Duty of care As a childminder I essentially fulfil the children’s needs in the absence of their parents, while they work. I aim to give children a safe, warm and caring environment for sleeping, eating, learning and playing. I am required to meet with Ofsted’s regulations. Ofsted inspects and regulates the care of children and young people in the UK. I work directly with parents to determine their child’s care needs.
Tracking- every term the keyperson will tarck the child progress on a sheet. 1.4 Develop/implement and evaluate a plan to meet the development needs of a child or young person in your setting. 2.3 How do you implement an inclusive approach within your role and explain why it is important. In my setting we implement an inclusive approach within my personal role by continously observing children to ensure we are meeting the needs of each indiviual child. An example of this would be, there was a child that attended nursery and the child didnt like to take part in story time and looses focus, so we tried offering the child a book so the child could look
I also watch for signs of emotional or developmental problems in children and write anything that concerns me about the child/ children, then I bring the issues to the attention of centre's coordinator or supervisor to inform parents/ guardians. I always listen carefully to children and this helps me determine a child's needs and aids in promoting the child's development. Inclusive childcare is very important whether or not children experience disabilities or other special needs. Every single day at the setting, I make sure all children fee a sense of belonging. I let children participate in the same routines and play experiences, this way I learn to recognize children as distinct individuals with special strengths and needs.
Since, I have been thinking of different ways of creating environments, seeing children’s strengths, abilities, and communicating with families during this class, I am going to briefly discuss two things I plan to implant in my professional experience. First, I would have a discussion with my supervisor and staff to come together to help enforce more universal design learning our facility. UDL is As I read the statement in “Early Childhood Inclusion: A Summary”, I came up with the conclusion of what the creation of a sense of belonging and membership, positive relationships and reaching full potential means when working with all young children and families. First, I would make sure that my classroom environment accommodates all my students and the parents feel comfortable with their child in the environment also. Throughout my teaching career and working with all children and families I have discovered that the best
Whilst I was doing this course I realised this course is for people who want to pursue a career in a health and social care sector, to become a nurse, midwife, social worker, counsellor , care worker etc. That’s why I carried on to do level 3 at sixth form. | When I started this course in September (Health and Social Level 3) I had more of an understanding of what I’ll gain in terms of skills and a lot of knowledge. I knew as this was a BTEC Health and Social course it would consist 100% of coursework but my teacher gave me more information about this course such as there is 6 units in year 12 and another 6 in year 13. My knowledge in Health and Social is getting better as my teachers told me what to include in my assignments and how to get a pass merit and distinction.
Summarise the entitlement and provision for early years education. The Early Years Foundation Stage (EYFS) is the statutory framework that sets the standards that all Early Years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes. There are assessments when a child is aged between 2 and 3 years and at the end of the academic year when they turn 5.
The teacher’s role is to promote learning using the children’s interests to develop the curriculum. This means the teacher is not actually teaching the class or leading the class like most teachers. The teacher is promoting the specific learning skills that they want the children to learn but allowing them to run the classroom while giving them guidance. Every child has different ways of learning and a style in which they like to learn. The teacher must ensure they are reaching all of these different types of learning styles.
We can identify the children’s requirements, interests, current development and learning. Planning: We plan for the next steps in children’s development and learning. Much of this needs to be done on the basis of what we have found out from our own observations and assessments as well as information from parents. Narrative A method of recording child observations; which is a written description of children's actions as they are happening. The observer will record everything seen and are written in the present tense without the use of jargon.
Supervise babies or young children and demonstrate a balanced approach to risk management 4.4.Explain current advice on minimising sudden infant death syndrome in everyday routines for babies 5. Be able to provide for the nutritional needs of babies under 18 months 5.1. Identify, using current government guidance, the nutritional needs of babies until they are fully weaned and using information from carers plan
However for the other students in the class we would be working on their targets during this time. Adapting the maths lesson on the NC to them all individually, we have TAs on a one to one with each child so they get the best help, and while Lillie is being asked by her TA at the time another TA would be working with their student for instance working on the physical skills to knock a green bottle over as they are learning, how to use their arms etc. We use the NC and EYFS, we adapt all to the children we have in our class individually, making sure they are getting the best development skills for them at that time. Task 3 – 3.1 Methods of observations include the following; * Snapshot – Which means; you observe the pupil at a specific time, for example, behaviour during a certain activity. * Structured – this would be observing a pupil during a particular activity set up to gain exact information about the pupils learning.