Childminder A child minder is similar to a nursery in that they can offer long hours for working families. Childminders can be more flexible to help parents with shift work enabling the child to stay overnight or start early in the morning. They tend to care for the child within their own homes and will normally be the only adult. Their home will be inspected by Ofsted to ensure suitability. They also need to follow the EYFS for those under 5 and will record and plan activities each child’s development.
At settings, the key person will have warm and affectionate bond with babies and children but they do not replace the parents and if the key person has a long term illness so two people will care for a child in the setting. The Early Years Foundation stage states that all settings must put the key person approach into practice. The key person system is someone who has a child assigned to them and has more contact than other staff members and has a relationship with the child and parents and also cater to the child’s needs by changing their nappies and answers to their needs and emotions. (3.2) Explain how babies and children learn and develop best from a basis of loving, secure relationships with carers and with key person in work settings The significance of warming and secure relationships – babies and children start to understand and make sense of the world around them by using their cry so that the parent or carer can quickly respond to their needs and also have a loving and secure relationship with the baby. These relationships are vital as in setting and home and babies that do not have a loving and
SHC 32 Engage in personal development in health, social care or children’s and young people’s settings Description of the duties and responsibilities of my work role (1.1) Working with children is very interesting and exciting because I learn from them as much as they learn from me. I always look forward going to the nursery and plan a fun and attractive activities for children, and than see how they have enjoyed the activity and what I can do next to improve it or better my practice. Planning these activities according to their age range gives me a good understanding on children’s developmental areas, in order to see their abilities and disability so that I can assess and observe further with the help of the room leader or supervisor. Therefore my duties and responsibilities are: * To contribute on planning of activities suitable to the age range of children with other staff. * Support all staff and engage in a good staff team * Being flexible working in the nursery and to help where needed, including working in different rooms e.g.
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.
I create a loving and trusting environment by being warm and responsive to their needs. I use a gentle touch and a soft voice as I redirect them. My co-teacher and I work together on their individual and routine schedules, such as napping, eating and diapering. I talk with the parents about their thoughts on childrearing and try to use the ones that are appropriate for our classroom. I strive to organize my classroom environment and schedule to prevent problems.
I would like to have a physical connection with my baby, and also be there hand and foot when he/she needs me. Based on the baby box, what modifications might you propose for other baby apparatuses—high chairs, playpens, etc.? I would say that since the baby box was somewhat effective, they should try these same effects on the highchair and playpens etc… Being that in the highchair the child usually feds themselves but there is help from the parent. The playpen gives the child play time with themselves and their toy, but still their not cramped in a box bored. Do you think it is ethical to raise a child in a baby box?
2.1-9 The way in which we plan activities depends a lot on the children we have in our nursery and on their individual levels of development. In the past we have been working with different themes, which will last about 4 weeks before changing it. The themes are implemented to support the early year’s curriculums and will include and support 7 areas of learning and development. These are: * Speech, language and communication. * Mathematical.
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.
The young people we care for are encouraged to make decisions about their lives and their day to day care and activities. They re encouraged and supported in maintaining contact with there family member's and friends and other significant people in their lives. We encourage them to develop positive impact on their future. All our young people are protected from abuse and bullying and are treated with respect. They also have the privacy of there own rooms and are given opportunities of any child who is not in care.
Through my experiences volunteering with children of various ages, as well as at-risk adults in the homeless community, I have discovered my passion for helping others. The most significant experience that lead me to where I am was when I worked with special education students on my high school campus, for five months. At first, I was unsure whether I would endure the five months, which tested my patience and maturity to the utmost. I had never worked with special needs students before. In time, I grew to appreciate, understand, and care for their unique needs, and as a result, time passed quickly as my communication, patience, and problem solving abilities improved.