An Introduction to Working with Children

Unit 1
An Introduction to working with Children
E1/E2. In the early years of a childs life, they tend to learn and grow at different levels. In order to assure child is treated equal, teachers, childminders, key workers, and teacher assisants must establish the childs preferred learning styles. In order to validate all children are suppiled with an education from the age of 5 – 16 public schools are free to all families. The statutory sector which is funded by the Goverment, includes public schools, police stations, hospitals, and social workers. The statutory sector, guarantees that all public citizens are provided with free healthcare, education, and safety. Penair Comprehensive is open to the public, and supplies a caring learning enviroment where everyone is valued for who they are and what they may become. Penair also claims to make sure all parents and students are informed with as much information as possible (http://www.penair.cornwall.sch.uk/). The Voluntary sector is a collection of social activity which is embarked by non-profitable organizations. Their offers include, encouraging help, religion, caring and helping children, and education, most workers volunter, some are paid. The National Society for Prevention of Cruelty to Children (NSPCC) which are a charity that campaign and work in child protection. The NSPCC aim help children that are abused by providing childline and the NSPCC helpline. The Private Sector is part of the national ecomany, which isnt controlled by the Goverment. This sector includes Private Schools, solicters, and nurserys, people pay to use this service. Bostcastle Playgroup, is a private buisness which benifits parents that cannot look after their child during the day. The playgroup will teach, and care for the child, but the parents will have to pay for the child education and care (http://www.nspcc.org.uk/).

E3. There are many childrens acts supporting the rights of children in the United Kingdom. All children need us to be aware of their rights and needs, espeically the youngest and with additional needs. This happens beacause they are unable to defend or speak out for themselves. The Children Act 1989 is the main legislation in the UK, which is accompanied by Every Child Matters which has 5 outcomes. It is the responsiblitly of all people working with children to make sure
Be Healthy – (physically, mentally, sexually, illegal drugs)
Stay Safe – (neglect, injury, bullying, crime, safe homes)
Enjoy and Achieve – (ready for school, enjoy school, achieve)
Make a Positive Contribution – (Relationships, Behaviour)
Achieve Economic Wellbeing – (Employment, sustainable communitites)
Every Child Matters ensures that all outcomes are improved for all children and people from birth to 19 years it is a new approach of the well-being to protect them. The need to increase the safety happend from Lord Lemming, after the horrific incident of Victoria Climbie who was abused and evetually killed by her aunt and a man who lived with them. This report increased people working with childrens awareness to do something. In 2003 the Goverment came up with the Green Paper which is built on existing plans to strengthen preventative services by focusing on
Increaing the focus on supporting families and carers.
Ensuring necessary intervention takes place before before children reach crisis point and protecting children from falling through the net.
Addressing the underlying problems identified in the report to the death of Victoria Climbie – weak accountability and poor integration.
Ensuring that the people working with children are valued, rewarded and trained.

E4. The principles and values that establish when working with children include keeping confidentiality, and to share information correctly when needed. It is essential that the worker should not dicuss any child to anyone other than collegues and the childs parent and it should be under agreement to discuss information. If you ignore this principle when working, then action would be made. Another principle is to promote the well-being of a child, this is understanding the childs development in their families and attending their needs at possible times. Children and parents should have their views listened to and they should be informed with any changes and decisons that affect them. It is a important value to ensure emotional and physical safety for the child. Emotional safety allows the child to feel comfortable in their enviroment and to wear a natural face instead of a fake one. Physical safety enusures that all hazards are located in the setting. Young children are protected from the control of infectious diseases and follow the Guidance on Food Hygiene and Safety.

