E1+E2- There are many types of Early Year’s settings, and one of them is called a statutory setting. A statutory setting is a setting that is funded by the government and is usually law. An example of a statutory setting would be a primary school. Primary schools follow the national curriculum and the children learn key stage one and two. It is the law to go to this type of setting from the age of five. According to Minett P. (2010) page 240(E8) says Education in Britain is compulsory from the age of 5 years.
Children are legally required to attend school full-time from the beginning of the term after their fifth birthday or to receive suitable education elsewhere, for example to be educated at home. Some schools take them earlier, either full time or part time. This supports my description of a statutory setting. The setting does not only support the child with their education, but how they develop. The setting will observe the child and compare to milestones. It will also provide care and nurture for the children in whatever the need.
Parents are also a very important factor for the settings and they will try to support the parents as much 1as possible. They may do this by talking to the parents about the child through verbal communication or reports. This will help the parents trust the setting and feel more comfortable about the child going here for any period of time. Another Early Year’s setting would be called a private setting. There are many different types of private settings including; private nurseries, nursery schools and day nurseries.
For these settings to be legal, they have to be inspected, registered and use the current Early Year’s Foundation Stage (EYFS) statutory framework. However, these differ from statutory settings because parents have to pay to send their child here, but may be able to get financial support through government schemes. This setting is very similar to statutory as they provide similar services. They will educate the children to a certain degree and provide them with what they need to grow into a well-developed child.
Within the setting they may provide food, play areas and various activities for the child. To help the parents they will also communicate with them is much as possible and do the best that they can to fit what the parent believes the child needs. The last type of setting is voluntary setting. These settings are mostly charities that rely on donations from the public. They get very little money from the government unless they provide statutory services, if they provide this they may get funding from local authority or the government.
The services provided by this setting vary as they do not have to follow a curriculum. Some of these services may help the child with their health and welfare, educational needs and any comfort they may need. Some of these charities will provide the parents with a break from an ill child, or give them the reassurance that their child is in the right place. E3- Every child in our country and the world has rights. This is because of the United Nation Conventions on the Rights of Children 1989. Almost every country in the world has signed to this.
This legislation consisted of six main points which, according to Meggit Carolyn etal (2012) page 5(E8), were; survive, develop to their full potential, be protected from harmful influences, abuse and exploitation, participate fully in family, cultural and social life, express and have their views taken into account on all matters that affect them and play, rest and enjoy leisure. This applies to all children under the age of eighteen. However, in the same year the UK decided to follow its own legislation, ‘The Children’s Act 1989’.
This act was introduced to our country in 1991 and was aimed for the welfare of children. The act said that parents were responsible for their children; the aim was to stop children from suffering from harm and that local authority could get involved if they needed to. In 2004 a new legislation was introduced, ‘The Children’s Act 2004’ and it was an amendment to the ‘Children’s Act 1989’. It was passed on 15th November 2004. The amendment occurred because of a child’s case, which was called Victoria Climbie. This allowed the government to improve the every child matters programme.
Victoria’s case made the government aware of the fact that agencies were not working together as a unit. Because of this, cases were going unsolved and information was not being shared. This legislation was designed to ensure that different services for children worked more effectively together. The latest legislation that is followed in the UK is ‘The Childcare Act 2006’ which became legal on the 11th of July 2006. The act involves the welfare of children that are under eight years old must meet the terms and provide a learning framework for children aged zero-five years called Early Year’s foundation stage.
The idea is that the requirements affect day-to-day practice at a setting. This would include; the number of adults compared to children, snack and drinks the children receive while at the setting and the qualification level of the staff at the setting. The three key points of the ‘Childcare Act 2004’ are: Reduce child poverty; to support parents at work, and focus on the provision of good quality childcare for working parents. Reduce inequities between young children; Focus on supporting children most at risk of poor outcomes because of deprivation and disadvantage and promote social mobility.
Improve wellbeing for young children; Focus on the five Every Child Matters outcomes: Safety, Health, Economic Wellbeing, Enjoy and Achieve, Making a Positive Contribution. E4-All child practitioners follow principles and values that underpin working with children. Cashe provide a statement of values which we all follow. It says that you should always put the child first, no matter what situation it is. You should be able to do this through safety measures, showing compassion and sensitivity towards a child, respecting that the child is an individual and should be treated this way.
As a practitioner you should also follow the child’s rights, dignities and allow the child to develop into their full potential. Within the Cashe statement there is a list which identifies the values you must uphold to be a child practitioner. This includes (E8) never use physical punishment, and respecting the customs, values and spiritual beliefs of the child and their family. All of these statements can be found in the Cashe candidate handbook, page 238. Another set of principles a child practitioner may follow is the Care Value Base. This consists of seven principles that must be followed.
