For example a child may not want to be friends with someone in their class any more, they may not enjoy being in their company and want to play with other children instead. We can support the child in ending this friendship by helping them explore their thoughts and feelings, talking to them about why they feel they should end it, what would be the pros and cons of ending it and how they plan to do so. By talking it through with a child care worker the child will be supported and informed so as they can make the best possible choice for themselves. When talking to the child we can show them support by ensuring they know that no matter their reasons for wanting to end the relationship that they will not be judged and that you are there for them no matter which decision they choose to make. There may come a time when we ourselves as child care workers need support in helping the child to end a relationship.
In other words, they are influenced by their role models. It is crucial that their relationships are positive and encouraging so that they can develop their social, emotional and behavioural skills. L.O 1.3 – Explain the possible effects of children having restricted, or supervised contact in order to maintain relationships. Restricted/supervised visiting will help to provide a safe a secure environment for children to have a relationship with their parents if they have been separated from them. Children may be separated from their parents for
CYP 3.2 Promote child and young person development 4.1 Explain how own working practice can affect children and young people’s development. My own working practice, lack of knowledge or laziness can affect children development in many ways. As a practitioner it’s my duty is to know and maintain correct procedure and adhere to the setting policies to keep the children safe and healthy, to support the children’s welfare and uphold the setting aims. As an example, if I am not aware of any specific child problem with allergies and I give that child some allergic food that will affect that child’s health. My knowledge of child development is helping me doing observations and assessments.
I am hoping by the end of this assignment to have a secure understanding of different types of abuse, how to identify it and what the next steps would be to prevent child abuse continuing. Safeguarding can be defined as keeping children safe from harm, giving parents the skills they need to bring the children up in a safe environment. Child protection and safeguarding are very similar, but child protection
It may also highlight underlying difficulties such as dyslexia or learning difficulties. The Teacher may feel it is necessary to report the concerns to the Special Educational Needs Co-ordinator (SENCo) as further intervention could be required. The SENCo and teacher may then meet with the parents to discuss the concerns and agree the action they want to take. The school and parents may agree an Individual Educational Plan (IEP) which will set out targets to help the child progress. If, following assessment of this intervention, further help is needed; it may be decided to refer the child for an assessment by the Education Psychologist who can provide advice to the school on strategies to help the child.
Tassoni. P (2007) says that “we need to work as part of a team to provide a quality service for children and their parents”. We also need to work with the parents and show respect towards them and encourage parent’s involvement within the setting. Tassoni says that “early years setting will have a management structure which should clarify practitioner’s responsibilities”. A responsibility practitioners have is to make sure the health of the child is paramount this could be by preventing hazards and carrying out risk assessments and safety checks.
Task4 Section B: Caring in the chosen setting Barriers to caring For this coursework Iâ€™m required to produce a portfolio of evidence which could be used as guide for a practitioner about effective care and communication with my chosen client, which is special needs children within a particular setting, in my case a special needs school. In this section I will be discussing the barriers in caring. Barriers are split into two sections, one being internal and the other being client. Internal Attitude â€“A long lasting set of beliefs, feelings and behaviour tendencies towards and individual, group or object. In a special needs school carers/teachers attitude towards special needs children is that they can have strong feeling of pity, a belief that they are less fortunate and a tendency to compensate them for their disability.
They may also suffer attachment disorder and trust issues. For children that suffer with transition no matter how big or small it is vital that they are given the opportunity to ask questions and discuss these changes. If your school has the right experienced staff you should be able to put together transition packages that help these children through their transition and lower the risk of any negative behaviour, anxieties, low self-esteem or academic development issues. A Positive relationship through transition for children and young people can help considerably if the child or young person has at least one strong relationship with someone supporting them during this transition process. First we need to
In the setting there is a staff member responsible for senco who we can report to about a child we are concerned about and she will help organise a plan to put in place to identify the child’s needs. A social worker will sometimes be involved in a family to support vulnerable children as well as their family, also they are there for children with disabilities and children on protection registers. If a child has difficulty with his/her communication then a speech and language therapist would become involved seeing the child at home as well as in pre-school to help support the school. An Educational Psychologist supports young children with behaviour and learning difficulties and will provide programmes of support for staff and parents/carers to follow. A Psychiatrist is someone who may diagnose and support young children with mental health problems and will work along staff to support the individual child.
Even though they are separate, they work with each other to benefit the child. Social Services They provide help for vulnerable children and their families. They may already be involved with a child or the school may contact them if they think a child needs their help. They carry out the initial assessment of the child thought to be at risk to find out the child's needs, the ability of parents to meet the needs and family environmental factors. They meet and conduct interviews with the child and family members and liaise with other agencies sharing their knowledge at meetings.