The Single Necessities Of Children

Published Date: 02 Nov 2017

E1:

Firstly, the part of the practitioner in caring for children contains the practitioner meeting the single necessities of children. Examples are, that providing food and drinks to the children which meets their dietary necessities. Furthermore, care plans are formed by the early year’s practitioner to help to see the child’s necessities which are unsimilar from all other toddlers. Refer to appendix one which is a care plan of a child, within a child care setting formed by an early years practitioner. As when referring to the Early Years Foundation Stage, under "Food and drink" "Before a child is admitted to the setting the provider must also obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements. (Statutory Framework for the Early Years Foundation Stage) (pg.22). In addition, these care plans will help the practitioner to confirm that the child’s individual necessities are seen through this care plan. Refer to Appendix 1 which is an example of a care plan which a setting in Wales uses which is produced for the ages of 0-2. These care plans aids the practitioners to give out a day-to-day arrangement for children’s and their respective families.

Examples from my placement are that, child I is not allowed normal milk as they have an allergy to it. In turn, for the child’s dietary and nutrimental necessities, soya milk is replaced and used within the setting, when the rest of the children have normal milk according to their individual necessities or parents’ necessities which have been set out. Furthermore, the practitioners within my placement e.g. childcare practitioners have met the child’s individual necessities of not being given the normal milk to child I, and giving the child soya milk which is permitted.

Lastly, the Children’s Act 2004 legislation aids promote the necessities of children to be established at all times to help a child’s well-being. This is as, under the Children’s Act 2004, a child’s well-being has to be seen and the food necessity which is a part of their care necessities has to be obeyed too. In turn, this includes a child’s food necessities such as dietary necessities being seen within any child care setting. In conclusion, this legislation aids to develop children’s necessities and any special necessities, as children’s individual dietary necessities to be accurately met.

Secondly, ensuring the rights of the children are being established which it’s a statutory responsibility for the practitioner to track whilst working with early aged children. This right is the Children’s Act 2004 which is the highly regarded legislation which has been set out within the UK that supports the single rights of single children. This act provides the national Framework for all children’s services and is identified in the Every Child Matters five outcomes for early aged people and children which all Professionals regarding to any child care job would need to follow.

Refer to Appendix 2, which is the copy of information about the Children’s Act 2004. Examples are, such as the childcare practitioners at my placement, school teacher, after school club staff, early year’s practitioner. The Government aim for every child regardless of their upbringing or situation, in which they have been brought up to, is to have the support they require. Also, a significant policy change in relation to the Green paper is the introduction of the five outcomes that are considered key to children’s on-going progression and well-being. Furthermore, Refer to Appendix two which is a document of the Every Child Matters act which the practitioner practices during their development training. Inturn, from the every Child Matters act under "Being healthy" Evidence will include ways in which providers promote the following: physical, mental, emotional and sexual health; participation in sport and exercise; healthy eating and the drinking of water;". (Every Child Matters (2012) < [online] < http://archive.excellencegateway.org.uk/page.aspx?o=167914.

In conclusion, practitioners would be compulsory to offer food which is strong for the children and at the same time meets their single special dietary necessities.

Examples from my placement is that, children are provided with healthy meals daily which are different from each day. As one day the cook would prepare tuna pasta, and at another day the cook would prepare rice with curry. In conclusion, the staff e.g. childcare practitioners at my placement are ensuring that children are getting all the fuels from the nutrients from the healthy balanced diet sheet chart to benefit majorly with their improvement of growth.

Thirdly, working with their families and obeying their wishes. Examples are that a parent for any reason would not want their child to eat biscuits within the setting. Furthermore, the early year’s practitioner would be essential to ensure that parents’ necessities which have been set out to the child care provision type of location are obeyed too and the child does not be given any biscuits. As when referring to the Early Years Foundation stage, under "Food and drink" "Providers must record and act on information from parents and carers about a child’s dietary needs". (Statutory Framework for the Early Years Foundation Stage) (pg.22). In conclusion, listening to parents’ necessities and responding on them is vital as the statutory piece of framework states that. Refer to appendix 3 which has nutrition information for early year’s practitioners to obey and know.

Examples from my placement is that, child S is not allowed chocolates or biscuits according to their parent’s necessities for any of their snack or as a part of their dinner meal. In addition, my placement listens to child S parents and ensured child S does not be provided with that food. In addition, when the rest of the children have a chocolate treat or a biscuit, child S is given another food to swap the chocolate treat, such as crackers. This ensures that the parents’ necessities are being obeyed, and the snack replacement is which child S likes which is highly important and is according to child S’s parent’s necessities which has been set out, which allows child S to have.

Fourthly, working in a team and with other professionals is vital for the early year practitioner to do when caring for children. This is as, each child has unsimilar individual necessities and own unique weaknesses and strengths. Furthermore, it is the obligation of the early year practitioner to ensure that they work with other professionals to help overcome the difficulties which could alter their learning or improvement of development and boost it in whenever possible. As when referring to the Early Years Foundation Stage under "Progress check at age two "If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving other professionals (for example, the provider’s Special Educational Needs Co-ordination) as appropriate." (Statutory Framework for the Early Years Foundation Stage, (pg.10). In addition, refer to Appendix 4 which is a copy of the Disability Act 2001 Act’s Information sheet which early year’s practitioners could be compulsory to follow and accurately use when it is vital, whilst communicating with children.

Examples from my placement is that, child K has special needs in which they have difficulty speaking. Furthermore, my placement referred him to a speech therapist that visits them daily and my placement and helps to enhance child J’s speaking skills. This contains the whole family and the child care setting, in which the child care setting has to build up on it from the guidelines being given by the speech therapist. In conclusion, by working with other professionals early year’s practitioners can get effective help to help stop any obstacles on the child’s knowledge and improvement of progress.

