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CACHE Level 3 Diploma (Unit 4 Keeping chldren safe ) Legislation and Educational Theories.

Extracts from this document...

Introduction

´╗┐Unit 4 Keeping children safe Health & safety at work Act 1974 Employers must ensure that the workplace is a safe environment and that posters are in and around the setting to promote this, also they must ensure that all staff members are made aware of this law and given essential information on this. The health and safety policy will be discussed in a staff meeting where they can be written up as a policy in the setting. All staff must follow this policy and work effectively following procedures with care and familiarising health and safety rules to all children. Reporting of injuries, Diseases and Dangerous occurrences Regulations 1995 RIDDOR Reporting accidents and ill health at work is a legal requirement. Passing on this information enables the Health and Safety Executive (HSE) and local authorities, to identify where and how risks arise, and to investigate serious accidents. They are then able to help practitioners with these statuses and provide advice on how to reduce emergencies ,accidents and ill health in the Early Years setting. Control of substances and Hazardous to health Regulations COSSH 1994 control hazardous substances in the setting set by a simple framework. This then prevents Illness to employees and children in a setting. Fire precautions Regulations 1997 The premises must be checked by fire officers before the start of the first term, this gives them a chance to be able to advise the employers what is needed to make the setting as safe as possible. In the setting there must be a practised fire drill where children and staff take responsibility and follow procedures to evacuate the building safely through allocated exits and this should be taken seriously and treated as if it was a real drill. Fire extinguishers must also be checked regularly in the setting. Data protection Act 1998 1. As Childcare practitioner information on all children in the setting must be kept securely locked away. ...read more.

Middle

Denmark argue that woodland learning helps children to develop social skills, confidence, self esteem, understanding of environments, motivated learning and a wider range of physical skills. I believe that this is a good opportunity to enable children to be independent and take huge risks but also allows them to develop their imagination and expand on their knowledge of science. Forest schools encourage more child-led activities where the children are sent to do their own woodland projects indoor. Sweden schools where they allow the children to be more independent and play and relaxation is paramount under the age of 7years after this learning is compulsory. The environment in Sweden schools are spacious classrooms and the schools have a homelike feel to it for example candles, plants, everybody sits around a table, soft lighting and flowers around in the environment. Sweden schools believe that children also benefit and gain a wider range of learning through outdoor experiences. Also linked to woodland learning Swedish schools allow children to endure outdoor play for almost half of their school day no matter how the weather is, they say that it encourages curiosity and co-operation. In Sweden they also have trees in the outdoor environment where the children are able to take risks in climbing trees and exploring, they also occasionally take the children on trips to a nearby woodland environment with a lake, which then autonomy is high because activities are child-led. Both schools provide a wide range of risk taking and have less consideration of health and safety policies and procedures unlike public and private schools in Britain. These schools help and support children's learning independently and encourage them to express themselves and enable children to develop creative thinking. Loris malaguzzi's Reggio Emilia schools are very a like these two schools they are based on 1. Creative thinking 2. Exploration and play 3. Free play 4. Following children's interests Emilia schools ask children to re-visit their own ideas and to value the way in which they express themselves. ...read more.

Conclusion

This is a good example of how maintaining good relationships and building trust with them makes it easy for the child to talk about things that are important to them and is most important for the practitioner for ensuring the welfare of the child. This links with john Bowlby?s attachment theory where he believes that early attachment styles are established through childhood through the relationships between carers. This simply explains that relationships and bonding is essential part of childhood, relationships are maintained through trust and respect for another. John Bowlby Characteristics of Attachment Bowlby believed that there are four distinguishing characteristics of attachment: Proximity Maintenance - The desire to be near the people we are attached to. Safe Haven - Returning to the attachment figure for comfort and safety in the face of a fear or threat. Secure Base - The attachment figure acts as a base of security from which the child can explore the surrounding environment. Separation Distress - Anxiety that occurs in the absence of the attachment figure. http://psychology date accessed 18/05/09 The practitioner must also keep constant communication with parents/carers an example of this is writing a short summary of what the child has been doing throughout the day. When the relationship between the parent and the Child care practitioner is good it is easy for difficult subjects to be brought up more easily e.g. If a child?s This allows the Childcare practitioners to gain more confidence, being more friendly and better at doing their job. A close working relationship also benefits the child when they see their parents/careers working closely alongside a Child care practitioner. The child will feel at ease with the Practitioner and will build up trust between them. This will encourage the child to develop the skills to talk with other children and get into a daily routine. The child will be more confident and will be more interested and excited about learning new things. As an early years practitioner you must maintain positive relationships with other staff members and work well as part of a team . ...read more.

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