Childcare in Education Level 3 Unit 4. Health and Safety. A Routine for a 1 year old.
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Unit 4. E1 - There are many different legislations that influence a healthy, safe and secure environments, these include The Healthy and Safety at Work Act 1974, COSHH 2002, RIDDOR 1995, Smoking Ban 2007 and The Childcare Act 2006. E2 - To deal with a bump to the head the child must be immediately assessed at the scene by an adult who knows them to monitor the severity of the incident. Assuming the child is conscious, they are then taken to the medical room and then they are re-assessed by the Main First Aider. The child is sat down and a cold compress is applied to the bump site, the child must not be left alone at any time. The parent/guardian of the child should be immediately contacted they are informed how the child is and if school requires them to be collected to be watched at home (or taken to the hospital for further checks). If the child is not in severe trouble or requiring further medical care, it is also up to the parent to decide if they want to collect the child "just in case". If the child returns to the class, the staff must watch the child and avoid them running around. Any changes must be reported to a First Aider who will then re-assess the situation and contact the parent/guardian. The child must always go home with a medical note explaining the accident and injury plus where/when it happened. On the other hand, if the child is unconscious when the bump happens, immediate action is taken, without moving the child unless they are in an unsafe place, for example, in a doorway. Parents must be called immediately and the child will then be taken for further medical checks by the parent. If necessary, emergency services are called to help. After any incident, especially after a head bump, the relevant staff must complete the main First Aid journal with the copies going to the appropriate places.
Very much like Froebel's Kindergarten. By participating in engaging, motivating and achievable tasks and activities in a woodland environment each child has an opportunity to develop natural motivation, sound emotional and social skills. These make the child develop self awareness which in time will help them to reach personal potential. Children use full sized tools, play, learn boundaries of behaviour; both physical and social, establish and grow in confidence, self-esteem and become self motivated. Children, and more and more adults, need time to thoroughly explore their thoughts, feelings and relationships. This time and reflective practice develops understanding of the world, the environment and everything within it through the use of emotions, imagination and senses. E7-There is a fine line between what a challenge is and what a risk is when it comes to children's environment. According to the oxford dictionary challenge means 'a task or situation that tests someone's abilities' This means that a challenging environment such as a forest school motivates and tests a child's motivation and personal potential without the child being injured or at risk. A challenging environment can often become a risk without the correct care and upkeep. Kindergarten grass area must be kept free of weeds and broken bottles that may harm the child. The practitioner should stress the importance of the children being able to spot a risk. The practitioner, before the children go outside, should run through anything that the children may see that is a risk, for example, low hanging tree branches may injure the children's eyes. Therefore the children should report the branches to the practitioner and warn the rest of the group. The same thing should happen if there are raised tree roots. The groundskeeper should make sure that there are no harmful plants or animals within the grounds where the children are or surrounding the area. Animals leave faeces, which, if the child is to fall on may cause illness.
At the end of the day that form must be handed to the parent for them to read and it must be signed by the parent. Every member or staff that comes into contact with a child with any allergies or dietary requirements should be told as soon as they begin work, they should be made aware of what the affects are, how to tell if the child is having a reaction and how to deal with the reaction safely and calmly. The practitioner must also be told what they can and cannot be whilst around the child, for example if a child has severe asthma and eczema then the practitioner may not be allowed to wear perfumed or aerosol deodorants and they may not be allowed to wear perfume. The day to day activities of the setting may alter to meet the childs individual needs as well, therefore the practitioner must make sure that the children with disabilities or allergies are about the participate fully or to an extent in activities such as PE. If the child is in a wheelchair for example, then the practitioner should make sure that the child participates as much as he can. The practitioner could make dancing more inclusive by using more arm movements in the routines. If a child has any allergies then make sure that these are dealt with e.g. if a child has a wheat intolerance then the practitioner could not put a wheat based product into the sensory/malleable area as the child may eat it. The practitioner should find a substitute because if she did use a wheat based product she would not be showing inclusive practice and would not be meeting the childs needs. The lessons plans would also differ if a child is above or below the developmental norm, the practitioner would have to plan extra for their lessons. This may be extra work for the child who is gifted or less complex work for the child who is below the developmental norm.
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Here's what a teacher thought of this essay
Star rating 3
This assignment covers a number of health and safety issues relevant to child care settings. Strengths of the assignment include the knowledge and understanding of how to deal with head injuries, asthma, gastrointestinal viruses and meningitis, as well as linking care plans with intolerances and allergies. However, some areas lack the specific detail needed in order to pass a criterion; these have been identified and suggestions given on how the work can be improved. The assignment also requires proofreading to minimise English errors.
Marked by teacher Jenny Spice 02/08/2013
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