E5/C. All children should have their own right and value, they should have the deserving to be treated equal, and opportunity to esablish them to increase their potential. Although not all children are born with the same potential, every child should be taken in to consideration, and it is the workers job to do this. The child should never be judged on race, religion, sex, or their families background. In some settings, the child may have a learning difficulty this is the key workers job to respect and attend to, children in wheelchairs and with hearing aids should have resourses supplied to them. If a child has more attention in a setting, this would affect other children, the child with the most attention would have more potentional, as the neclegted children would not achive as much as they could. The best way to encourage a child is to respect and value them, the child will learn and achieve more if they are treated right. In a setting the enviroment should allow the child to learn freely, and feel comfortable on their first days. In some cases the child might come from a bad homelife, so they would need the comfort and care from a nursery to ensure they feel safe and that their homelife is not their fault so they should be treated the same. The practioner, should be a good role model to the children, and set a good example helping the child develep life skills. The practioner should listen to the childs ideas and views, it they would show artstic interests and should give them more art inspiered activitys to interest them, and help them to develp their skills. If they child wanted to play outside, it is important to respect their view and plan a activity outside to interest their idea, the child might learn better outside and this would help increase their learning abilty. (http://www.dcsf.gov.uk/everychildmatters/strategy/deliveringservices1/multiagencyworking/multiagencypanels/multiagencypanels)

E6.A important professional skill that will support working with children is patience, you must look at the circumstance causing you to be impatient and choose if you are the one making mistakes or if its the childs own doing. You must identify why the child could be impatient, they may be tierd, bored, or seeking attention if so then you must care to the childs needs. In some cases, a lack of concertration in a child could indicate a learning difficulty. You must consider the age of the child, if they are 9 and have the majurity levels of a 7 year old, then you must have patience for them. Another professional skill is to be a good communicator, in order to communicate properly with a child you must talk to them at their level of understanding. You cannot use voccabuary that they will not understand, some children may have English as their second language. So they will need pictures with words to help them communicate with you. Some children may have sensory diffultculties such as a hearing impairment. This learning diffultculty can be addressed by a hearing aid. In some cases the child may need to go to a specialist school, where sign language or makaton (another type of sign language) will be used. Another form of communicating would be lip reading, this helps to copensate for not hearing properly. Therethore we need to speak clearly and allow the person to have a clear view of the person talking. Children with a sight impairment will need to wear glasses when needed. It also effects where the child is sat, if they cannot see the board very well then they should be moved closer to the front, but without making them feel an outcast from the rest of the children.
The Early Years Foundation Stage (EYFS) is a term defined in Section 39 of the British governments Childcare Act 2006. (1) The EYFS have four principles:
A Unique Child – Every child is different from another child, they will learn and mature differently.
Positive Relationships – Children will learn positively with a good based relationship around them.
Enabling Environments – A good enviroment will provide the child with better outcomes.
Learning and Development – Children learn at different rates.

E7. My prefered learning styles are kinaesthetic and musical. Kinaesthetic consits of good co-ordination, and a interest of physical movement and activity. Working in a placement, I think this skill would help me interact with the children, to help them learn through physical activitys and learning through movement. I would learn which children find the different activitys usefull and others that dont to compromise to their prefered learning styles. As a practioner I would listen and observe the child, on how the activity effects them if they are distracted during the activty I would make note on what other activitys interest them and expand on their interest. Musical skills consider of learning through singing, playing intruments, and learning through sounds. In my placement I could introduce to the children learning through ryhmes to allow them to pick up patterns and develp skills. The children could learn through different songs, and rhymes so they would have fun, and learn at the same time. It is important to listen to the child during activities because they may not find kinaesthetic and musical learning uselul, as they may prefer to learn in different styles. It is important to notice any different patterns in the childs develpment, if they struggle to learn at a slower speed than the other children, this might indicate a learning difficulty or their behaivour might show there is trouble at home. During my training I would also learn different learning techniques and skills for teaching children in the future.