Fifthly, compliance with legal requirements which a must for early years practitioners to follow whilst caring for children. The EYFS is a statutory framework meaning it’s a legislation that provides the standards for the care, learning and development of children from the small birth of a child to the growing age of toddlers of five years old. Furthermore, as it’s a statutory framework all providers/practitioners must use the EYFS to make sure that which ever type of setting a Parent decides to choose for their child, they can be assured that their child will receive a satisfactory experience that will help and support them in their learning, development and care. In conclusion, practitioners and registered providers in childcare in the UK who are caring for children under the age of five years old are required to use the EYFS, which are then dealt in two processes. In turn, they are registered and then are inspected to see if they match the standards of requirements of the EYFS by the Ofsted.

EYFS framework provides the standards for the care, development and learning of children which are from small birth of a child to the last stage of foundation stage of a child’s learning. The purpose of the EYFS is to help each child to achieve the five Every Child Matters outcomes which are the follows;

Early Years Foundation Stage ( birth to five years old ) < (online) England – "To be healthy".

Early Years Foundation Stage ( birth to five years old ) < (online) England – "To be safe".

Early Years Foundation Stage ( birth to five years old ) < (online) England – "To enjoy and achieve".

Early Years Foundation Stage ( birth to five years old ) < (online) England – "To make a positive contribution".

Early Years Foundation Stage ( birth to five years old ) < (online) England – "To achieve economic well being".

EYFS has 4 themes which are the follows;

A unique child = Early Years Foundation Stage ( birth to five years old) < (online) England "every child is competent learner from birth can be resilient, capable, confident and self assured" which means that every child is able to do something well and is able to do many things as well including, they can quickly return back to a previous good condition, also is able to do things effectively and skilfully and to achieve results, and finally having confidence in their own abilities.

Positive relationships = Early Years Foundation Stage ( birth to five years old) < (online) England "children learn to be strong and independent from a base of loving and secure relationships with parents/or a key person". This means that Children start to understand that they must change the way they behave, by not being weak and not influenced or controlled in any way by other people, things or events from a bottom part of an event or thing by showing a lot of love and being in a protective relationship with their Parents/or a key person.

Enabling environments = Early Years Foundation Stage ( birth to five years old) < ( online) England "the environment plays a key role in supporting and extending children’s Development and learning". This tells us that the environment plays a major part in helping and developing the learning and development process of Children’s.

Learning and development = Early Years Foundation Stage ( birth to five years old) < ( online) England "children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected". This indicates that Children grow and learn not in the same way and not in the similar rates and all areas of development and learning are very important and are if two or more things.

The EYFS applies to:

Every Child Matters is also another legislation which supports the rights of children to a regular healthy attitude or way of life. It’s a programme which is a statutory framework which is essential to be obeyed. EYFS applies to Early Years Foundation Stage (birth to five years old) Early Years Foundation Stage ( birth to five years old) < ( online) England " early years providers in the private, voluntary, and independent sectors caring for children from birth to five must use the EYFS". In conclusion, it applies to all sectors which are provided for children’s care from small birth to young age of a child or a toddler being five. Examples could be, Playgroups, Childminders, Day Nurseries, After school clubs. The EYFS makes sure that Parents are kept updated with their Child’s progress, child care based settings providers working closely with parents, and Children study complete play.

Refer to Appendix five, which is a job description of an Early Years practitioner which has all the abilities and approvals stated an early year’s practitioner would need within themselves such as their abilities, and approvals which they have took before to work with early aged children.

Examples from my placement is that, the setting at the staff room has a poster of the Early Years foundation stage with each of the five outcomes on it. This shows how important this document is for any child care setting and my placement. Also every nursery nurse, whilst doing observations or planning any education progress activity for the children practices it. Examples are, child care practitioner H did an observation on child L, which they then sat down and looked through the EYFS. By looking through the EYFS, it helps them see what period a child is at. Examples are, a child care practitioner would look and establish their observation around it, such as a toddler and do an observation on their fine motor skills which is a development of their key stage of physical development, which could not be very good. In turn, it shows the nursery nurse how the period of a child is improving on development as they are growing up. Furthermore then produce more activities around it, which involves practising different strategies and doing one to one support with the child’s respective families, for them to encourage their knowledge of how to help support their child’s progress of development and the different ways they can aid it, this why working with families is vital.

E2:

There are many different ways in which how care for children may be provided within families and society.

Firstly, a child could be cared for within families and society by a Day nursery type of setting. This is as a, child is cared throughout the day within a day nursery. Inturn, a child is cared in a day nursery as all of their care necessities are met. This includes the key basic care necessities of children which are Play, Food, Care and access to pure water which is a child’s right. Furthermore, examples of care necessities of children being met, such as play would be met by having set routines such as free play for babies such as mornings and set times for outdoor play and indoor play for pre-schoolers. This is important as, by ensuring that children have set times of play will allow to promote children’s social development and independence skills which is an obligation for an early year’s practitioner to ensure. In turn, when children play together, they’re communicating with each other which helps with their social development as they’re communicating with other children and other different children, by doing changed categories of activities such as playing cars with each other, or another example could be an activity which could help develop children’s physical development of an running game, such as tag rugby with pre-schoolers. Inturn, it would encourage their gross motor skills, which is the child’s body increasing correctly as when children run, their body metabolism is working and putting their body into the correct type of practise which helps a child with their overall body’s development rising.

In conclusion, a day nursery cares and helps promote children’s development such as social and physical development of children, as using the milestones of development for children as a guide and establishing correct types of different activities around it. As when referring to the Early Years Foundation Stage "Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). (Statutory Framework for the Early Years Foundation Stage, pg.24). In conclusion, by children participating in activities which helps promote their physical and social development, it’s a Head Manager’s and a obligation of a statutory setting, such as a Day Nursery.

