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Child care legislation, inclusion and encouraging self reliance.

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CACHE-L3 Diploma in Child Care and Education (DCCE-L3) Unit 3: Supporting Children Andrea Fernandes 09/621764 306.000 SECTION 1 (1300 WORDS) E1 Identify FIVE (5) pieces of current legislation/ E2 Describe how each piece of legislation will influence working practices in the setting Children Act 1989 The Children Act 1989 has influenced setting by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The Act requires that settings work together in the best interests of the child and that they form partnerships with parents /carers. It requires settings to have appropriate adult: child ratios and policies and procedures on child protection. This Act has had an influence in all areas of practice from planning a curriculum and record keeping. Disability Discrimination Act 1995 The DDA states: www.hse.gov.uk/disability/law.htm and settings are required to make 'reasonable adjustments' by either changing policy, providing alternative ways to access a provision, or by addressing physical features which make a service impossible or unreasonably difficult for disabled people to use. For example settings can make their provision more accessible by having downstairs toilets, wider doors and ramps to the front doors. Children Act 2004 This Act was introduced as a result of the Victoria Climbi� case and was the introduction of 'Every Child Matters' which ensures the wellbeing of children. The Every Child Matters framework has influenced settings by giving them and other external organisations a duty to find new ways of working together by sharing information and working co-operatively to protect children from harm. Human Rights Act 2000 This Act has had a huge impact in current legislation in the UK. Under the Act it was agreed that children would have the same rights as adults which means children have the right to dignity, respect and fairness in the way that they are treated. In terms of working with children the articles that relate to this Act are Article 8 which is about the right to privacy, Article 10 the right to freedom of expression and Article 14 discrimination. ...read more.


By giving children choices helps them feel like they have some power and control over what they do. It's a step in growing up. Everything isn't planned for them. Making good choices is a skill that children will use for the rest of their lives. D2 Assess the effectiveness of the strategies which empower children to develop autonomy and self reliance Listening to children By listening to children, children will then realize that others value what they have to say and therefore feel accepted as individuals with their own feelings and thoughts. There are many ways that early learning and child care practitioners can help children to feel heard. During circle times children can be encouraged to share their personal stories, opinions and feelings. Practitioners can encourage children to speak by posing open-ended questions, which will give them the chance to speak and to elaborate. If a child demonstrates interest in something, practitioners can follow up by offering more opportunities for children to try activities related to his interests. By following up on the discussion initiated by the child's question, it showed the child that the practitioner has heard and appreciated his expression of interest. When children's questions are taken seriously they feel validated and comfortable to seek answers. Empowering children to seek answers engages them in the learning process. Giving children choices When children are given some guided choices appropriately and gradually or whenever possible rather than given commands all the time this helps to build up their decision making ability and self confidence. This is by far better than giving commands alone as giving children commands in upbringing stifles the child's decision making ability which may result in an overly dependant mindset and a general lack of self confidence. However, practitioners and parents need to limit the type and number of choices that they give children and for certain life changing and key issues, for example they have no choice in regards whether to do their homework, it is compulsory to do their homework. ...read more.


Exclusion to certain individuals or groups can happen even though there was no deliberate intention on anyone's part, but because some structures and systems that are set up with best of intentions can accidentally create situations that: * prevent some people from finding out about the group and their * entitlement to join it * do not encourage all children to develop to their potential It is therefore important that each of the specified areas of practice is reviewed as part of the monitoring and evaluation of its anti-discriminatory policy. To monitor the policy the setting will need to develop ways to measure their practice against the requirements and targets of the anti- discriminatory policy. In order to evaluate its practice the setting will need to assess whether the practice meets the requirements and targets of its policy or whether its practice Bibliography (internet) 1. www.drc-gb.org.uk 2. www.everychildmatters.gov.uk/socialcare/disabledchildren 3. http://ncb.originx.net/webeditor/enterprise/packages/sys_ncb/ncb883mg_16405254115639p45u225630441/website/dotpdf/open%20access%20-%20phase%201%20only/ecf_inclusion_policy_statement_1006.pdf 4. http:// www.hse.gov.uk/disability/law.htm 5. http://www.homelearningcollege.com/Assets/PDF/SampleMaterial/Diploma-In-Child-Care-Learning-And-Development/?cp=HLCSEO0003 6. http://www.durham-lscb.gov.uk/Procedures/appendix5.shtml 7. http://www.nspcc.org.uk/inform/newsandevents/conferencereports/KeepMeSafe_wdf48705.ppt#256,1,Pre-school Learning Alliance National Conference 8. http://books.google.co.uk/books?id=ride0fvtIMwC&lpg=PA3&ots=DHJP1lBOy8&dq=louise%20derman%20sparks%20anti%20bias%20curriculum&pg=PA3#v=onepage&q=louise%20derman%20sparks%20anti%20bias%20curriculum&f=false 9. http://books.google.co.uk/books?id=QNiV69vqxGUC&lpg=PA32&ots=PTPvebaZrN&dq=persona%20dolls%20research&pg=PP1#v=onepage&q=persona%20dolls%20research&f=false 10. http://www.coventry.gov.uk/ccm/cmsservice/stream/asset/?asset_id=15186020 11. http://www.nurseryworld.co.uk/news/714164/Givingchoices/?DCMP=ILC-SEARCH 12. http://thinkexist.com/quotation/prejudice-not_being_founded_on_reason-cannot_be/158958.html 13. http://nationalstrategies.standards.dcsf.gov.uk/node/151379 Bibliography (books) 1. Tassoni, P. 2007 CACHE Level 3 Childcare and Education, London, Heinemann. 2. Malik, H. 2003 A Practical Guide to Equal Opportunities, London, Nelson Thornes. 3. Sparks-Derman, L. et Ramsey G. P. What if Children Were All White? Anti Bias Multi-Cultural Education with Young Children and Families, New York and London, Teachers College Press. 4. Banks, J.A. Education Programs for Improving Intergroup Relations, Theory, Research and Practice. 5. Friswell, J. Active Listening with Children in the Early Years. # 6. Bisson, Julie (1997): Celebrate! An Anti- Bias Guide to Enjoying Holidays in Early Childhood Programmes. Minnestoa, Redleaf Press. 7. Brownm Babette (1998): Unlearning Discrimination in the Early Years. Staffordshire, Trentham Books. 8. Derman Sparks & Phillips, Brunson, C. (1997): Teaching/Learning Anti-Racism: a developmental approach. London, Columbia University 9. Derman Sparks, L. and the ABC Taskforce (1989) Anti-bias Curriculum: Tools for Empowering Young Children, Washington, NAEYC. 10. Pelo, Ann & Davidson, Fran (2000) That's Not Fair! Teachers Guide to Activism with Young Children, Minnesota, Redleaf Press. ...read more.

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