Explain different theories and frameworks of children and young person’s development Refer back to 137. 1. 2 Explain the potential impact on service provision of different theories and approaches Sigmund Freud Freud believed that our unconscious minds influence the way in which we behave. He thought that our early experiences caused our later adult behavior. We are influenced by this in our provision by being good role models for children.
We also make sure that they are always safe, and do not experience any negativity that may harm or influence their development. For example, we always praise and reward children to encourage confidence in future life. Arnold Sell In the 1 dad’s Sell mapped out the norms of children’s development. We use these to check that the child’s development follows the criteria and is making normal progress, in relation to other children. If it is discovered that the child is not progressing correctly then we can act upon it.
Jean Piglet Piglet believed that children learn and go through stages and sequences. We practice this in nursery by using age assessment development sheets. Piglet leveled that children are active learners, and so we can encourage them through play and activities. It is also believed that children imitate and transform what they learn into symbolic behavior. We use this information by rewarding the well behaved children, in the hope that the other children will copy and imitate the good behavior.
Viscosity Viscosity emphasizes the importance of play for children under 7, as this allows children to do things beyond what they can manage in real life. We practice this by following the foundation phase which teaches children through play, using their imagination and being creative. For example, using the role play area, or making junk models. Tina Bruce Emphasizes the holistic nature of children’s learning, the value of play and the importance of the adult on the child’s development. We ensure we use this by having appropriate ratios of child to adult. This enables one to one play and small group activities.
This enables a strong bond between child and key worker, which can develop in a safe and secure environment. Rudolf Steiner Steiner believed that children should stay with one teacher for as long as possible in order to build the strongest teacher child bond. We practice this in rusher with children with special needs. In primary school certain children will have a one to one key worker who may follow them throughout their education, from primary to secondary school. 1. 3 Critically analyses the move towards outcomes based services for children and young people.
Are as follows: CSCW Care Standards Inspectorate of Wales CSCW has helped generate dramatic improvement in written expression skills among both primary and secondary students with learning disabilities. They have seven aims: 1 . Have a flying start and the best possible basis for children’s future, growth and development, 2. Have access to a comprehensive range of education, training and learning opportunities, including acquisition of essential personal and social skills, 3. Enjoy the best possible physical, mental, social, and emotional health. This includes freedom from abuse, visitation, and exploitation, 4.
Have access to play, leisure, sporting and cultural activities, 5. Children are listened to, treated with respect, and have their race and cultural identity recognized, 6. Have a safe home and a community which supports physical and emotional well-being, 7. Are not disadvantaged by child poverty. Any of these aims are not met, then the CSCW will not approve the childcare setting. Therefore the business will not be able to open or carry on with the services they provide. There is lots of paperwork and procedures to follow, but it is a good guideline to follow.
This is because the CSCW ensures that each child’s welfare and development is met, which think is very important. When the CSCW comes to inspect we are not warned beforehand. This is essential to see the childcare setting as it is day in and day out. There are no false settings and the business is inspected as it would be on any other day. I believe this is very important, as the CSCW can see whether their seven aims are being met, and how well the children are being looked after. Foundation Phase This is the statutory curriculum for all 30 year olds in Wales.
This curriculum is for both maintained and non-maintained settings. Children are given opportunities to explore the world around them and understand how things work. They do this by taking part in practical activities that are relevant to their development. The curriculum focuses on experiential learning, active involvement, and developing each child. Personal and Social Development Encourages self esteem, personal beliefs, and moral values. Language, Literacy and Communication Skills Children are encouraged to communicate their needs, feelings and thoughts.
They are given opportunities to choose and use reading materials. Mathematical Development Children use numbers with daily activities egg. Songs. They also develop a range of flexible methods for working mentally with numbers. For example, when playing number games and flash cards. Welsh Language Where the children are encouraged to communicate in welsh and become involved in welsh activities. Knowledge and Understanding of the World Children are given experiences that increase their curiosity about the world in which we live.
Physical Development Children are encouraged to enjoy physical activities. Their developing sense of identity is linked closely to their own self-image, self esteem, and confidence. For example, it is important to encourage children to play ball games. Creative Development Children engage in creative, imaginative and expressive activities in art, craft, design, music, dance and movement. I find that the foundation phase has lots of strengths as it covers nearly all of the theories, thoughts and beliefs. It helps the children learn through play and having fun.
It is essential to plan out and organize activities for children at this stage. Activities run much smoother when planned out and the children enjoy them more. Birth to Three Matters This is another government framework which supports the learning and development of children under three. It recognizes that all children have, from birth, a need to develop learning through interaction with others, and the world around them. This stage focuses on four areas of learning and development. They are: 1. A Strong Child 2. A Healthy Child 3. A Competent Learner 4.