Examples from my placement, is that my placement ensures that every child’s care necessities are seen. As, my placement has a set routine of how to meet children’s care necessities such as foods. This is shown and understood by parents, as it’s placed within the main room. In turn, my placement provides snacktime in the morning, which is a selection of milk and biscuits. Secondly, my placement provides lunch to food which meets each child’s dietary necessities and a tea time. Also, outdoor play for children which aids children’s physical progress of motor and gross skills. In conclusion, my placement ensures that children’s care necessities are being seen through a certain structure of a day to day timetable of small snacks, big meals such as lunch, and play provided to children at all times or when it is required.

Secondly, a child could be cared for within families and society by an After-School clubs. This is as After school clubs; offer care to early children. Examples are, when a child finishes any child care setting, e.g. Private day nurseries, schools periods, they could join straight to an after school club location. In turn, by having after school clubs ensures that children are being cared for the rest of the remaining day, by proper staff members of child care practitioners. This rest assures parents, who jobs are all day long, that their child are in safe hands and are being observed and meeting their necessity’s properly after such as always being kept a watch that they’re safe and carefree. In conclusion, after school clubs offers good care to children throughout the extent of time period a child is at. Also, after school clubs help build children’s social and emotional development. This is as, a child would be taking parts in a wide range of varied events which is placed infront of them and which interests them.

Furthermore, this would promote a child’s self-esteem, as they are being given an selection of different choices as to what they like and would like to do, which they can choose from, without any one else telling them what activity they think should the child participate and give a try according to them, such as staff members which could be teachers.

In turn, this is self-reliance abilities and qualities being established within early children’s. Also, a child’s social and emotional development is occurring as when a child is contributing in activities they like, they would meet and began to communicate with other children which could be new to them. Furthermore, by doing an activity of their choice would help build their friends circle to get enormous, as they would meet new unlike children with the same taste alike to them. In turn, friendships could occur which would help promote a child’s self-confidence and ability to begin communicating with unlike children, with unalike personalities.

As when referring to children’s Development Milestones, "Encourage children to choose to play with a variety of friends from all backgrounds, so that everybody in the group experiences being included". (Development Matters in the Early Years Foundation Stage (EYFS) Positive Relationships: what adults could do, (pg.9). In conclusion, children’s social development and confidence should be encouraged all times, within any child care settings meeting single children’s legal rights, of meeting single legal children’s care necessities.

Examples from my placement, is that the setting has an Afterschool club which is delivered for children to join and share, which could be a child attending an statutory school type of setting and Tea time lunch is already provided for them with an range of activities to do such as free times, this includes drawing, paintings, writing, computer time. In conclusion, after school clubs are delivered within my placement, and appeals to majority of all age ranges.

Thirdly, a child could be cared for within families and society by Preschools. Firstly, as child care practitioners provide intense care throughout the day meaning a Parent can leave their Child there and be assured their Child is going to be in safe hands as they’re in the hands of a qualified child care practitioners who know what and how to do their job rightly and properly. Secondly, same as a statutory school setting which offers care for children; it provides meals to children which are adjusted to a child’s single dietary necessities or parents necessities being given out to the setting. Examples are, a parent might not like their child to eat certain foods, which could be provided within a Preschool, e.g. Chocolate/Cheese.

Therefore, the Preschools makes sure that that certain child does not eat that form of food and swaps it with another piece of which is not a related food, an example would be mini cheddars instead of Chocolate in which the child does not feel left out and the Parents voice is listened too. It develops to care children’s improvement as some Pre-schoolers have a daily learning plan, however on the other hand the early years practitioners use learning plan and plan activities such as hand painting which means the child can go and try-out and progress their skills such as some Pre-schoolers have play normally throughout the day or at a specific time meaning that play would help the child’s cognitive development to increase.

Also, it keeps the parents updated with their child’s progress throughout the day as some Pre-schoolers have a board in which they could write each child’s name and tick against if they ate some, or full or none of their dinners and writing what they had against the dinner which let’s the parents know what exactly their child ate throughout the day. Therefore if the parents not happy with it, they can talk about it to the child care practitioners. Each Child has a designed Key Worker in which has a job of keeping an eye and developing a certain child Development therefore each child needs are being met and are tried through observations meaning the child’s progress is being monitored and discusses with parents through one to one tutorial sort of meeting. Lastly, it helps the child’s physical development as for children/babies use play to work all their vital body parts such as hard inside muscles therefore when they play it helps develop their gross motor skills. As "controlling their large muscles". (Tassoni, P, (2007), and their fine motor skills, "controlling their smaller muscles of their hands and feet". (Tassoni, P, (2007),. In conclusion, it helps practice a child’s physical development which includes their hands in fine motor skills, and their body, gross motor skills.

Examples from my placement is that, they keep parents updated about their child’s health and well-being throughout the day, through post it notes which includes their Lunch/Snacks/Nappies information on it. This includes how much or how little their child has eaten and what exactly they ate. As child T, was not feeling well and ate very little for their lunch which was Tuna pasta. In conclusion, the post it notes was given to Parents and explained to the parents when coming to collect, child T that their child has had not ate enough and they’re ill. In conclusion, by settings having an policy of post it notes will ensure and prove, how the child got cared throughout that one day and if there was any accidents, parents can fill an accident form, and be aware of how and where exactly their child has an accident within the child care setting.

