Demonstrate in own practice how to support babies or young children’s exercise and physical activity 4. Be able to provide safe and protective environments for babies and young children 4.1. Explain policies and procedures in own setting that cover health, safety and protection of babies and young children 4.2. Demonstrate and evaluate the safety features within the environment for babies and young children 4.3. Supervise babies or young children and demonstrate a balanced approach to risk management 4.4.Explain current advice on minimising sudden infant death syndrome in everyday routines for babies 5.
Policies should be written with the child's emotional well-being at the centre. It is very important to work closely with parents/carers encouraging them to stay and to support their children and ensure that children and their families feel comfortable about being part of the school. The staff should help children to find their way around the nursery, introduce them to different areas indoors and outdoors as well as get children know and make sure they understand daily routine e.g. snack procedures, using toilets, story time, tidy up time, home time. The staff should be aware of the children’s needs, interests, what they like to play with, and provide activities which reflect their needs and interests and support children through group times.
The key worker will need to know the needs of their key children and will need to meet the needs of the children. This will include feeding them knowing if they have got any allergies, what they can and can’t eat. They also need to change the babies and young children’s nappies. To know what they like and what they don’t like. The key person will also need to plan for all their key children but all children will have different plans ad they are not at the same stage in their milestones the also might not be the same ages.
“Examples of specific services offered through projects include: Home based ante natal care, Breastfeeding Support Groups Advice, support and information on health related topics Early Language Development Programmes Play development for all ages and stages Age appropriate physical development opportunities High quality crèche sessions Promotion of the creative arts Support for smooth transitions between pre school and school.” (EarlyYearsSureStart) Nursery schools - Provide early learning and childcare for children between three and five years old. They are often based at Sure Start Children’s Centres or linked to a primary school. Preschools and playgroups - Usually run by voluntary groups providing part-time play and early learning for
A Key person system provides children with the opportunity to make attachments in a positive and affectionate way. Young children do not always have the language to express what they experience, especially babies, therefore the need for a key person is utmost. Feel free to ask and tell your child’s key person anything you may feel relevant and beneficial to help your child settle more easily. Your key person will ask you various questions about your child, i.e. Do they sleep during the day, eating and food restrictions, etc.
Overview Of A Nursing Specialty Area In Pediatric Darika Churdsuwanrak Intro to Nursing/ NURS110 Pacific Union College March 7, 2013 Overview Of A Nursing Specialty Area In Pediatric Nurses of specialize in pediatric practitioner dedicate their knowledge and expertise into caring for children of all ages, from infancy through their late teen years and their families. They are a type of advance nurses. Pediatric nurse practitioners need to know about children’s growth and development, beneficial to adapt their interactions with different individual’s development stages. Furthermore, they need to know how to cope with children’s fear and talk with them, because sometimes their fear can lead to miscommunication. They should know how to talk to children in order to get accurate information to help in diagnosis and treatment.
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.
Planning and decision making – Many settings share their planning with parents and encourage them to contribute ideas. Working alongside practitioners – Parents are invited to come and work alongside carers at open mornings, drop in sessions or just to help out in general. Parents may also continue activities at home that have been started at a setting. Practitioners learning from parents – Parents are the experts when it comes to their own children so it makes sense for practitioners to learn as much from parents about the child as they can. This is especially true when a child has a medical condition or disability.
Infants will also need to be taught how to read and write, this should be done by the parents however if a child attends nursery then this would also be taught there. Infants will need to learn how to communicate, socialise and play with other adults and children. However if a child has special needs or a disability their care needs may differ, for example the time it takes a child to be able to communicate may be longer than a child who does not have special needs. The most important thing for an infant’s care needs is to be loved and cherished. An infant will rely on its parents for love and will need to feel a sense of belonging.
The act is intended to strengthen the child’s legal position to give him/her equal rights, feelings and wishes and to ensure children are consulted and kept inform. Outside agencies are also required to work together with the school through sharing information to benefit the child. This includes police, social worker, doctors, psychologist, nurse, physiotherapist, occupational therapist and play therapist. Data Protection Act 1998 Schools need a variety of information that helps with the care of a child while they are in that setting. The school can only ask for information which is directly relevant for example health or medical, records from previous school or records for children who have special educational needs.