I have collated evidence which describes the role of the practitioner in meeting the children’s care needs. The evidence can be found in my appendix. The evidence I have collate includes the information on compliance with legal requirements , meeting needs and supporting rights of the children, working in a team with other professional’s, working with families, training and development, inclusive practice/ attitudes and values, positive environment and care of themselves( the practitioner).
When practitioner are caring for children they will need to meet the legal requirements could include legislation such as human rights act 1998,uncrc, children act 1989/children act 2004 and equality act 2006. Human right act helps practitioners care for children and support their care need by not letting placement use smacking or canning as a punishment even if a parent consents to it because this is seen as degrading and violation of a child’s right. The human right act wasn’t specifically designed to protect children but they accorded the same rights as adults.
This mean that they have a right to have a dignity, respect and fairness in the way they are treated. However the human right acts means parents of children are also protected. The next legislation is united nations convention of the right of the child (UNCRC) this piece of legislation gives children and young people their own special right under the age of 18 years old. The Uncrc endorse the principles of non-discrimination which gives them the right to be protected from all forms of discrimination.
The legislation is used in settings to protect children from being bullied and help with their emotional as well as their care needs. Children act 1989/children act 2004 was made clear that children and young people views has to be taken into thought when decisions about their future where being made children act 1989 widens the ranging and covers child protection parental responsibility and the inspections of the setting. The children act 2004 allowed the government to provide a legal framework for the every child matters programme.
This act is designed to ensure the different services for children and young people work more effectively together. These 2 legislation help children’s care needs because children and young people are involved with planning their own future such as the schools they are going to. Also to work together to keep children and young people safe and help the care needs by providing a safe environment where they can play. Equality act 2006 will enforce equality legislation on age, disability and health , gender, race, religion or belief, sexual orientation or transgender and encourages compliance with human rights act 1989.
The children feel equal to one another and no child will be left out on an activity or group, conversations or work act this is because everyone is equal. It is important to meet the care needs and supporting the right of children through current framework. The early years foundation stage (EYFS) which has 5 main principles that link into children’s care need. A unique child which is healthy and safety which is described by Maslow’s. Maslow’s hierarchy of needs is done to be able to think about every child’s care needs.
The hieracry needs is split into 4 different sections. Physical which is a basic physical needs such as warmth, food, clothing and shelter. Emotional security and protection from any kind of threat. Social is love , friendship and acceptance. Intellectual is about self-respect, self-confidence, competence and education. 1 Maslow suggested that children can’t reach their full potential unless the child has reached emotional, intellectual and social. However without children reaching their basic needs then they cannot move on to the next stages of their care needs.
Another one is positive relationships with children when working and caring for children, the child will have a key person. A key person is where the children go to talk to and if there are an problems. A key person can be explain by the theorist bowlby. John bowlby was one of the first people to recognise the need of babies and young people for a strong stable relationship with their primary careers. However up until 1950s it was generally thought that babies and children automatically formed. He strangest relationship with people who feed them and meet their physical needs.
The next eyfs principles is enabling environment by looking after the child’s care needs. An enabling environment means making sure the children play and for the practitioners to care about the child’s well-being so making sure their clean and have good hygiene is used throughout because it will help prevent infections spreading or any kind of illness. A unique child is knowing that every child is a individual and practitioners need to treat every child the same. Discovering needs of the children through observation and using the age stage of developmental norms to access and develop targets.
Observation are done to access strengths and lines of development. Although observation Can help the practitioner to find out if the child has any additional and learning or care needs such as if the child has learning difficulties that require the child to be look and cared for. For example the child cannot feed their self and will need help in feed there self. When caring for children practitioners need to work in a team with other professionals. Any information that have any concerns of a child or any advice from practitioners and professionals.
Working as team helps children needs because by talking to other professional’s will give you advice and help improve planning and doing activities that can improve the child’s learning and experience. When a child is going through a transitions to a different settings for example a primary school. From primary to a secondary school act. A practitioner will need to support a child through transitions however other professionals in a multi-agency team may pass on any information about a child’s learning and development.
Working with families is an important part when working in any type of setting. By having a professional relationship with parents to help them to trust you as a professional. Working with family members means that practitioners and parents can talk about their child’s likes and dislikes as well as what they will learn. Parents will share any concerns about their child’s learning or development. However any routines done will be told to the parents this is so they know that their child is being looked after in the right way.
Routines such as nappy, changing, hand washing, snack time and toilet training will be taught by the child’s parents and will also be carried out in a setting. Although some parents may have different wishes such as nappies and start toileting and you as a practitioners doesn’t think the child is ready yet however practitioners must do as the parents say. Training and development are appropriate provision to meet children’s needs. Doing observations will help tell the practitioners known where a child is at in their development and their developmental norms to identify the care and learning needs. Observations are also done to help find out the good points of an activity and also to see the child’s interests are. When planning for play it need to be stimulate a child’s mind but also help their fine motor skills this means chucking toys such as a soft toy ball, puzzle and a variety of things to help their sensory development a i. e. sight, touch , smell, taste and hearing. For an example when the children run and play outside on the playground and are using their smell sight to see where they are stepping.
Learning activities means implementing maths and literacy into their play or a activity . for example a activity where the child has plastic apples and I ask the children to add 2 apples to 3 of them and asked them to tell me how many there are all together. Using inclusive practice, attitudes and valuing and having a positive environment which are important for practitioners to consider. Every child needs to be treat all the same and equally and are able to join in with any play and activities.
Respecting everyone in the setting as an individual makes the children feel wanted and respected this will also help the children’s self-confidence so they feel important to practitioners as well as the other children. Practitioners need to be diverse this means not leaving any children out because of their colour, sex, race, religion act. Even if a child has any sort of learning difficulties or a disability. Practitioners need to respect a child’s diverse needs throughout the setting and not judging a child on what they look like or their belief.
When using an inclusive approach you need to help the child in their care and learning potential. A care need is to help reach their full potential such as washing and good hygiene. It will help learn the children to be clean this is so they will be happy. As a practitioners they need to care for themselves as if the practitioner has become stressed or any then it can affect a child because your body language or the tone of your voice which can make a child feel unhappy and unsettles this is why a practitioner needs to be free from stress and illness because it can effect a child’s learning and development.
For example a practitioner has too much things to do or is ill and are unable to plan activities and will need time of work when they are ill. There are many ways practitioners can develop their roles throughout their careers. Going to training can help for future skills and gain more knowledge on different types of settings or maybe learning difficulties. It might be in a practitioners best interested to take leader role.