Lastly, such as a signing in policy meaning all Visitors will sign in and sign out. My placement also has a signing in policy in which I always have to make sure I do also. The signing in policy is a sheet of register paper with all the staff’s name and the date written. It also has a space for students and volunteers in which I sign in. As I’m not a member of staff I have to write my names unlike the permanent member of staff who already have their names printed. This helps a lot as if an serious emergency happens then the building has to be evacuated immediately therefore the visitor safety will be ensured, as a whole the students, volunteers, staff’s and for example an electrician came to my placement the other day, he also had to sign in. This ensures if a crisis happens or fire, their safety will also be ensured in this way, no one will be missed in numbers and so will be mine as I am working as a student there.

The attendance of any visitor, student, staff, of which time they came in and out of the building will be recorded therefore my setting will have the correct date and time for their own assurance. Therefore for example, if a crime crops up or if the college requires seeing if the student really went to their placement for example me. I could say that day I was at placement, when I might not truly have been therefore, the placement could show their record as a proof.

E3:

Statutory, private, voluntary and independent settings, all have different roles when caring for children.

Firstly, statutory types of settings are those types of settings in which the Legal Law is involved with and confirming it’s provided to all early children and early aged people. A popular example of a statutory service would be a School. School’s is necessity for all parents to join and make sure, that a parent ensures that their child goes to school as it’s a statutory type of legislation which has to be listened too. In turn, all children are obliged to attend school. Refer to Appendix six, an plan of promoting the well-being of children within a statutory place of a school which supplies education to different abilities and aged groups of children, such as a plan which meets the individual necessities as when giving out or meeting parents’ wishes of providing medicines to their child. These guide plans are for settings to use properly and consider if a child requires any type of medical help which could be in a form of medicines, pumps, tablets according to a child’s group of age. In turn, these care plans are based on what a child requires according to their necessities and how they could aid them. Furthermore, these guide plans of health would be within the statutory type of setting with the Head Manager within the office, as it’s necessary for them to know any kind of medical problems which have occurred or are being occurred recently and, if there was an issue to arise, the office would know immediately know what action to take or who should be the first and utmost priority to contact when an emergency arises. In conclusion, these guide care action plans are vital for a setting to have, and know beforehand about a child, this could also include staff members being aware of also beforehand, as this helps them as an Head manager within an office, as to what action or what allergy’s a child has and the immediate action plan for that.

As when referring to the Early Years Foundation Stage, under "Health-Medicines", "They must have a procedure, discussed with parents and or/carers, for responding to children who are ill or infectious, take necessary steps to prevent the spread of infection, and take appropriate action if children are ill". (Statutory Framework for the Early Years Foundation Stage), (pg.21/22). In conclusion, as its legal for schools and vital staff members, such as Teachers,Head Manager, Head Teacher to be aware of, and organised a way of dealing with giving medicines to children who are poorly.

Examples from my placement, is that Child O has an allergy to many different types of foods. Furthermore, a guided plan of his medicines and care within a setting, e.g. class is placed on the board which is completed. This ensures that Teacher W knows when how to prevent any issues from occurring. As once, a child was giving chocolate with nuts on, which Child O is not allowed. Immediately, Teacher W did not allow Child O to have it. In conclusion, it’s vital for the setting, and staff members to have a guided plan of health for the child as it benefits, the staff members and Head manager majorly.

Secondly, private types of settings are those types of settings which earn money at all times. An example, of a private service would be Private Day Nurseries. Private Day Nurseries are places for Parents to leave their child in a safe environment in the hands of a skilled Nursery Nurses who help the development of the Children and provide them with regular requirements with the Parents agreements on food/sleep time or other kind of similar activity’s. Refer to Appendix seven, which is a Policy of Behaviour within a Private Day Nurseries. A policy of behaviour is very important within all categories of child care settings who look after small age types of children. A policy of behaviour is unalike within each child care settings, however it is essential as it inboards orders and procedures within the child care settings of what is accepted through behaviour and what is not accepted. As when referring to the Early Years Foundation Stage, "Managing behaviour", "Providers must have and implement a behaviour management policy, and procedures. A named practitioner should be responsible for behaviour management in every setting". (Statutory Framework for the Early Years Foundation Stage, pg.23). In conclusion, a policy which stresses the importance of accurate behaviour, and inappropriate behaviour amongst children’s is vital.

Examples from my placement, is that my placement has a policy of what behaviour should be and how children should meet that criteria. Furthermore, this includes the classroom as well, as when a child is not behaving well or disturbing the class, Teacher R writes the child name on the board, amongst the sad face. This is a type of a warning for the child, for the child to calm down and relax, however if it continues another tick would go amongst the child’s name. In turn, if it’s continues, it could go serious and the child misses their break and lunch time. In conclusion, a policy of a behaviour structure will enforce and promote good understanding amongst children’s of what a right, accurate behaviour is.

Lastly, Human Rights Act 2000 is a development of the importance of meeting children’s care necessities, as it gave single obligatory rights to early children which includes that whenever any conclusions on early aged children and grown-ups are built around using the Human Rights Act 2000 guidelines. In turn, this Act provided children with having general basics rights, such as being treated alike with each and as single human being in a positive way which resulted that, children are required to be respected and being objectively treated when child care practitioners communicate with early children.

Thirdly, voluntary types of settings are those types of settings which contain certain types of charities behind the voluntary types of settings, which include major kinds of organisations. Playgroups help children’s with their cognitive development as cognitive skills are based on learning and thinking and play is a form of way in "children research the world, playing allows children to test and develop these skills". (Tassoni, P, 2007) as whilst they are learning as they’re discovering new things by playing with different types of equipment such as Toys as cars. Refer to Appendix eight, which is information about groups for toddler, which involves parents coming to those toddler types of gatherings too. These groups for both, a small toddler and different aged parents to appear with their child and the child can experience communicating with other children, with other unlike backgrounds and religions of children. Furthermore, this is a development of a child’s self-reliance skills being established as when a child is interacting with other children’s, their social development is happening as, social development involves when a child communicates with other children when doing activities, such as doing activities together such as passing ball or colouring in a piece of A4 paper, which both activities are a promotion of a child’s development of physical being developed through this activity. Also, toddler types of groups help the child with its self-confidence and boast of developing growing relationships, with other children’s. This is important, as a child’s emotional development is arising which is vital for a child’s overall development in the areas of development, which is obligatory for a child’s development levels to be being established.