This basically consists of; respect a child as a person and what they are entitled to. Respect their privacy right whilst giving them opportunities to reach personal goals. Promote strong relationships and good communication and ensure to recognise everyone’s diversity. E5-It is very important that as an Early Year’s worker, you show a child that you respect and value them. There are many ways you should respect a child, whether it is their dignity or their individuality. You can show that you respect and value the child by listening to them.
Come down to their eye level, interact with the child and respond to anything they say or tell you. You should treat all children equally, give them all the same opportunity and allow them to remain in control of their own play. Children are often fear things that may seem silly to you. You can show that you value what they’re saying by comforting them, build a trusting relationship so they feel comfortable to talk and explore any concerns that they have. Not respecting and valuing a child can have a big impact on their lives.
A child may not try hard enough if they are not getting recognised for good behaviour, they may feel left out so won’t make friends or join in with games, the child will have a lack of confidence so will not talk to children or adults about any concerns. At this point in the child’s life they are developing on a daily basis, whether it’s reading skills or physical activities. If a child does not feel valued or respected, they may become withdrawn and show regressive behaviour. This is why it is very important to value and respect a child.
E6 -To be an Early Year’s practitioner, you have to have specific skills to become good at your profession. I think that one of the most important skills that you need is to be able to work well as part of a team, or leading a team. It is important for you to be able to do this as you will be working with others throughout your job, whether it is a fellow practitioner or parents of the child. Without team work; children may become lost, show bad behaviour, work will become slow and a lot more difficult. It is a lot easier to work with a group of people than on your own, especially if it is a large group of people.
Another good skill you will need to work with children is patience. A large group of children can get loud and noisy. You have to be patient so that you will not lose your temper with the children. You will also need to be patient because not all children learn quickly. Some children may learn slower than others and therefore you have to let them work at their own pace and be patient. Finally, there is one more professional skill which I believe is important and that is time keeping. This is a professional skill that you will need for any job, and is very important when working with young children.
Younger children usually work best when they are in a routine and may become uncomfortable if something changes. You are also expected as a professional to turn up on time. Parents will get especially annoyed if they are paying for their child to go the nursery, or if they need to be somewhere else. Without time management nothing will get finished on time and children will become restless. E7-Study skills can help you with professional skills. Skills such as organisation, time management, planning ahead and research will help you within a setting. This is because settings can become very active quickly nd you need to be able to think quickly. If you do all of these study skills it will help you deal with the task you need to complete. Doing research can help you be ready for a situation you are not used to. For example; if a child comes into the setting with an anger issue, if you do some research you may have a better idea of what to expect. When I was working within a setting, it was important for all of the staff to be organised. Before each session, we would all sit down and discuss what we were doing with the children. My organisation skills, which I had used during study period’s, helped me with this task.
D1-When working within a setting you will work with loads of different people and form relationships with all of them. It is important to do this, however as a professional it is important to know where the boundaries are. Parents are a very important factor of your job, and you have to know them and form a bond where everyone is happy to share information and seek help if it is ever needed. This kind of relationship will provide a better outcome for the child, as it will feel safer and trust the setting more if they see their parents communicating with an Early Year’s worker.
It also allows important information to be shared, and both parties will be on the same page. Information such as; allergies, fears, preferences and cultural difference can be shared this way, and it very important that this happens. To achieve this, it is the practitioner’s job to talk to and communicate with the parents. They can do this before and after the settings hours, asking for a meeting or using electrical devices to communicate. It is not only important to maintain appropriate relationships with parents, but with your working team.
This also means that all information should be shared, as long as you don’t over step the confidentiality boundary. When working within your team you should use appropriate language, especially around the children. If someone thinks or believes your being inappropriate they may report you, ending in a warning or losing your place of work. You should not let social life interfere with your work, so social gatherings should be professional, not ending in fallings out with others within your work or gossiping about other workers. Following all of this will lead to better working relationships with parents, and workers.
D2- The multi-agency team covers a wide range of agency’s including, schools, GP’s, health workers, social workers and child physiologists. It is a way of sharing information with everyone that is involved with the child. Anything that occurs with the child will be reported, and available to any of these people. It stops gaps from forming between agencies and stops information from being lost. For example; if a child is being abused it is important for all of these agencies to work together as reports may be taken, but no one can put them together to conclude what is happening.
