Every child has the ability to learn and develop. Having high expectations is especially important in achieving better outcomes for the most vulnerable children. Some children require additional support and different learning experiences and opportunities to help them learn and develop. If a staff member didn’t have a high expectation of a child in my work place I would challenge them and remind them that they took the role on and committed to high expectations for all the children’s learning and development and support which they would require, in my role and being a parent myself I can recognise that every child can learn, but some children require quite different opportunities and support to be able to do this, A.B when I first started
Australian social workers are directed and regulated by the AASW and by the Code of Ethics as established by the AASW. The AASW code of ethics is predominantly centred on the code created by the IASSW thus making the Australian code universally compatible internationally. Australian qualified social workers can practice and are in demand not only nationally but also worldwide. (Department of Employment, 2012). They must also work within the parameters of the policies formed by the proprietors of which ever company, organisation, agency or service contractor for which they are employed. As most organisations have their own codes of conduct set out for their employees to apply to their daily practice in conjunction with the AASW Code of
For example, bullying, intimidation, threats of violence and anti-social behaviours between peers and towards members of the public have been common features. The positive action taken by staff challenges poor, disrespectful behaviour and educates the young people about acceptable and unacceptable behaviours thus reinforcing clear routines and boundaries. This also helps the young people to settle down into home life. It also enables them to take responsibility for their actions and focus on their individual goals. The young people are responsive to staff praise, which boosts their self-esteem and is showing positive signs of improved
Gather information from parents and NAB employee about what can be provided to the setting for support children and their families. Such as extend centre hour to meet the long hour working parents needs. Collaborating with NAB, minimize the waiting list, such as create a new room to meet the needs of parents. Attending professional conference, share in professional learning and networking opportunities. Setting up long term and short terms goals for the whole setting as a team, Identify the strength and weakness, reflective the practice and evaluate.
All practitioners must provide an inclusive environment that promote diversity. Inclusive practice is important in early years setting for all children whether, disabilities or learning difficulties have the right to have meet their needs met, also the EYFS frame work makes it clear to ensure that diversity of individuals is valued and respected and no child or family is discriminated again of ethnicity, culture, or religion, home language, background, learning difficulties, or disabilities also practitioners ensure that every child is unique who is learning and is capable, confidant and self-assured, children learn to be strong and independent through positive relationships and also children learn and develop in safe environment. The roles
able to recognise and challenge it. Practitioners and children and young people’s organisations generally aim to be inclusive and welcoming to all children and families who wish to use their services, despite this, overt discrimination does sometimes occur, this can be the result of, Individual staff members favouring some children and families or treating others in a less favourable way because of prejudices that they hold
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. â€ ̃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.
Here at this child care we strongly feel and are committed in encouraging children and families from all social class, religion, race and disability to achieve his/her full potential. We are very aware of just how important it is to share awareness of diversity and cultural experiences to help others become aware of
The room was calm and the children all seemed happy and content with their new key workers. Charmaine and Joyce will be closing monitoring and supporting the staff to ensure this transition period is a smooth as possible for parents and children. 2-3 The environment has much improved offering children a wide variety of learning experiences that are allowing the children to explore paint water and sand and cosy areas for relaxation that also have a wide variety of books for the children to look at and mark making resources. Staff are continuing to develop their planning to ensure it is responsive and relevant.
We then went through the various ways to praise a child wither it be verbal praise or non-verbal, for example giving them a sticker. I can now understand the importance of praising children within the nursery as it can be very beneficial for there learning. I will be mindful of this in future situations and will praise the children when
an inclusive workplace is the best way to combat stereotyping, if a childcare setting has a mixture of different cultures, races, ages and sexes. Languages from around the world can be displayed around the setting and pictures of children with disabilities, different faiths and ethnic backgrounds. Also the setting could have recipes from around the world based on the ethnic backgrounds of the users of the
Discriminatory and Non-discriminatory practice A setting must have a code of practice and policies which make sure discrimination cannot occur and that they are not breaking the law. Nursery setting must recognise and respond to the needs of the individual who access their setting. Discrimination is behaviour or action that is motivated by unfair beliefs. This can take a range of forms and can take place for a multitude of reasons and usually occurs through lack of knowledge and an understanding of diversity, every childcare professional must be conscious of the fact that a child or young person will experience some form of discrimination against them throughout their time in school, a child may be discriminated against for any reason; because
Young people as the primary consideration is to ensure you are not worried about what the outdoor education worker or the two volunteers are thinking. This does not mean to disregard their understanding of the matter but to know that your best interest are for the young people whereas the outdoor education workers may not be, this practice should always be considered when making a decision. As one of the youth workers on that trip you have a duty of care to both the young people and your two volunteers this goes hand in hand with the principle of the safety of young people. The context is vital in this scenario because the volunteer youth workers seem to think the remark wasn’t offensive and it may be a joke between friends, if this is the case it is important not to blow the situation out of proportion and maybe a quiet word with the two young people and then the workers is a suitable course of action. Cooperation and collaboration will be used in this context when talking to the other youth workers to decide on a course of action and then likely be used again when talking to the young people to try and come to a