As when referring to the Development Milestones under "Personal, Social and Emotional Development: Making relationships", under "A Unique Children: observing what a child is learning, 8-20 months, "Interacts with others and explores new situations when supported by a familiar person". (Development Matters in the Early Years Foundation Stage (EYFS), (pg. 8). In conclusion, it’s a part of a child’s learning necessities which helps with the child’s overall progression.

Examples are, at my placement the Head Manager once organised, an after school club which involved children, and toddlers coming to those after school clubs with their guardians. In turn, these after school types of club, was also a group for parents and their children and small aged toddlers to join. Furthermore, this helped and promoted children’s own self confidence and was suitable for children’s well-being as, the child’s development was being encouraged both by parents and the changed proper activities placed for the child’s improvement of development to be helped progress, for the Development Milestones to be met appropriately.

Fourthly, independent types of settings are those types of settings which examples are, such as Kindergartens. Refer to Appendix nine, which is an example of a Kindergarten school which is a nursery based school, and the Admissions policy around it. Admissions policy, is essential within a nursery type of kindergarten, as it produces on the availability of admissions policy of allowing large groups of children attending to a nursery school of kindergarten. Furthermore, by a setting such as Kindergarten having an Admissions policy will allow parents mind to be at rest, of how to apply and how the phase is going to be fast or slow.

As when referring to Early Years Foundation Stage, "For children aged three and over in maintained nursery schools and nursery classes in maintained schools (except for children in reception classes):, at least one member of staff must be a school teacher as defined by Section 122 of the Education Act 2002 and the Education (School Teachers’ Qualifications) (England) Regulations 2003; and". (Statutory Framework for the Early Years Foundation Stage, (pg.20). In conclusion, having an Admissions policy is vital for parents, as it helps them with the structure of applying.

Examples from my placement are that whenever a parent desires for their child to become a part and start my placement. My placement has an admissions policy and a form which is given to the parent. The admissions form, is for a child’s parents to understand carefully which is when, a child’s parent can act upon by completing. In conclusion, having an admissions policy helps the Head Manager, with their record of the children’s overall numbers and helps with the overall development of the settings with their procedures and policies.

E4:

There are many regulations that govern the care of children in different types of settings.

Firstly, Children’s Act 2004 provides the national Framework for all Children’s services and is identified in the Every Child Matters five outcomes for young people and Children which all Professionals regarding to any Child care job need to follow. The Government aim for every child regardless of their Background or situation, to have the support they require.

As Ennis, P, Children Act 2004 England Children Act 2004 aims "to safe guard and promote welfare of children and young people for the Statutory agencies" meaning helping to make sure each child is safe and regarding the statutory types of settings, help to building their general welfare of those settings. In addition, the Children Act 2004 "aims to improve and integrate Children Services as well as changing the structure, within which the services for children are delivered, following recommendations in the 2003 Green paper Every Child Matters (2003, pg.5) this indicated it’s there to make an improvement and to check the services for Children which are provided and helping changing it positively.

Also, the Children’s Act 2004 when caring for children regulates care, as the care needs of children are many, from the important documents of child care such as from the ECM. The care needs, under "Be healthy". (EVERY CHILD MATTERS <(2005) < [online] < https://docs.google.com/viewer?a=v&q=cache:iIy11KNzqhEJ:www.sefton.gov.uk/pdf/ECM_Outcomes_Framework_A4.pdf+every+child+matters+five+outcomes&hl=en&gl=uk&pid=bl&srcid=ADGEESiQITBbhaEaxAHKhfv-FgVLitow4HvDfQYMfOsvofitnq1Z5of9-Q-BVCoX7TnioSrrViBdZMcAHg_tqrCAMLHk1CQ2rXlaZ5qoTpKBHxqOz89IQtFVWC4ZfzQNH3CoY1tiLi-C&sig=AHIEtbRqsBXZ85A2Hk1Jk8xiyitAr1OV0Q.

Furthermore, the ECM documents care needs are ensuring a child is healthy, and if there are any problems around it, help is ready. This includes a child’s growth being promoted at all times, and ensured that it is happening.

Also, the Early Years Foundation Stage when caring for children regulates care, as under "Be healthy" (EVERY CHILD MATTERS <(2005) < [online] < https://docs.google.com/viewer?a=v&q=cache:iIy11KNzqhEJ:www.sefton.gov.uk/pdf/ECM_Outcomes_Framework_A4.pdf+every+child+matters+five+outcomes&hl=en&gl=uk&pid=bl&srcid=ADGEESiQITBbhaEaxAHKhfv-FgVLitow4HvDfQYMfOsvofitnq1Z5of9-Q-BVCoX7TnioSrrViBdZMcAHg_tqrCAMLHk1CQ2rXlaZ5qoTpKBHxqOz89IQtFVWC4ZfzQNH3CoY1tiLi-C&sig=AHIEtbRqsBXZ85A2Hk1Jk8xiyitAr1OV0Q.

The care necessities of children are, food, clothing, play, access to pure water. Furthermore, as according to the Development Milestones are the following care necessities, for certain ages of group. In turn, all statutory places have to ensure that the Development Milestones is being heeded too and obeyed at all times.

As when referring to the Development Milestones, there are many different types of care necessities being met such as:

"Development Matters in the Early Years Foundation Stage (EYFS).