They share information by meeting as a network on a regular basis to discuss a child with additional needs. There is also something called the Common Assessment Framework. This is a free to all public organisations and it helps assist them to improve their performance. It allows settings to perform a self-assessment of all staff and this makes sure that everyone is working properly and to their best ability. The Common Assessment Framework looks at: family and environment, development of the child and parents or careers.
It makes sure the certain needs are met, such as; housing, employment, basic care, guidance and any development of the child. C- Children have views and opinions on most things, and you should listen to what they have to say and value it. Children have a right to an opinion, even if you think it may be wrong or silly. You should listen to it because the child will take it seriously and believe what they are saying. For example; if a child is scared of something within the setting, you should listen and understand, and then work towards making a difference. If a child is not valued or listened to, the child will start to act differently.
They may show regressive behaviour. They may also feel stupid for what they are saying, and in affect their self-esteem will fall. Other things may happen to the child such as; showing bad behaviour, they won’t tell you if something is wrong, won’t try hard to complete a task and they might feel left out, when the child is older they may not be able to socialise or be confident. You can show that you value a child by praising and motivating them. If you think they child may be wrong, then show them how they are wrong instead of just telling them. Comfort the child if they are scared of something and help them overcome what they’re scared of.
You should always respect what they are saying, no matter what it is. It is good that a young child questions what they are seeing, even if it is wrong. Always support a child in what they believe and what they do. B- All practitioners have limits and boundaries when working within an Early Years Setting. It is important that they know where these boundaries lie because they may lose their job and everything they do can affect a child’s or their family’s life. They are many boundaries and limits within the profession, and one of the most important is following the current legislation.
This is the law, and if you do not follow it you may lose your job or end up with imprisonment. For example, it is the law not to use physical punishment on children. If you do not following this rule it is likely that you will go to prison. There are many more boundaries when it comes to the child, including having a certain relationship. The child should be able to trust you and tell you anything they wish, but you cannot share your personal life with the child, the child’s family or with others within the setting. Everything should be kept professional, and you should not have any connection with the child outside of the setting.
This is because a child may become too attached to you, or personal information can be spread around your place of work. The setting that you are working within will also have policies and procedures that you need to follow. It is important that you follow these because it ensures that you are doing your job properly. It will keep the child safe and everyone else within the setting will be following the same ‘rules’. This way if something occurs that you are unsure about, you will be able to check what you should do, and this way you will not harm anyone or end up in unemployment.
It is also important to keep to these polices, because it protects the child’s right which include confidentiality. Not only are there boundaries with the children, but when working with the families. It is important to have a relationship as information should be shared for the benefit of the child. However, it must remain professional meaning that social gatherings should not be happening, you should not have a personal relationship with parents and personal information should not be shared. This is a boundary that may affect your job.
Not only should you not socialise with the parents, but you should not argue with them. If an issue comes about, you should deal with it professionally. As a level 3 practitioner, you should be able to talk to parents calmly, but if it gets out of hand you should contact someone with more authority within the setting. Although you talk to parents and families, you are still a professional and you should always act professionally. A- When in an Early Year’s setting, it is important to work towards a child centred approach. This means that the child has the right to choose, make connections, and communicate.
This gives the child the right to do what they want when they are doing a child centred approach activity, which gives them the freedom to explore, experience and find out things on their own. Early years practitioners now watch to see how play develops instead of directing the child. This way the child can become more creative, push their abilities in what they do and communicate with other children within the setting. This will build the child and help the child develop confidently and they will be able to work individually without any help.
Children at a young age work best through play, and if you allow them to create their own games, they will learn quicker and find it more fun. Instead of being put off learning because they find it boring, they will be more involved with their learning. Also, if something is fun and interesting, they are more likely to remember it. When I was working in a setting, every day for about an hour we would allow the children to go off and play on their own. We would set up different activities, and they would play with who they want and they could choose the game. This way the children got to be creative and play whatever they wanted.
It is important that the Early Years setting provides an enabling environment so that the child can do this type of learning. This may include painting areas, dress up areas and building block areas. In the setting I worked at, they had a large number of these areas; which included ‘real life’ areas and drawing areas. Not only did it have indoor activities but outdoor areas which had climbing frames and sport activities. I found that the children in my setting worked best when they were doing independent activities. You could tell that they enjoyed it a lot more and that they interacted well with one and other.
They seemed to be much more involved with activities and seemed less under pressure. The setting ‘leader’ would take notes on what they were doing and how well they were doing it. When an activity is child initiated, they learn to take their own risks. This might be talking to a new friend, or climbing to the top of the climbing frame. They also learn to work as a team with the other children, without having to be forced into it. When an activity is adult initiated, the child may become distracted and bored. However, it can be a benefit for the child because it may be more educational, safer and you can teach them something specific.