TDA 3.2 Schools and Organisations Criteria 1.1 Summarise entitlement and provision for early years education. There are different types of childcare options available for 0-5 year olds, these include:Sure Start - Giving every child the best possible start in life is an initiative called Sure Start which is government led. They offer a broad range of services focusing on Family Health, Early Years Care and Education and Improved Well Being Programmes to children aged 4 and under. Sure Start makes contact with parents as soon as possible in the child's life and can offer support to families who have developmental concerns or other worries about their child. They can also give them support in making referrals for other services.
Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops. Outreach and family support is available to families requesting the service both in the home and at the Centre. Parents and Early Life Support Officers engage in a mutual exploration of goals and outcomes with a solution focussed approach. The Supporting Families Team with an emphasis on delivering intervention services work with families where additional support has been identified as being beneficial to those families. Services tend to be bespoke, meeting the individual family need.
Additionally, they can be used to evaluate progress within parenting capacities, particularly if key areas were targeted for improvement, thus determining whether the needs of the child will be sufficiently met if they are to return to their own home environment (Ibid 2000b). The Common Assessment Framework (CAF) as proposed by Every Child Matters (2007), is a relatively new standardised approach for assessing the need for services for children and is part of a wider government programme to provide integrated services including the need to improve multi-agency working. The CAF is a common language in assessment and is based upon the five outcomes of Every Child Matters (Brammer 2007). Every Child Matters raises questions of where LAC should be (or get to) in relation to other children. The agenda aims to improve the lives of LAC holistically across the five outcomes linking to the Articles in the UNCRC (Unicef 2006a).
141- professional practice in children's care, learning and development. 1.1 analyse how values, principles and statutory frameworks underpin service provisions in children's care, learning and development in UK home nation. The principle of an early year sector is that the welfare of the children is paramount. Practitioners that work in early year sector contribute to children’s care, learning and their development, and protecting children who are in a safeguarding issue example, abuse. This is supported in every aspect of practice in the settings and the service provision practitioners will work with parents and their families who are partners in the care, learning and development, safeguarding of their children and are the child’s first and most enduring
Starting to teach kids early about responsibilities, create structure and routine that is consistently reinforced, will help children to grow the habits of becoming more responsible. A primary concept in family systems theory is that the family includes interconnected members, and each member influences the others in predictable and recurring ways (Van Velsor & Cox, 2000). Having open communication within family members and not being isolated is a key tool to maintaining a functional family. Sculpting is a good tool to identify a family’s system dynamics by asking family members to physically position themselves and other family members into a formation that metaphorically represents the family
Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning; 2. Every child has unique characteristics, interests, abilities and learning needs; 3. Educational systems should be designed, and educational programmes implemented, to take into account the wide diversity of these characteristics and needs; 4. Those with special educational needs must have access to regular schools, which should accommodate them within a child-centred pedagogy capable of meeting those needs; 5. Regular schools with this inclusive orientation are the most effective means of
Good relationships, clear communication and common goals between parents and practitioners are crucial to the successful delivery of an effective service. Every major legislative or policy document contains reference to ‘partnership’ and the importance of ensuring that parents are informed about and involved in strategies and approaches to the care and education of their child. Partnership with parents is based on the belief that good working relationship, clear and mutual communication and common goals between parents and professionals are crucial to the successful delivery of effective services to children. MacLeod-Brudnell (2004, p.412). Partnership with parents should be a key aspect of provision.
Standard 1: Understand the principles and values essential for working with children and young people. Area of knowledge 1: Principles and values (a)Demonstrate that you care about the principles and values essential for working with children, young people, their families and their carers. As a residential care worker there are many ways in which I can demonstrate my recognition of the values and principles essential for my role. The most important one is to understand why “Every Child Matters” In my role I have already come into contact with some incredible children and young people. The resilience and strength of character I have been privileged to witness is inspirational.
|The Infants Attachment | |What it means for child development | | | |Child Development | Attachment is a bond that is created between two people, for an infant it is the bond that is formed between them and one or more of their caregivers: these people can include parents, grandparents, daycare providers, siblings, or any other person involved with caring for the child. The strongest most influential attachment is between the child and its primary caregiver, it is a crucial part of a child’s development process as it will ultimately affect later relationships. “Beyond physical care, early (attachment) experiences have a significant formative influence on children’s later mental health, social adjustment and personality development.”(2009) Depending on the type of attachment a child forms this
“Jamaican Children Have Rights Too” The future of any nation is dependent on the nurturing, education, health care, guidance and proper treatment of its children and as Whitney Houston aptly puts it in her very popular song The Greatest Love of All, “I believe that children are our future, teach them well and let them lead the way, show them all the beauty they possess inside, give them a sense of pride, to make it easier …” These words speaks about children and how we should treat them, but in our Jamaican society, who do we classify as children. According to the Concise Oxford English Dictionary a child is a “young human being below the age of full physical development”, which in Jamaica is 18 years of age and who, incidentally, is protected by the rights contained in the Convention on the Rights of the Child. The Convention on the Rights of the Child – adopted by the United Nations – basically protects the “best interests” of each child, recognizing the child as an individual with changing needs as he or she matures and therefore seeks to balance the rights of the child with the rights and duties of their parents. To simplify the rights, they are categorized into four different areas, namely: Survival Rights, Development Rights, Protection Rights and Participation Rights. Here in our beautiful island of Jamaica, children are abandoned daily.