"Physical Development: Health and self-care".

"22-36 months". "A Unique Child:"

"observing what a child is learning".

"Feeds self competently with spoon".

"Helps with clothing e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt".

"Drinks well without spilling". (Development Matters in the Early Years Foundation Stage (EYFS). "Physical Development: Health and self-care". < "Development Matters in the Early Years Foundation Stage (EYFS).

"Physical Development: Health and self-care"., (pg.26)

"30-50 months".

"Can tell adults when hungry or tired when they want to rest or play".

"Can usually manage washing and drying hands".

"Dresses with help, e.g. puts arms into open-fronted coat shirt when help up pulls up own trousers and pulls up. Zipper once it’s fastened at the bottom". ("Development Matters in the Early Years Foundation Stage (EYFS).

"Physical Development: Health and self-care". (pg.26)

"40-60 months".

"Eats a healthy range of food stuffs and understands needs for variety in food".

"Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health".

"Usually dry and clean during the day". ("Development Matters in the Early Years Foundation Stage (EYFS).

"Physical Development: Health and self-care". (pg.27)

"Early Learning Goal".

"Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently". ("Development Matters in the Early Years Foundation Stage (EYFS).

"Physical Development: Health and self-care". (pg.27).

In conclusion, the care necessities of children are to ensure that a child’s well-being is being supported observed out and aided at all times. This also includes, a child’s care being encouraged which is essential when referring to the Every Child Matters.

Examples are, at my placement, they have an Every Child Matters poster which is placed on the board, and displayed around the whole placement setting to ensure that knowledge is being encouraged for parents as when they will come into the setting, they will see an ECM leaflet type of poster on the board. Furthermore, this would gain a parent a sense of happiness knowing that the place of provision accepts and obeys vital legislations.

Another policy would be a signing in policy meaning all Visitors will sign in and sign out. My placement also has a signing in policy in which I always have to make sure I did also. The signing in policy is a sheet of register paper with all the staff’s name and date written. It also has a space for students and volunteers in which I sign in. As I’m not a member of staff I have to write my names unlike the permanent member of staff who already have their name printed. This helps a lot as if an crisis or fire happens then the building has to be evacuated instantly therefore the visitor safety will be ensured, as a whole the students, volunteers, staff’s and for example an electrician came to placement the other day, he also had to sign in. This ensures if an emergency happens or fire, his safety will also be ensured in this way no one will be missed in numbers and so will be mine as I am working as a student there.

E5:

Washing hands:

When producing the activity of "washing hands" for children, there were many factors to be considered. Firstly, the number of children who are going to perform this particular activity. Examples are, it’s a huge classroom with a lot of children in it, In turn as involves sticking and gluing it could be too much for myself and the other nursery nurse S to handle. Furthermore, it was decided that I’m going to perform this activity with two children’s instead of ten-eleven children who I have performed an activity with before. In addition, it would be a complete different positive experience for myself as a training level 3 of working with a large group during another produced activity to a small group this time.

Secondly, the age range of this activity was considered. I decided before that this particular activity was aimed at three to five year olds. This was as, I have performed an activity before with the age range of two to three year olds. Furthermore, by working with the a bit older ones I would be able to help them individually and listen to their opinions whilst they talk about which order the hand washing routine is according to them. In addition, it would help with their self-reliance skills and promote good self-esteem, as when I did praise them whilst doing this activity. Examples are, child L about their washing hands routine order, child L said "One, you open the tap". In which, I responded back by saying "Well done, excellent!" and child L smiled. This really helped promote their self-esteem which is vital for any practitioner to ensure it’s being promoted in whichever way possible, examples are praise and encouragement.

Thirdly, staff ratio was also considered. I ensured that my head manager and the other nursery nurses knew before my activity was held, that there was no staff to be required as it only involves two children. Furthermore, because of Health and safety reasons, another staff member e.g. Nursery Nurses was there whilst I was doing this activity within the children; however I did knew from before that only one staff member was allowed to be there.

Also, timing of this activity was considered. I thought that the afternoon time would be best time to perform this activity with children. This is as, it’s before their dinner time and the children wash their hands and wipe their faces with cloths, all which contributes to develop the personal health of the children at my placement.

In addition, setting was an important consideration. I decided before and so did the nursery nurses and the head manager that this activity required myself to have a medium sized table which would be big enough for the three of the children, including myself to fit in and place this activity with all the necessary equipment’s such as scissors, glue. It’s also, within near the other nursery nurses activity which meant I was not alone and there were extra staffs present there to help if any problems occur, examples include behavioural problems crop up with the children.

Lastly, the equipment provided was considered. Examples are, it involves the two children to cut and stick the washing laminated photos in the other they thought it was. This involves the children using scissors which as a student I was concerned about, just incase if the children by accidently hurt themselves. In turn, I already cut out the pictures and allowed the children to put them in order.

Choices of vegetables:

Secondly, when providing the activities of "choices of vegetables" for children, there were many factors to be considered. Firstly, a range of choices were considered. Examples are, every child would have a range of vegetable seeds to choose from, which they could take home. Furthermore, many different vegetable packets were required which my placement already provided.

This included:

Sweet corn

Carrots

Potatoes

Peas

Carrots

Celery

Cucumber

Broccoli

Altogether, the activity was a part of the children’s choices as they could plant the vegetable they would like too.

Secondly, the age range of the activity was considered. The childcare practitioners and I decided before, that this particular activity was aimed at 2-3 year olds. This was as babies would fiddle about and make themselves messy as they would not know what is expected to do, as they’re only small. Also, as this activity involves children’s planning the seeds individually this would be appropriate for the 2-3 year olds, not babies. This will help the 2-3 years old to develop their self-reliance skills and being independent. Examples are, that I’ve seen the first group of children coming and doing this independently and enjoying it. As the Nursery Nurses and myself only guided them and they performed it, they were happy as they were doing it independently which is a great boost to their self-esteem.

