• Evaluate different parenting styles and their influence on development during infancy and early childhood. Include which parenting style you feel is most effective and why. • Discuss early childhood education and its influence on cognitive development. • Include at least two references. • Format your paper to APA standards.
Working together to safeguard children (including e-safety). This follows the Children Act of 2004 as it advises how agencies and services work together to help the children who are at risk. This legislation was renewed and updated in 2006. “This provides guidelines for professionals in England and Wales”. Confidentiality.
Outcome 1- Understand the purposes and principles of early years frameworks 1. Explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings The aim of the early years framework ( EYFS)is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution. They do this by ensuring setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind, my setting dose this by providing for equality of opportunity and by putting in place anti-discriminatory practice to ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability, The EYFS was designed to ensure that all children have access to early year’s education. Within my setting we have a series of outcomes for each of the areas of learning to ensure that us as practitioners have a clear focus. These outcomes are known as The Early Learning Goals with the aim being that each child can achieve the goals by the time they leave us to go to school , The goals provide the basis for planning and learning throughout the EYFS.
CYPCore33-1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The main points of legislation that support the safeguarding of children are the Children Act 1989, Children Act 2004 and the Childcare Act 2006. The Children Act in 1989 set out principles to guide the work of local authorities and courts and also defined ‘significant harm’ and a child ‘in need’ of intervention. The Children Act 2004 provides the legal basis for children’s services set out in the Every Child Matters: Change for Children document. The Childcare Act 2006 is the first piece of legislation that is primarily concerned with Early Years and Childcare and introduces the early years foundation stage (EYFS) which supports settings in delivering high quality early education.
Unit 3 Understanding how to safeguard the wellbeing of children and young people 3:1:1 Outline the current legislation, guidelines, policies and procedures within Northern Ireland affecting the safeguarding of children and young people Regarding the safeguarding of children, Northern Ireland operates in line with a number of legislative procedures and policies in relation to Europe, Great Britain and within our own government. The most important of these current policies to be aware of for myself as a Classroom Assistant are ‘The United Nations Convention on the Rights of the Child 1989’ (of which Britain signed up to in 1991), The Children (NI) Order 1995 and the ‘The Data Protection Act 1998’ ‘The UN Convention on the Rights of the Child 1989’sets out the rights which all children and young people up to the age of 18 should have no matter where they live or what their circumstances are. This list of articles to which each country signed up ‘brought together several sets of guidance and provided the basis for many of the standards we maintain with children’ (Meggit, Bruce, Granier 2012) Britain signed up to the treaty in 1991 meaning they fell into line with the expected practices and policies set out in the Treaty; one of the most important being ‘Article 19’, which stated that children’s rights are to be ‘protected from all forms of physical and mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them.’ Northern Ireland as a part of Great Britain follows the policies of the UN Treaty also, as well as enacting legislation within its own devolved government. The Children (NI) Act 1995 is the overarching legislation on the requirements for professional practice in relation to young people. It has five fundamental principles which all organisations within this country that
The Act appointed lead councillors for the local child welfare responsibilities. The statutory guidance Working together to Safeguard Children 2006gives advice on how different agencies should work together in order to promote the welfare of the children and young people and how they should work together to safeguard children. This was then updated in 2010 to reflect the law changes and the recommendations in Lord Lamings report. The UN
We believe that children should develop a happy way of being together, that their self-respect leads to a respect for the rights and needs of other children and adults; a respect which promotes equality and values the diverse local community. We are aiming to educate the whole child by presenting a total experience for every individual, thus fostering the child’s intellectual, physical, cultural, moral and spiritual
(2013). Parent–Child Visits in Foster Care: Reaching Shared Goals and Expectations to Better Prepare Children and Parents for Visits. Child Adolescence Social Work Journal, 237-255. 2. What is the general purpose of the study?
Every Child Matters The Every Child Matters policy is a Green Paper published by the Government in 2003, providing an over-arching framework for education professionals to refer to in order to maximise the potential to which children can achieve. According to the Department for Children, Families and Schools (DCFS) website, “the Green Paper prompted an unprecedented debate about services for children, young people and families. There was a wide consultation with people working in children's services, and with parents, children and young people” (2009). This scope of involvement from multiple agencies is considered fundamental and it is this aspect which this essay seeks to examine; exploring the implications of Every Child Matters for those agencies involved. The Every Child Matters paper was released together with the formal response to the report in to the death of Victoria Climbié.
These are guidelines set out to help children and young people achieve more. The children’s act 2004 is dedicated to improving the every child matters outcomes. The 2004 act brought in the integration of children’s services and the introduction of children’s directors responsible for local authority education and children’s social services. The establishment of local