A Skillful Communicator used to use the birth to three matters framework to help me plan the day for the babies and under g’s, through our planned activities and the children’s development folder, in a previous job. Now use the foundation scheme, where there is a lot less paperwork. However, found that the Birth to Three Matters stage, looked much more professional when presenting the development folder to parents, when the child left the stage. We were given framework cards which gave us ideas for activities in the area of development in which we wanted to observe the children.
This took a lot of dedication to implement and took me away from the children that I was looking after, in order to plan effectively. ESTES ESTES is the office of Her Majesty’s Chief Inspector of Education and Training in Wales. It is a Crown body, established under the Education Act 1992. ESSEN is independent from the National Assembly for Wales but does receive its funding from the Welsh Government. It is responsible for observing standards in Educational settings in Wales, and therefore has high standards and expectations. Eel that it is more focused on planning of the children’s development. Therefore, planning can be very time consuming to reach the standards that ESTES expects. The child’s key worker has to undertake lots of one to one activities with each child, thus building strong bonds with the children. There are lots of observations to do and there is lots of paperwork. The daily planning must involve structured free play, which encourages the child to become more independent and creative. The key worker must attend regular courses to help with their planning.
Inspections are more regular at this stage, and inspectors are very strict on the quality of the paperwork and planning. Outcome 3 3. 2 Explain circumstances where referrals to other agencies may be required. There are 5 different types of Abuse: 1. Physical 2. Emotional or Psychological 3. Neglect 4. Sexual 5. Discriminatory If any child shows any of these signs of abuse we must report it for the safety of the child and maybe others. 3. 3 Explain how referrals to other agencies are managed If had to refer a child or children, I would have to keep a log book of all the incidents I have witnessed. Loud contact social services for a Referral Application Form, which they would email to me. I would fill it in as honestly ND professionally as possible, stating facts not opinions. I would then email it back to social services. They would then investigate and keep me up to date on the outcome. 5. 1 Explain how evidence based practice can be used to support children and young people experiencing transitions Evidence based practice is the integration of best research evidence with practical expertise, and the values of service users and careers.
In a private nursery setting we use observations and development assessments, from age 0-errs. Once they go to state nursery we forward the child’s information to the nursery they will attend, so hey have background information on the child. This will include the stages they have achieved and whether we have any concerns. The new teacher will then know a little about the child, and this will help raise the development in the future. Once the child moves to High School, their new Head of Year will have a one to one conversation with the child’s year 6 teacher.
This will help the child be placed into the correct ability groups, friendship groups, and classes, where they will best achieve. This will help considerably with the child’s transition into a new phase. Hopefully the child will feel at ease. Outcome 6 6. 2 Critically evaluate different approaches to supporting positive behavior Children need to have boundaries and rules regarding behavior, which are clear and easy to understand. They need to see adults reinforcing these boundaries and rules regularly.
If the child does not understand them, if they are not clear, or if they are not applied consistently I have realized that the child is confused and does not know what is expected from them. This can lead to behavior being poor as the child does not understand the rules and expectations. Therefore, children need consistent responses from adults, or hey will go to the key worker who allows the pattern of behavior. Consistency provides stability and clear guidance on the child’s behavior, and it is less likely that the unwanted behavior will re-emerge in the future.
There are several approaches to supporting positive behavior in children. They are: Providing an alternative Tactical ignoring of the negative behavior Distraction and diversion Positive reinforcement Time out Modeling Rewards and Incentives Boundary setting Reflection on the part of the child Warning system. In my work placement we reward and praise the children at every opportunity. This encourages the children to repeat positive behavior. We also use time out if we really need to. We start by giving a warning, and if the behavior continues we place them in time out to think about what they have done.
This calms the child and gives them the time to say sorry afterwards. We use this for age 2 onwards. With the younger children we distract them, ignore negative behavior and get the child to do something different. Then we praise the positive behavior. As feel that children under the age Of 2 are not really aware of the things they have done, time out is not really appropriate. They will not think about what they have done, and will have forgotten about it by the time they need to say sorry. I feel these techniques work and are the best to use with children of these ages.
Junior schools and High schools tend to use reflection or withdrawal rooms to achieve a similar outcome as time out in younger children. The child is asked to explain their actions and write a letter of apology. The amount of time spent in the room is dependent on the action which has put them there. If the offence is very serious then the pupil may be excluded from school, which will be recorded on their school record. This can have a negative impact on the child’s future especially when applying for jobs in the future. UNIT 143 WORKING IN PARTNERSHIP IN HEALTH AND SOCIAL CARE OR CHILDREN AND YOUNG PEOPLE SETTINGS Outcome 1 1. Identify the features of effective partnership working There are many features to effective partnership working. Working with all, will provide a range of services that can support the child and their families. We try to provide the best care possible. The partnerships in a nursery setting will be the Nursery Manager, Nursery Staff, parents, and outside agencies. The main aims are to: Set standards Provide equality and opportunity Create a framework for partnership working Improving on quality and consistency Provide a secure foundation of development and future learning Care and good hygiene 1. 2 And 1. Explain the importance of partnership working with Colleagues Other professionals Others It is very important that colleagues work together. It is the manager’s role to support the staff and provide the training and information. For example, all staff should be provided with the same behavior management training, so that all staff have the same baseline standards for behavior. It is important hat all staff are informed of every child’s needs such as: Any changes in the child’s routine egg. Potty training or bottles Diet Religion Culture Parent’s wishes Special needs All this information is in each child’s enrolment forms.
