Four key good working practices that help protect the child and the adult working with them are; working in an open and transparent way, listening to children and young people, propriety and behaviour, and power and positions of trust.
Working in an open and transparent way is important as it means that a practitioner is not left totally alone and out of view with a child. The layout and set-up of a room or building can contribute to this.
It is important to talk about different ways of working to ensure all staff are working in the most appropriate way.
Listening to children and young people means that practitioner could learn a lot about the child or young person and may hear things of concern. If the practitioner feels that something they
Acknowledge and draw on parental knowledge and expertice in relation to their child. Focus on the children 's strengths as well as areas of additional need. Recognise the personal and emotional investment of parents and carers and be aware of their feelings. Ensure that parents and carers understand procedures, are aware of how to access support in preparing their contribution and are given documents to be discussed well before the meeting. Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints.
As practitioners, it’s our responsibility to look after the children in our care and to help us do this we have the E.Y.F.S ‘The Early Years Foundation Stage’ which took effect from September 2008 for certain parts of the UK and it includes the legislation and standards for keeping children safe. Some of the legislation which is included in the eyfs is: • The health and safety at work act 1974 • (COSHH) The control of substances hazardous to health • Childcare Act 2006 • The food safety Act 1990
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.
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
In order to contribute a positive relationship it is essential to demonstrate and model an effective communication skill when dealing with children which means that considering both how the practitioner approach other people and responding the children. It is effectively more likely to communicate information to one another if having a positive relationship. Effective communication plays an important role in developing positive relation with children, young people and adults. It is also essential that the practitioner is interested in development of the children by using effective communication skills, building a positive relationship, approaching and responding in appositive manner, making feel comfortable or supporting which it’s required.
They also need to pay attention to behaviours, listening to the child and building a trusting relationship. It is key that children are involved
To prevent possible abuse from those working directly with children and to prevent allegations of abuse it is important to adopt good working practices. These help young children to get a feel of what is appropriate and may help them to respond if another adult behaves differently. The basis of safe working practice is openness so that other adults in the setting can either see or know what you are doing when you are with the children.
The government developed national standards for advocacy practice to ensure that children are able to speak out and have their views heard. The national Standards for the provision of childrenâ€TMs advocacy 2002 is this standard. This affects day to day work you need to know how to access advocacy services should a child require it and a child can request that you act as an advocate for them and in that case you will need to know where to look for support from the advocacy services. Supporting children and young people and others who may be expressing concerns Following setting policies and procedures, if a child or young person were to express any concerns you would show a child that you are taking them seriously, that you will listen and have empathy, reassure the child that you will help in any way you can, you would record the conversation following the correct procedure, you can not make promises, or say that what has been discussed is confidential, and support and advice from the designated child protection officer is required
Know and understand the settings policies and procedures- Any person working within childcare should have a clear understanding of their settings policies and procedures knowing all the rules and how to follow them appropriately so they know exactly who to turn to in any given situation. Child makes an allegation of abuse to you- Ensure you make no promises to the child (if they ask you not to tell anyone or to keep it a secret) and that you will do everything possible to help them and their situation. Reassure them and let them feel safe and that they have done the right thing.
Allow space: This will enable children to be able to roam around and allow them to feel empowered. Open plan settings will allow the children to decide what they want to play Be flexible with the activities provided: To be an inclusive practitioner, you should be able to adapt the games and activities played within your work place to ensure all children are able to take part and don 't feel like an outsider within their own community For example: Child A who is deaf should have nurses and teachers communicating with them through the use of Makaton and PECS. to allow them to Chose the songs and nursery rhymes they like along with Child
I am able to discuss any work related concerns during my supervision as well and discuss my professional development. Staff is able to access courses, workshops and seminars that enhance the knowledge relating to the implementation of safeguarding policies. Weekly staff meetings improve working practice allowing staff to discuss child safeguarding issues. Nevertheless, not everyone in the team holds same level of safeguarding training, especially agency staff or volunteers that come in contact with children and families, creating great risk to their
The textbook for this course, Infants, Toddlers, and Caregivers, is based on ten principles for child care that are outlined by researcher Magda Gerber in the 1970’s. The ten principles are based on a philosophy of respect. In addition to the ten principles, a caregiver should know the “Three-R’s” for interaction. The Three R’s are respectful, responsive and reciprocal.
A safe and supportive learning environment incorporates various elements. As a teacher, it is a responsibility to meet the majority of these areas, if not all. To begin with, it is important to make sure that all participants are safe and comfortable i.e; • explain what should be done in the event of a fire drill, • times of comfort breaks, • location of smoking areas, if available, • learning support • ground rules, Ground rules should ideally include suggestions by the learners themselves. By making this part of a session interactive it is more likely that the learners will listen and understand what is expected of them. The ground rules should include behaviour, including the use of inappropriate language, and that respect amongst each other and to you as a teacher is a priority.
Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly. Children must be observed frequently as their needs, interests and stage of development keeps on changing. The activities given to children should be according to their current abilities which will enhance their development.
Also, always learn from the other because you can have more knowledge can be received. Always respect to other professionals, and try to maintain a good atmosphere when having joint work. Last but not least, it is important to interact and collaborate between multi-disciplinary and try to keep children and the families on the spot and aware their needs and work together as a team to provide the best support for them in the early childhood education settings. And remember the main benefit and purpose of working in a multi-disciplinary working, must be better outcomes for children and the families. Multi-disciplinary together break down their worries and achieve their requirement as much as a professional