Thirdly, timing of this activity was considered. The nursery nurses thought that the morning would be the best time to perform this activity with the children. This is as; the children would be full of energy, as it was 1 hour after their snack time which was milk & biscuits. In turn, we did this activity during the children’s break where they were running out and playing. Another important reason was as, after their Lunch and in the afternoon, some of the 2-3 year old children have a nap time which happens according to their parents’ wishes. Furthermore, by doing this activity in the morning with the children, it ensures that all children within my setting aged 2-4 year olds get a chance to do this task which will help their development. Examples are, as when they’re planting their chosen vegetable seed, their hands are being put to use which helps promote their fine motor skills.

E6:

There are many different key issues which enable multi professional teams to work together.

Firstly, it is essential to respect other professionals as when working within a multi professional team, you would be obligatory to respect one another as multi professionals are going to be working correctly with each other or other changed teams of multi-agency teams. Furthermore, if there is no trust, then it would be hard to communicate with one another and listen to ones views on subjects. Inturn, valuing their knowledge of other professionals is needed, as when professionals work together as a teams, they both involve to practice their knowledge and put it infront to help children’s individual necessities to be helped.

As when referring to the Early Years Foundation Stage, under "Progress check at age two"."If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving other professionals (for example, the provider’s Special Educational Needs Co-ordinator) as appropriate. (Statutory Framework for the Early Years Foundation Stage, (pg.10).In conclusion, it’s vital for multi professional teams to practice knowledge of other professionals, as it would help children’s necessities, whether a learning type of necessity or a care necessity to be established when it’s proper by multi professional teams.

Examples are, at my placement, child Z has a physical disability of being deaf. In turn, other multi professional teams are working together to ensure this physical necessities does not disrupt child Z’s learning necessity by getting immediate, proper help from other multi professionals or their supported teams. Furthermore, a hearing aid specialist regularly visits my placement and tests the hearing aid to see if it is effective. In conclusion, without the hearing aid specialist, it would have been hard for my placement to deal with understanding child Z through lessons and helping him to study, without the multi professional support.

The legislation which cares it is the, Disability Discrimination Act 1995 which ensures that settings will be compulsory to make adjustments to aid those individuals with a disability necessity. This affects work practice as it makes sure that no disabled individual is treated a smaller amount those other individuals; which is prejudiced treatment. This could be provided by settings and influences my placement and practice as having a lot more positive/better doors to make sure that it’s safe and that’s called a gate policy in my placement. This keeps the children safe from harm or any danger as by having wider doors for them to easily come in and out of their class and gate policy ensures they are in the eyes of staff as they could hurt themselves, as they are immature and vulnerable and they could get lost and won’t be found easily.

D1:

Knowledge of child development helps a child care practitioner greatly, when finding children’s individual care necessities.

Appropriate assessments done on children, supports practitioners in meeting children’s care needs in various ways.

Firstly, Effective planning helps practitioners as it ensures that Statutory pieces of framework are being met. Majority of the child care settings, such as Schools follow it and plan according to that. Examples are at my placement, I’ve seen Nursery Nurses looking back at their observations and producing activities around it. Examples is, Nursery Nurse H did observation on Child F and planned that against the Development Milestones, in which Child F should be crawling, however Child F has not started to crawl. In conclusion, Nursery Nurse H did effective planning and produced an activity of dancing to the music which would help promote it. In conclusion, effective planning ensures Development Milestones is being used a guide for children’s development. Effective planning, ensures children’s care is being promoted by producing activities around it. As part of an practitioner’s job, it to ensure a child learning is progressing. Examples from placement are that, I’ve seen Nursery Nurse planning activities to ensure every child’s needs are developing, examples are Child E is working behind their age stage abilities. Furthermore, Teacher R produces activities such as cutting two times table and gluing them to help them to revise it. In conclusion, effective practice ensures that Teachers are producing activities around children’s needs and abilities.

Also, it ensures that and proves that practitioners have the professional skills required to fulfil their job, which is excellent organisational skills which examples are, Teachers are. Examples are, at my placement I’ve seen effective practice happening as Teacher K tells me the morning before, what activities are going to be placed and who I’m going to be working with. In turn, if an practitioner does not have organisational skills, then activities planning would be late and children’s learning would be delayed as children/parents will not know what they’re learning and expecting from practitioners.

It ensures that each child’s individual, learning and care needs are being looked out and promoted. Examples are from my placement Child D, is not allowed carrots stick. In turn, in one of the snack times it was carrots sticks which the child was not allowed. As it was parents’ wishes being accepted, Child D snack replacement was crackers. This ensures that the child feels included and their care needs, and parents’ wishes are being met. Another example is that, Child I has a hearing disability which interrupts their learning needs, however my placement provide Child I with a hearing tube which is placed on the Teacher, which allows Child I to listen to in which helps lessen the child’s chance of progress demeaning.

Refer to Appendix 10, which is an observation done on child C for their progression of Fine motor skills. This observation can be used to support planning to meet the child needs in many ways, as examples are Evaluation of the evidence. As observations will help the observer to evaluate the evidence. This will to see the positive or negative changes in the development or learning of the child. As in my observations I noticed signs of progress as gross motor skills and fine motor skills development, however on the other hand negative delays as not being able to crawl properly. In addition the observations allow me, to see the child’s health and on my objective observations it does not seem as if Child C has any health problems. Only a few development delays, however considering Arnold Gessel’s theory, of which each child development is already pre-planned, Child C’s physical development will already be pre planned.