Any additional information which is added over time, is written down in the group’s handover books. It is important that all work placements have team building exercises and that all workers get along. Especially for the children in the placement, as children will pick up on a negative atmosphere. Feel the team and the day runs more smoothly if we have a good team that all work getter and get along. Sometimes it is necessary for the setting and parents to work with outside agencies, such as: Social Services Health visitors Learning Support agencies.
These agencies can help to identify and meet the needs of the child quicker, and use their expertise and knowledge to provide support and learning opportunities for all children. Working in partnership has a positive outcome for the child and their family. All parents want practitioners who are confident and well informed. So by using outside agencies for guidance and training can provide all staff and parents with the same knowledge to delver a high laity service. For example a parent can contact a health visitor due to their child’s behavior at home.
The health visitor will give guidance and support to both the parent and child. The parent should inform the nursery of the details of the conversation with the health worker and we will do the same in nursery. Working all together will build a good relationship with the parents and show continuity in the way the child’s behavior is treated. When working with multi agencies, it is important to get some ground rules. It is vital when working together to respect each other roles and responsibilities. Building trust with other agencies is vital to ensure the partnership is successful for the child.
All agencies should work together to agree common goals and an overall objective. Information must be accurate and passed between agencies, whilst remaining confidential. Communication with outside agencies must be maintained by using: The telephone Email Letters Face to face. The multi agencies that the setting may work with are: CASSIS – Providing guidance that all nursery settings must follow, and a yearly inspection Wales PAPA Cyclical Plant Cymae – Provides a subsidy for CRY checks and provides training for staff. 3 Explain how to overcome barriers to partnership working There are a number of barriers that prevent partnerships from being successful. They are: Bad communication Staff not fulfilling their roles and responsibilities Difficult viewpoints Staff handovers Incorrect information Some ways to overcome these barriers are: Make sure the information is up to date and relevant Effective communication Good Listening skills Full attention Establish ground rules Make sure everyone is aware of their roles and responsibilities It is important to address any conflict immediately and ensure that the problem is overcome s soon as possible.
OUTCOME 2 2. 1 Explain your role and responsibilities when working with other colleagues My main responsibilities in the Childishly Nursery and Cafe are as follows: To contribute a high standard Of physical, emotional, social and intellectual care children placed in the nursery To plan and implement the daily routine of the nursery Help and encourage students My main duties are: To lead the programmer of activities suitable for the age range of children in my area in conjunction with other staff Support all staff and engage in a good team ethic Liaise with and support parents and other family members
To attend out of hours working activities egg. Training and parent’s evenings To be flexible within the working practice of the nursery . Be prepared to help where necessary including certain domestic jobs Work alongside the manager to ensure the philosophy behind the nursery is fulfilled Record accidents in the accident book Look upon the nursery as a whole Be aware of the needs of the children Ensure children are handed over to a person known by the nursery Ensure mealtimes are a time of pleasant social sharing Wash and change children as required Provide comfort to a poorly child
Ensure the provision of a high quality environment to meet the needs of children from differing cultures, backgrounds, religious beliefs, and stages of development Be aware of the high profile of the nursery and to uphold its standards at all times. Here is the work tree we use in work. 2. 4 Deal constructively with any conflict that may arise with colleagues There are many reasons why conflict could OCCUr in a work setting. These are some examples that I have come across in my twelve years of working as a Nursery Nurse / Senior Nursery Nurse: Staff not working well as part of a team
Incorrectly passing on information Having staff who work in different ways or handle situations differently Staff who do not fulfill their roles properly Personality clashes Differing age ranges. When dealing with any conflict we must have a meeting to resolve the situation. When this takes place a witness must be present. The meeting will be recorded and minutes will be taken. All members of staff involved must agree the outcomes of this meeting and sign documentation to prove it. It is important that conflicts in the work place are solved as soon as possible, so rather complications do not occur.
It is also important that conflicts are reported as soon as possible so that the matter can be resolved without further misunderstandings. A good manager should be able to successfully influence the activities of a group towards the achievement of a common goal. It is important to be able to influence others through qualities such as your personality, your command of language and the creation of mutual respect. All parties involved in a dispute must be treated equally and fairly, opinions must be respected and there should be minimal unsociable behavior.