This assignment shall explore the services for children and the range of settings that provide care and education for children. It will look at the professional practice and the principles and values that underpin working with children including the promotion of their rights. The statutory sector, voluntary sector and private sector are three different types of sectors that support children and their families. There are many different types of settings that provide care and education for children which link into the different sectors. The statutory sector services are provided by the government and funded through taxation. The statutory sector services includes health, social care and education. The government is required by law to ensure that all children receive education and to ensure that settings make reasonable adjustments for all kinds of children. Examples of settings in the statutory sector are nursery and primary education. Drove Primary School is a statutory service, it is located in the middle of Swindon and overlooks the magic roundabout and County Ground. The school has been around for over fifty years, and continues to be a focal point for the local community. Drove Primary school cater for boys and girls between the ages of three and eleven. The aim at Drove Primary School is to provide the children with the best education and to have a safe environment. Their biggest ambition is to give the children who go to the school ‘’the roots to grow and the wings to fly’’. Drove Primary School offer activities and clubs for the children in the morning and afternoon which support the parents and carers of the children who have to go to work. Services in the voluntary sector are not for profit neither funded by the governmen... ... middle of paper ... ... treated fairly and that they can join in activities and be involved . It bulds upon trust with the practitioner and allows the child to open up to the practitioner if they are worried about anything. Works Cited (Development Matters in the Early Years Foundation Stage) (2012). Available online at: http://www.foundationyears.org.uk/wpcontent/uploads/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf. Accessed on 29th October 2013. The Early Years Foundation Stage. (2010/11). ‘Setting the Standards for Learning, Development and Care for Children from birth to five.’ Department for education and skills: Every Child Matters, Change for Children. http://www.cache.org.uk/Qualifications/CYP/CYPL3/Documents/DCCEL3_V5.1.pdf [Accessed on 21/10/2013] Meggitt, C., Bruce, T. and Grenier, J. (2012). ‘Childcare and Education.’ (Second edition). London: Hodder Education.
Tickell acknowledges that the curriculum does identify the connection between parents and practitioners, however views that there could be more partnership to overcome those who are at a disadvantage. A suggestion that practitioners should give to parents and carers a short summary outlining the children communication, language, personal, social, emotional, and physical development between 24-38 months, and when appropriate, shared with health visitors if seen as necessary.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
Safeguarding is for everyone and every organisation responsibility to protect children from any harm and promote their welfare (Children Act, 2004). However, the Department of Children, School and Families (2013), states that safeguarding and promoting of children welfare is a practice to protect a child from abuse or neglect either in a current or later situation that can prevent impairment of their health and wellbeing and development, it also ensures that children grow up in a dependable circumstance with the provision of safe and effective care which will enable them to achieve a full potential of adult life. In addition, it also covers the “children in need” under section 17 of the Children Act 1989, which distinguishes them as disabled or vulnerable children that are unable to attain a health and wellbeing development, without the provision of services. The children Act 2004, it helps to deliver a legal framework to different services so that they can work together to promote the children welfare.
Statutory framework for EarlyYears Foundation stage 2008 sets out the standards for learning development and care for children 0-5. This provides help and support for children and parents in their early years so as they can achieve to their full potential.
It is important that building relationships with children and their parents/careers will help to gain positive attention from adults. It is important you involve children and young people about decisions about the environment as this will make the child feel more valued in the setting. As a practitioner, you should set realistic expectations and meet the child’s individual needs. Also, you should do activities with each individual’s child’s interests. This will make children to feel secure and confident. It is important that children come into a safe environment as it will help practitioners to manage unwanted behaviour effectively. Providing a safe environment will help children to manage their own behaviour. There are a variety of reasons
As an early years’ practitioner, there is much information that is useful to know. For example, the Early Years Foundation Stage (EYFS) framework is a framework that all settings in the United Kingdom (UK) have to provide for children and babies by the Department for Education. The EYFS ensures that all children learn and develop well and are kept healthy and safe according to the statutory standards that are set for the early years providers to meet (DfE, 2012). The EYFS aims to provide a secure base that will ensure all children with good progress through school and life, quality and consistency in all early years setting, partnerships between practitioners and parents or carers and equal opportunity for all children (DfE, 2012). Secondly, the Convention on the Rights of the Child (UNCRC) document shows legal responsibilities towards children and their families and it is an international human rights treaty that sets out a comprehensive set of rights for children and young people (OGL, 2014). The document contains 54 articles that include the health, political, civil, social, health, economic and cultural rights of children. For practitione...
It helps to improved outcomes for children and families through access to a wider range of services, benefits for staff and services, such as less replication between different service providers and increased efficiency in the delivery of services through better links between different providers. Partnership working is also referred to as integrated and multi-agency working. Nursery practitioners need to understand the importance of working together in an integrated way and to build it into their everyday practice. The importance of partnership working is to become the accepted way of working and the parents of the children with special or additional needs would probably face many different appointments with several different people, none of them who would have spoken to each other. Partnership working is designed to cut across this by bringing together professionals with a range of skills to work across their traditional service
The update of 2006 report included statements from Lord Laming’s report. The protection of Children in England: A Progress Report on March 2009. It was revised to follow progress in legislation, scheme and tradition related to the safety of children. Harbouring children from misfortune and raise their well-being under this act bank on a mutual trust and useful functioning ties between different organisations.
It extends the idea of child development and highlights the importance of relationships, the environment and society’s expectations. The model has had a significant impact on practice today; it has seen the development of frameworks (the BEM) and initiatives (The FAST programme), bought new ecological factors to light and has motivated schools to succeed. However, as discussed it also has its limitations. It can only be used if the practitioner understands the model and applies it appropriately to their practice with children and young
McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.). Pg. 194 - Upper Saddle River, NJ: Pearson Education.
McDevitt, T. M., & Ormrod, J. E. (2007). Child development and education (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
..., L., Beecher, B., Death, E., Dockett, S., & Farmer S. (2008). Programme and Planning in Early Childhood Settings (4th ed.). South Melbourne, Victoria: Nelsons Australia Pty Ltd
Dunlop, A., Hilary, F. (2002) Transition in the Early Years: Debating Continuity and Progression for Children in Early Education. Routledge. London.
Legislation introduced compels all early childhood workers to undertake formal training in early childhood education, which includes existing and new early child-hood workers entering the early childhood sector. Through the implementation of this ini-tiative and its linking with the National Quality Standards introduced in 2009, the early childhood sector can now be formally incorporated into Australia’s education system and thereby recognized as an integral part of our educational
McDevitt, T. & Ormrod, J. (2010). Child Development and Education 4th Edition. New Jersey: Pearson Education.