish word Siolta means seeds in English. Siolta can be used in any curriculum in settings. The document has 12 principles then there is 16 standards that all link in with the principles. Donohoe and Gaynor (2011,P.12) states that “Services describe their own practice in each standard, make plans for improving their practice and collect a portfolio of evidence to demonstrate the progress they have made”. For practitioners to look back and reflect if they are meeting the siolta standards on each standard there is signposts for reflection. This is a good thing as practitioners then can look back and reflect on their actions or on what they had done and this then helps to improve the quality of early childhood settings. Siolta aims to provide a
D1/D2/A1 This piece of work will be focusing on a child aged 18 months starting a nursery day care setting. The two key issues that will be looked at in this assignment will be planning, preparing and reviewing for the child to settling into the setting. Secondly I will be looking into the child’s emotional support that the child may need when starting the setting, along with the attachments of the child that will need to be built or have already been put in place. When planning for a child to start a new setting there will be certain things that will need to be taken into consideration, for example; the child at hand may have never been separated from their primary carers beforehand.
1.1: List current legislation and guidelines relating to the health and safety of children Laws relating to health and safety in the childcare setting: Health and Safety at Work Act 1974 Data Protection Act 1998 Children Act 1989, 2004 Regulatory Reform ( Fire Safety) Order 2005 Health and Safety ( First Aid) Regulations 1981 Childcare Act 2006 Healthy and Safety at work Act 1974 Personal Protective Equipment at work 1992 2.1: Identify policies and procedures relating to the health and safety of children Every setting will have to make sure that the children are safe when entering the setting, leaving the setting. When children arrive to the setting, you will have to make sure that they enter the setting safely. When leaving the setting you as a early years practitioner has to check who is collecting the child. There even is a policy in every setting that is about parents and carers collecting their child.
These include for example: children should be healthy, be safe in their environments, to make positive contribution to the society or be supported to enjoy life. Childrenâ€TMs Act 2006- this legislation replaced Childrenâ€TMs Act 1989. It reinforce the strategy role of local authorities to outline the duties related to child care which include working with NHS and Job centres; secure childcare for working parents, provide information services to parents and provide information and training for childcare providers.
We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children
Families, children and young people have the right to live free from abuse, harm and neglect. If harm or abuse is suspected or alleged the child or young person has the right to be listened to, to be respected and to kept informed and be involved (where appropriate) in any decision making. †̃Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs.â€TM (Working Together to Safeguard Children) The Children Act 1989 requires that local authorities give due regard to a childâ€TMs wishes when determining what services to provide.
NAEYC argued for salaries and benefits to be linked to qualifications and responsibilities. In 1999, Child and Youth Care forum published a series of articles in a symposium on the professionalization of the early childhood care through developing a positive relationship between professional development and the status and salaries of the childcare staff. The need for improved child outcomes, quality programs, and teacher qualifications has continued to frame the discussion around professional status. The improved wages for childcare staff was still missing from major initiatives. Unless, childcare staff wages were included in all the initatives, the efforts to improve program quality and child outcomes would be very
They provides physical need and healthy and safe environment for those babies and children who come to the nursery (Macleod et al, 2004). Through the practitioner, the agency ensure that every child is safe, healthy, with economic wellbeing, and positive contribution under my
The roles and responsibilities of different agencies and practitioners working to with children and young people. The role of Local Safeguarding Children Boards (LSCB’s) The process to
Lord Laming produced a report called Every Child Matters which should ensure that each child should have their basic needs met i.e. food, water, warmth, be loved, feel safe respected and able to reach their full potential. The report has 5 outcomes: • being healthy: enjoying good physical and mental health and living a healthy lifestyle • staying safe: being protected from harm and neglect • enjoying and achieving: getting the most out of life and developing the skills for adulthood • making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour • Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. The needs and views of the child must not go un-noticed by putting the needs of the adult first. The wishes and feelings of the child should be a priority.
This all comes down to care as it is a practitioner role to care for a child’s individual needs (whatever that may be) and their future leading to the next year or so. Last but not least, as well as caring for a child’s health, it is important to maintain their safety within the environment and potentially (by law) out of the
Working Together to Safeguard Children 2010 This is a guide to how organisations must work with other services and individually to fulfil their duties to safeguard children and promote their welfare. Children Act 2004 After the death of 8-year-old Victoria Climbie at the hands of her carers, an independent inquiry led to Every Child Matters policy which led to the Children Act 2004. This act includes: • A duty for key agencies to safeguard children. • The local authority to set up a Local Safeguarding Children’s
Answer: Ensuring children and young peopleâ€TMs safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in †̃loco parentisâ€TM while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety. The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to achieve the five basic outcomes: be healthy; stay safe; enjoy and achieve; make a
safeguarding and welfare requirement for the EYFS this includes and entails, this gives details of the guidance available to childcare providers, this guidance is given to ensure that all children have their needs met to a high standard. this includes,; child protection and what we can do to protect the children in the care , suitable people includes those deemed appropriate to work with children by the requirements. , staff qualifications what qualifications are needed to work with children , training what training staff need to help improve the standards of care and what support and training are available, key persons and what their responsibilities are to best help the Childs development , staff; child ratios and what the ratios are appropriate
This means we have met the 10 standards for early childhood education. Your child is guaranteed to be challenged in a safe and healthy environment and have access to only the best, well-trained teaching staff. Our developmentally appropriate practices make us unique; we get to know your child as an individual to develop curriculum that allows them to meet challenging—yet
Therefore, it would be more beneficial to allow preschools the freedom to develop curriculums according to the needs of their students; in order to ensure that these preschools are high-quality,