Schools should be able to make children aware of what is acceptable and unacceptable behaviour, as this will also have a positive impact on their development. Any professional working with children or young people is responsible for the care and well-being of those children. When parents/carers leave their children with us, they must feel assurance and trust that we have the best interest of their child and will protect them from harm. We as professionals have a duty to care for all their needs, be it, physically and emotionally all their needs must be supported, so that they can have a positive development. A child or young person has the need to feel safe in their learning environment in order to be able to develop and achieve at an early age.
LEAD PACTICE IN PROMOTING THE WELL BEING AND RESILIENCE OF CHILDREN AND YOUNG PEOPLE. 1.1 A child`s well-being is of great importance and Understanding what affects children’s subjective well-being is vital if they are to be encouraged and supported to be active participants in society, their community and family. The evidence shows that a low level of subjective well-being is associated with a wide range of social and personal problems. Children need to be given the conditions to learn and develop. This includes cognitive and emotional development, fostered through access to play in the early years and high quality education in school, and physical development, for example through a nutritious diet.
You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts. • Some children have specific needs such as sensory impairments: for example think about the challenges to a child with limited hearing understanding explanations about safety. • The different needs of families and carers must be considered. • Always be clear about why you are using the environment in question, the activities a child encounters and what sorts of services are offered. • The duty of care of a setting to children, parents and carers is a legal obligation.
A practice that participates in being involved within the community and not engaging in anti-social behaviour as well as instilling crucial moral values in children from early years to mould their emotional and social development and to determine the kind of adult they will become. Reference used: www.cache.org.uk/ Task 13.2 The Senco in an educational setting gives support to children and families with special needs they are also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have
CYP Core 3.2: Promote Child and Young person development 4.1 As a child care practitioner, the care and education that I extend to children, can make a difference to their overall development. In short how working practices are delivered in my setting can affect children development. As a reflective practitioner, I am able to effectively plan and work with children, always remembering that the child comes first and my work practice needs to be child centred. * I need to ensure that there is a proper balance of child-initiated and adult-initiated activities. * I need to ensure that that the balance of activities cover each of the aspects of learning in the curriculum but also building on each of the development areas.
They are: Section 47 – this states that the Local Authority has a duty to investigate when they have a reasonable cause to suspect a child who lives or is found in the area is suffering or likely to suffer significant harm. Section 17 – states that services must be put into place by the Local Authority to safeguard and promote the welfare of children within their own area who are in need. ‘Education Act 2002’ This sets out the responsibilities if the LEA’s governing bodies, head teachers and those working in schools to ensure that children are safe and free from harm. ‘Children’s Act 2004’ This provides the legal framework for Every Child Matters. Its includes the requirements for: * Services to work more closely together forming an integrated services.
All of the frameworks recognize that children’s emotional security plays a vital part not only in their ability to develop but in their overall health. It also affects a child’s relationships throughout life. In terms of practice it means that a setting needs to provide an environment where children’s attachment needs are satisfied. John Bowlby’s ‘Attachment theory’ research showed that it is particularly important for babies to develop a strong attachment with a primary carer by whom they are not only physically cared for but with whom they feel the closeness and emotional security. This kind of attachment provides the baby with sense of security, promotes communication and expression of feelings.
If done consistently the child will learn to trust the people caring for him or her, creating a bond and as the child matures the people they meet later in life can give him a sense of trust and security. In contrast if done inconsistently, the failure to develop any type of trust will result in fear and insecurity with the assumption of the world being inconsistent as well. The sense of trust that develops when a baby's needs are satisfied are the basis of attachment. Through attachment the baby’s foundation on trust and security, the child’s emotional life is built. Some actions to achieve the goal of getting the child to gain the sense of trust is feeding and responding to the babies cries, when holding a baby close in a warm and physical condition
To offer and also guide them through emotional periods of their life. Ultimately whilst doing the above Duty of Care my main aim is to prepare the young person to move on to independence or fostering etc safely, securely and happily. 2) Duty of Care safeguards young people by each young person having boundaries and guidelines to which we follow along with their own risk assessments catered especially for them, these have been put in place because of historical movements of the young person. This safeguards both the young person, care giver and colleagues and young person’s family and the general public as these young people are taught and learnt to live in a safe and caring environment and sometimes to learn to change their behaviour habits to show respect for all concerned. E.g.
The Education Act (2002). This sets out the responsibilities of the Local Education Authorities governing bodies, head teachers and all those working in schools or childcare settings to ensure that children are safe and free from harm. Children Act (2004). This provides the legal framework for Every Child Matters. It includes the requirements for: services to work more closely, forming an integrated service, a common assessment of children’s needs, a shared database of information which is relevant to the safety and welfare of children and earlier support for parents who are experiencing problems.