Unit 002 1.1 - My current job role is as an 'Apprentice childcare worker'. My job purpose is to support the team leader and childcare staff to create a safe and stimulating childcare facility for children aged 0-12 years. To ensure appropriate activities are provided and support each child in reaching their full potential. My key responsibilities involve: * To assist and work closely with the children, other members of staff and parents. * To assist and implement and ensure that i follow agreed policies and procedures.
III. The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; • partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. IV. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: • the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; • the early learning goals that providers must help children work towards (the knowledge,
The Role Head Start plays in the life of the community, families, and children education. The Role Head Start plays in the life of the community, families, and children education. I have been teaching preschool – age children for over nine years and throughout my years of educating young children I would say that my goals and expectations can be my philosophy. My goals for my children are to develop socially, emotionally, physically and cognitively, develop language skills, develop problem solving skills and develop conflict resolution skills. I believe that each child is a unique individual and that all children can learn.
Its aim was to improve the quality of care and education for children from birth to the end of their first year in school. It is a statutory curriculum which means that all providers working with babies and children up to the age of 5 years have to follow it. The purpose of making it statutory was to ensure that all children were given the same opportunities for a high-quality education.” (Children & young people’s workforce. Early learning & childcare - Penny Tassomi) There are six areas of learning and development that must shape educational programmes in early years setting. All areas of learning and development are important and inter-connected and are particularly crucial for igniting children’s curiosity and enthusiasm for learning and building their capacity to learn, form relationships and thrive.
I also follow the framework to ensure I cover the areas of learning and deliver a balance of Adult led and Child led activities. I provide equality of opportunity for all children making sure no children are disadvantaged and they can grow up to make a positive contribution. I have written clear policies which all parents read before the childminding relationship begins. I aim to follow these policies and procedures at all times to ensure an efficient practice. 2.1 I take the time to reflect on my practice and identify ways to make it better or make changes.
The Child Health Promotion Programme A programme that enacts to provide a health service that will protect and promote the health of children. Local Safeguarding Children Board policies, procedures, protocols and guidance These are documents produced by Local Safeguarding Children Boards to support practitioners to get quick access to up-to-date procedures and guidance to use at all times when there is a concern that a child is at risk of harm. The Children’s plan 2007 Aims to strengthen support for all families during the early years of their children's lives, take the next steps in achieving world class schools, involve parents fully in their children's learning, and help to make sure young people have safe, interesting and exciting things to do outside of school. Every child matters A policy initiative launched in 2003 to transform children's services locally and nationally. Its main aims are for every child, whatever their circumstances or background, to get the support they need to be healthy and safe and be able to achieve economic
Working closely with parents I believe that it is important to work closely with parents as partners in their child’s care and early education. This is important so that we all get a picture of the whole child and what they can do at home as well as during their time in different settings. Parents are the experts on their children and therefore, regular communication between parents and me is of the upmost importance. This can be done at a suitable time, either at drop off or pick up, over the phone or by email, depending on the parent’s needs. When parents and practitioners work together, it has been shown to improve children's cognitive, social and emotional outcomes.
Support Children’ Care, Learning and Development in the Early Years As child care providers we have a responsibility to help children and young people grow and develop. We are able to do this b ensuring that we follow procedures and policies that help us implement the early years curriculum. We encourage staff to actively complete daily risk assessments that are to be completed before the children come in are also maintained throughout the day. We have a number of policies and procedures that we have to help the children feel safe and are able to access all aspects of holistic play and learning to help their overall development. All staff has had training in the following to help support and provide the early years curriculum:- 1) Training in planning 2) Risk assessments 3) First aid 4) Child Protection and safeguarding 5) Equality and anti-discrimination awareness We also ensure that all staff are made aware of the policies and procedures that are in place.
This point has been supported by evidence derived from numerous publications, which suggest that parents generally know their child the best, and are the main educator in the child’s life (Essa, 2007). Thus it is imperative that early learning practitioners use their role to encourage parents to be involved in their child’s learning, which can help to increase self-confidence in parenting and support feelings of belonging and inclusion in their child’s development. The implementation of partnership with parents as a part of my workshop plan provides additional resources for the nursery’s learning community (Eldridge, 2001), as knowledge gain from such interactions can allow early learning practitioners to gain greater understanding of family cultures, an increased appreciation of parental interest in helping their children and a deeper respect for parent’s time and abilities. Successful
Children aged five to 16 in 'maintained' or state schools must be taught the National Curriculum. The National Curriculum is a framework used by all maintained schools to ensure that teaching and learning is balanced and consistent. It sets out: the subjects taught, the knowledge, skills and understanding required in each subject, standards or attainment targets in each subject - teachers can use these to measure your child's progress and plan the next steps in their learning and how your child's progress is assessed and reported D2 'A Unique Child' it is broken down into four commitments which highlight the importance of the child as an individual. This theme reinforces the need for all aspects of provision to be responsive to the needs of each child. 'Positive Relationships' it is broken down into four commitments which highlight the crucial role early years practitioners have in working with parents to support the learning and development of children.