Demonstrate in own practice how to support babies or young children’s exercise and physical activity 4. Be able to provide safe and protective environments for babies and young children 4.1. Explain policies and procedures in own setting that cover health, safety and protection of babies and young children 4.2. Demonstrate and evaluate the safety features within the environment for babies and young children 4.3. 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.
CYP 3.4 AC 1.1 Explain how you would adapt the setting to suit pupils or visitors with the following needs: 1 Pregnancy Risks need to be reassessed and reviewed regularly as the pregnancy progresses and the work setting to be adapted as necessary and feasible, ie. ensure there is adequate space to ensure mobility and that everything is within easy reach to avoid unnecessary stretching and lifting of heady loads. Ensure good housekeeping of classroom/school areas to avoid trip hazards. To minimise discomfort/stress/fatigue ensure there is adequate lighting, controlled noise levels, adequate ventilation, minimise exposure to high/low temperatures. Minimise exposure to nauseating smells, such as cooking or chemical odours (glue/solvents).
P5: Describe how anti-discriminatory practice is promoted in Health and Social Care settings. M3: Discuss difficulties that may arise when implementing anti-discriminatory practice in Health and Social Care setting. D2: Justify ways of overcoming difficulties that may arise when implementing anti-discriminatory practices in Health and Social Care setting. Education: Nursery and Schools Within education sector, for example schools and nursery’s, in a nursery environment there is commonly a lot of anti-discriminatory practice in place as it is part of the pre-school and lower years curriculum to teach about the world and its different cultures. One example is that, they serve food from different cultures as part of their meal plans for the children.
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
If we are concerned about a child’s development it’s good to ask and share information. Assessment framework The assessment framework is monitored every day at work to make sure we are always meeting each child’s need needs socially, physically and mentally. Standard assessments Health practitioners will come to school and do physical health checks, such as height, weight, and head circumference measurements and test carried out by educational psychologists. Disability can affect several areas of development at the same time but early support might help minimise the effects of disability. Emotional reasons, if a child is not settled and not having good attachments they are more likely to have low confidence and low self-esteem.
Discuss implications of research into attachments and day care practises (12 marks) Psychological research has helped to improve the advice given about the quality of day cares and what sort of day cares parents should leave their children with. The aim is to encourage children to socialise confidently without their parents by forming attachments to their caregivers and to minimise the negative impact of separation on attachment. One of these recommendations is to offer parenting classes to some parents who struggle with raising young children and need support and guidance on how to develop attachments with them. UK Government services such as ‘Sure Start’ centres now offer courses on parenting skill in order to aim to give every child the best start in life. Another recommendation is to avoid separating a child from its caregivers; many hospitals provide a bed for parents whose child has been hospitalised, to avoid the damage to attachments caused by separation.
It begins from conception and extends up to 8 years of age. This involves set of actions and behaviours that support a child’s development in a holistic manner including: feeding, providing clothing, shelter and supervision; preventing and attending to illness; engaging the child in interaction; providing stimulation and safe environment for play and exploration; providing love; affection and security; and enabling the development of self-esteem and self-confidence. This study sets out to give detailed explanations of attachment, including learning theory, which was developed by Dollard, and Miller (1950) suggested that the attachment was due to drive reduction which could be explained using classical conditioning and operant conditioning, And evolutionary perspective, including Bowlby who believed that attachment is innate (any behaviour that is inherited) and adaptive, types of attachment, including insecure and secure attachment by Ainsworth and Bell (1970) and lastly to explain the process and effect of disruption of attachment. This study would answer the following research questions: the nature and origins of emotional bond between infants and their caregiver (usually the mother), how it could be broken by either the infant or caregiver and what happens when it is broken or interrupted. The main point of view in the early social childhood development is the ‘attachment’.
It is useful in deciding whether the child is reaching expected milestones of development in different areas. The assessment framework is how children are assessed in school, for example, in my setting when a child reads, we write it in their planners. Standard measurements: School tests or cognitive aptitude tests that demonstrate a snapshot of children's academic ability or skill at retaining taught information and that might then be used to compare outcomes between children of the same age. Health programmes that might measure head circumference, weight, height, visual and auditory functioning. Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age.
Module Ten Medications and Children Lecture learning outcomes On completion of the lecture the student will be able to: 1. Determine the principles involved in administering medications to children; 2. Locate the appropriate sites for SC and IM injections in children; 3. Identify important safety factors when administering medication to children; and 4. Discuss legal and ethical issues related to medication administration.
Key issues on working in schools E1 Legislations that support the teaching assistant in promoting safe working practice in schools are Health and Safety 1974 CRB (criminal records bureau) 2002 Riddor (reporting of injuries, diseases and dangerous occurring diseases) 1995 COSHH (control of substances hazardous to health) 1999 Health & Safety at work 1974 ECM (every child matters) 2003 E2 Policies and procedures that the teaching assistant might use in relation to safety are First aid policy, this is used when a child has injured themselves (only qualified first aiders are able to administer first aid). Behaviour policy, in this will be the rules of the school along with the sanctions or consequences that would have to be followed if the rules were broken by any child, for example if two children were fighting in the playground, I would put them both on time out and then talk to each of them to find out what was the reason for fighting, then come to a resolve and make them understand fighting is against the rules. The behaviour policy needs to be adhered to, to be able to follow the safeguarding policy. Risk assessment policy is there to identify any risks within the classroom or outdoor area of the school environment, for example checklists can be done, make sure fire exits are clear and easily accessible, no hanging wires, chairs are stacked with no more than 4 in each stack. E3 When children are playing indoors or outdoors you need to supervise to make sure they are safe from any dangers.