D1. Relationships between practioners and parents at a setting can effect work. Parents need to have a good understanding of how their child is being taught and cared for, practioners can help parents have a inside by holding parents evenings and sending reports home with information about how their child is learning. Questionaires can be posted to parents to assure they are happy with what they know about the setting. Parents will sometimes bring up concerns about their child to the practioner, so the practioner needs to provide and have knowledge of the problem. Many parents may also have assumptions on how the school should be run, due to their own background simply just discuss their ideas, and come to a agreement putting the child first. it also must be into consideration what information about the child is told to the parent, the practioner cannot talk about any other child with the parent, as the other childs well-being and confidentality is effected. In schools/settings gossiping is prior, so no matter how well the practioner knows the parent they cannot speak of any child or parent as it will cause disturbance. Practioners working in the same setting also cannot speak about any child unless it is at a attention of health or care. The parent needs to have trust in the practioner, the relationship building will be long-term but after small discussions with the parent will start to trust – anyone who is leaving their child with a stranger will find it hard.

D2. The key characteristics of working in a multi-agency team are:
The panel is managed by a coordinator or chair. This may or may not be their full-time job.
There is a good mix of education, health, social care and youth justice practitioners represented on the panel.
Panel members remain based in and employed by their home agencies. They continue to identify as members of these agencies, rather than as workers in a multi-agency initiative.
Panel members get together at regular meetings (e.g. monthly or termly)
Meetings are usually organised by the manager of the panel. Alternatively, they may be organised on an ad hoc basis, for specific cases as the need arises. In these cases they may be organised by the agency registering the concern.
In some panels, in particular youth inclusion and support panels (YISPs), the panel is supported by a core team of key workers and administrative support. The panel members refer, discuss and plan the support on offer, while the key workers carry out the case work, sometimes supported by panel members and other services.
Practitioners are likely to focus on individual support for the child, young person or family, though some may undertake group or whole settings work.
They are likely to carry out joint assessment and information sharing. Some practitioners may continue to use their home agency systems.
This type of multi-agency model goes by a range of titles, for example panel, network or team around the child. (4)
To be a good multi-agency team, a practioner should follow these characteristics to provide a good way of working. Practioners will expierence a different way of working and will learn from their new enviroment. The children will also benifit as they will have more one on one attention in the setting. (http://www.dcsf.gov.uk/everychildmatters/strategy/deliveringservices1/multiagencyworking/multiagencypanels/multiagencypanels)

B. On a childs first day in a setting they need to feel welcomed the worker should aim to make a first good impression for the child and the parent. When the worker greets the child, they should maintain eye contact, call the child by their prefered name, show them round to their new enviroment, explain routines, talk to the child about their interests, and find out about any health issues. The worker should watch the child, to make sure they are settling in and finding the setting enjoyable. Although the child/children are new there should not be any favourtism, only to be welcomed and comforted. In a setting many children are going to learn, and behave differently so the practioner should adapt to their prefered learning style. If a child misbehaves in a setting, the practioner cannot spend all their attention on this child as the other children will feel isolated and unwanted. Working in a setting, practioners will feel more attatched to vaired children either some behave better, or the prationer may know the child. Although the practioner has more of a conection with this child, they cannot let this show, the practioner cannot pick up and cuddle this child as the parent/carer would not like this relationship. Every child matters, and should be treated the same with care, respect, boundaries and education.

A. The importance of a child centered approach in early years settings is that the child is considered more important than anyone else. Each child is a individual and should be treated with respect, they also approach at different levels of learning and have their own prefered learning style. The child has the zone of actual develpment, what they can do for themsleves. The zone of proximal development by a Soviet psychologist and social constructivist Lev Vygotsky states that a child follows the example of a adult and gradually learns to do things for themselves (http://starfsfolk.khi.is/solrunb/vygotsky.htm). Develpment of a child, consists of help from a adult which eventually decreases as the child learns to tend for themselves. If a child finds it hard to run as fast other children the practioner would help them by letting them have a head start, although over a period of time the child would develep skills by learning and run as fast. This is discribed at scafolding by Lev Vygotsky. (http://starfsfolk.khi.is/solrunb/vygotsky.htm)