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There are different laws, legislations that influence our working practices when working and caring for children

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´╗┐Unit 3 E1 and E2 There are different laws, legislations that influence our working practices when working and caring for children, one being Children Act 1989. The main principles and provisions embodied in this legislation are that: 1. the welfare of children must be the paramount consideration when the courts are making decisions about them; 2. the concept of parental responsibility has replaced that of parental rights; 3. children have the ability to be parties, separate from their parents, in legal proceedings; 4. local authorities are charged with duties to identify children in need and to safeguard and promote their welfare; 5. certain duties and powers are conferred upon local authorities to provide services for children and families; 6. a checklist of factors must be considered by the courts before reaching decisions; 1. orders under this Act should not be made unless it can be shown that this is better for the child than not making an order; 2. delay in deciding questions concerning children is likely to prejudice their welfare. The main aims of the Act are: 1. to bring together private and public law in one framework; 2. to achieve a better balance between protecting children and enabling parents to challenge state intervention; 1. to encourage greater partnership between statutory authorities and parents; 2. to promote the use of voluntary arrangements; 3. to restructure the framework of the courts to facilitate management of family proceedings. ?The Children Act 1989 is designed to help keep children safe and well. If necessary, it helps a child to live with their family by providing services appropriate to the child's needs? http://www.direct.gov.uk/en/CaringForSomeone/CaringForADisabledChild/DG_10027594 Also, another legislation we must see in practice is the Health and Safety act 1974, this must be used in practice to ensure the safety of people in the workplace and the service users. , and we must ensure that there are no risks of injury within the setting to anyone. ...read more.


Before the child went on her holiday the children designed a scrap book for her to take into a primary school in Gambia to show them how the children in England live their day to day life in school. The child also took a teddy that was part of the class called ?Honey Bear? and took the items that she needed to go on a holiday. All the children found this very interesting and enjoyed this topic thoroughly. RIDDOR is also seen within the childcare setting, by using accident books, contacting the parents, all staff must know how to get in touch with the parents at all times in case of any emergencies. Risk assessments must be taken out if anyone is going on a school trip somewhere the school must know that it is safe for the children to go there. Also the recording of any accidents and emergencies, I have seen this within my practice when a child has bumped there head and the child?s parents were contacted by the first aider. COSHH 2002 covers everything within the setting must be labelled and this is shown within placement with hazardous substances, and must be put into a storage place with a locked door, so it is not accesses able for any children. My placement keeps these substances in a locked cupboard to ensure no children can reach or get into the room where they are kept. Every Child Matters is put into practice by providing fresh fruit and food and water in placement. Water must be available at all times for the children, and outdoor play must be issued and also in practice when eating within the setting, a balanced diet must be available for the children. ECM is put into practice by keeping the children safe, locked doors and other safety procedures. Having secured premises, not easy access, and also teaching children how to be safe so they can recognise how to behave. ...read more.


It is when someone may be prevented from taking part in something because their needs have not been taking into account or someone may be made to feel isolated as a result of not being able to join in certain activities. For example: if somebody broke their leg and could not take part in a football activity. Furthermore, there is institutional discrimination, this is when the policies and practices of an organisation are sufficient and discriminate against people who belong to a minority group. Therefore needs are unable to be met. A scenario which can help to understand this form of discrimination is when in schools and some of the students fasting and the teachers still tell the children to take part in PE lessons. Also, organisational discrimination, this is when the ethos within the organisation is discriminatory. The way that people behave, use language, etc creates a culture within the workplace. For example when in a setting only using one language as it is unfair on other children who cannot speak this language or may not be able to understand this one as much as another. Another part of discrimination is stereotyping as everyone tends to do this, we must avoid this as much as possible when working with children. Stereotyping is when we come up with an image of what someone might look like without seeing them; this is because we have developed a stereotypical idea of how that ?type? of person is usually portrayed. There are different causes and effects of discrimination, some causes being because someone is different for example someone?s skin colour, religion, sex, age, ability, income and family structure. Although because of these causes there is affects that can occur for the child being discriminated against, for example the child might have a lack of self esteem, the child feeling withdrawn, and the child having poor social skills, and being ashamed, unhappy and having some sort of depression. The child may become to be isolated and unhappy and lonely. Acrophobia can also occur and changes in behaviour. ...read more.

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