As when referring to the Early Years Foundation Stage, under "Section 1 – The Learning And Development Requirements". The early learning goals, which summarise the knowledge, skills, and understanding that all young children should have gained by the end of the Reception year; and".(Statutory Framework for the Early Years Foundation Stage, (pg.4). In turn, it’s vital for child care practitioners to encourage children’s care necessities and obey vital theory’s, regarding children’s necessities of care and encourage children’s growth of knowledge, through effective study from the practitioners by practice of observations on single children’s.

D2:

There are two different strategies of myself to improve my learning and performance.

Firstly, ensuring that I have attempted my best to help to achieve and identifying the health base of care necessities of children. This is important, as each child’s necessities, such as physical necessities, such as care necessities are unsimilar from one to another. Furthermore, it is vital for myself to make sure that within any child care settings, I am located in for example, my placement setting to obey and understand carefully and easy what’s the single care necessities of the early children regularly coming into my placement setting. In turn, making sure that I learn and understand each child’s single care necessity within my placement. This includes, asking suitable queries to the correct child care practitioners within my placement setting, if I’m misunderstood about a child’s single child’s necessities without a double thought in or understanding in general, what a single child’s care necessity are. In turn, this would be essential as myself being a training child care practitioner Level 3 would be required to understand, how care necessities are provided within an child care setting and how for myself to fulfil a single care necessities for a small child.

In conclusion, providing queries whilst I’m at placement setting, to improve my performance and on-going learning to get improving as for how length of a time, I’m located at my placement setting. As by discussing with the child care practitioners about, a single child’s and their own necessities of care will encourage my development of what exactly are single necessities of care of certain small aged children’s, in any child care setting or my placement settings as for example. As examples from my placement are that, when I support or have a job role of the provision of a daily task of the child care practitioners within my placement setting, which is Milk and Biscuits. Myself and child care practitioner M had a one to one tutorial similar way of talking, about certain children’s whose care necessities are unique from the remaining children within my placement setting. In addition, as a reminder for myself of certain children’s who need special extra eye on them for care, regarding their single dietary necessities.

As child L is not allowed Nuts, Milk, butter, chocolate. Furthermore, by child care practitioner’s M guidance, I understood and gained thorough knowledge, that child L is not allowed those groups of foods. Also, by child care practitioner giving myself the correct guidance and explaining the procedure connected to it, which is separate plate and drink cup for child L, which is placed on the Snack’s desk, very far from the remaining children within my snack’s room at my placement setting. This ensures that, child L food which is unique as it’s required because of their single dietary necessities which food was plain water and a round digestive biscuit. In conclusion, by child care practitioner M’s guidance and from the provision of doubts from myself ensures that I meet each single necessities of care within my placement setting, as child L for example.

As when referring to the Early Years Foundation Stage, "Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the area’s of learning and development". (Statutory Framework for the Early Years Foundation Stage, (pg.6).

In conclusion, it’s vital for myself to understand and ensure that any child within my placement setting have their key rights of daily necessities of care, as their dairy necessities when being linked to food achieved.

Secondly, another strategy that I could use for improving my own learning and performance is by ensuring that I attempt to gain on going knowledge of the necessity of for an Early Years practitioner to fulfil a child single care necessity. This is very important, as a part of a child’s single rights are for their care necessities to be fulfilled within any child care setting. In turn, by myself gaining on-going knowledge of the importance of fulfilling high necessity legislations, such as the Early Years Foundation Stage and both aspects of the Children’s Act which is the 2004 and 1985 legal guidelines and how to successfully fulfil it, will boost my performance at my placement setting. Furthermore, I could boost my learning by studying vital legislations and understanding accurately, by connecting those procedures of practice to my placement setting. This is important, as if I myself are not aware of vital legislations on children’s which states why it is an necessity to meet a child’s care necessity, it will make my on-going study and training incorrect, as I myself would not be following appropriate guidelines and legal legislations on meeting a child’s care necessity and how my performance contributes properly to meet the daily care necessities of children. Also, this would not meet the job role, as one of the requirements for Early Years practitioners, to meet the care necessities of children which is obligatory. Furthermore, by doing ongoing deep research by looking into, enormous child care documents which states the importance of meeting children’s care necessities, such as the early new Early Years Foundation document and assessing carefully and understand how the child care practitioners at my placement setting fulfil those care necessities of children and which would be a proper responsibility for myself, when I become an child care practitioner level 3 with a finished qualification certificate. In conclusion, by putting the correct practice of huge child care documents and revising them and connecting those to my practice, would boost both my learning and performance. As examples at my placement are that, the child care practitioners practice the Early Years Foundation Stage by thoroughly revising the vital, huge document and connecting it to their growing practice. As child T, has to be required to have a nap in the morning as when referring to the parent’s necessities. Furthermore, as the Early Years Foundation Stage describes thoroughly that, parents necessities being obeyed is compulsory for the early year’s practitioner. In conclusion, my placement heeds to the EYFS procedures and fulfil each single care necessities of children within my placement setting.

As when referring to the Early Years Foundation Stage, under "Staff qualifications, training, support and skills"." The daily experience of children in early years settings and the overall quality of provision depends on all practitioners having appropriate qualifications, training, skills and knowledge and a clear understanding of their roles and responsibilities". (Statutory Framework for the Early Years Foundation Stage, (pg.16). In addition, it’s vital for myself and child care practitioners at my placement setting to assess and understanding vital acts and putting it into my performance and training, whilst for the child care practitioners at my placement, for their rising practice progression.

C1:

There are many different ways, in which the main regulations can influence the provision of care.

Firstly, the Early Years Foundation is compulsory for early years practitioner to obey and correctly ensure when putting those procedures into ongoing practice. Furthermore, as a child’s key care necessities are food, clothing, play, access to pure water. All of these key care necessities of child