Having a stimulating environment is important as the baby will be able to develop a variety of skills. They will be able to increase their sensory development by having activities such as treasury baskets and water play.
They will feel motivated and will want to explore different outcomes from activities. A stimulating environment can be challenging, however this will encourage the baby’s progression and learning and promote overall development.
E3-Describe the expected stage of development of babies at 7months and how they can be expected to develop in the next 2 months of life.
When the baby is seven months old the baby may be able to sit without support for little time, whereas when they are nine months, they might sit without support for fifteen minutes. This is because their balance and gross motor skills have developed more. Moreover at seven months the baby may use the palmer grip, whereas at nine months the baby may be able to use the pincer grip. Also at 9 months their fine motor skills have progressed as the child “can deliberately release objects by dropping them.” Tassoni. P (2007:41). They can also crawl and use objects to help pull them up to stand.
At seven months, the baby watches objects in their visual field. However this progresses at nine months, as may be able to follow falling objects, which is object permanence. This is due to their intellectual development extending in those two months. Their language development also progresses, as at seven months they may be babbling tunefully. Whereas at nine months it is more complex as they are repeating and imitating.
The baby may also enjoy care routines at seven months, on the other hand at nine months they may be wary of strangers and “shows distress when her mother leaves.” Bruce. T, Meggit C (1999:91). This is due to the improvement of their emotional development.
Moreover, at seven months the baby forms a positive attachment with the adult, but at nine months their social development increases as they may offer toys to others.
All babies have different needs and speeds of development, some babies may develop rapidly in an area such as physical and less quickly in language.
E4 -Explain how 2 different play activities/experiences can support the overall development of the baby described in E3.
One activity which can support a seven month baby is using musical instruments. These may include instruments such as a drum, rattle, xylophone and a music box. The baby’s sensory skills will develop whilst using the instruments, as they are using their sight to see the instruments, hearing to listen to the sounds they produce and touch by exploring the different materials on the instrument. Their fine motor skills will also develop as they pick up the instruments and discover them by shaking, pressing or pounding. The instruments also help the baby’s hand to eye co-ordination and concentration. The musical instruments will also help the baby’s language development as they may babble whilst playing. The activity also develops the baby’s emotional development, as they may be feeling agitated so the music will calm and comfort the child. Also their social development will increase as they are bonding with an adult. “Music is an easy way for parents to relate to their children. When an infant hears you sing to them, you are connecting with them, and they are connecting to you.” www.childcareaware.org
Another activity is using building blocks to support the baby’s development. This is due to the seven month baby using its fine motor skills to pincer grip the blocks when picking them up, and their gross motor skills by picking them up with their hands and arms. They will also develop good sitting skills, as they will be able to balance for longer periods of time when they are playing. As a result, the baby will develop their hand to eye co-ordination from this activity. They will also start recognising different colours, shapes and patterns. Their language and social development will improve as they may babble and bond with the adult.
E5- Describe the role of the practitioner in meeting the particular needs of babies in a group care setting.
'Children learn in many different ways. Practitioners have a crucial role in this learning and should draw on a range of teaching and child development and care strategies.' http://www.nurseryworld.co.uk/news/722565/Partners-Learning---role-practitioner/?DCMP=ILC-SEARCH
The practitioner must do many things to meet the individual needs of the babies in the group care setting. For example they must welcome the parents and the baby. This is because the practitioner will build up the trust of the parent, which will make them feel welcome. Showing that the practitioner enjoys being with the baby will also make the parent feel content.
They must also show empathy to the parents, as they will be leaving their child for the day, so they may be feeling upset. They can do this by giving them clear feedback at the end of the day about how their child’s day was. To help separate the baby from the parents, the practitioner can distract them, by showing them a toy that they like.
The key person can plan the daily routine which will cater for the individual needs of the babies. This is because they will know what the babies like, dislike and if they need any special requirements. The plan can include activities which cater for the baby’s physical care, intellectual, social and emotional development. Before planning, the practitioner must assess the baby’s needs by observing, this must be accurate. It is also important for the key worker to give one to one attention to the baby, as they will form a bond which will make the baby feel secure.
The practitioner must also keep accurate records whilst there is a high level of supervision. They must also provide a safe stimulating environment by selecting suitable resources.
E6 – Show how the child protection policies and procedures in the setting protect and safeguard the babies.
There are many policies and procedures that protect and safeguard babies. For example observations, this protects the baby’s as the practitioner will be able to see any changes in the babies and can compare to others.
They will also be able to identify concerns about the baby’s health and development.
Recognising the signs of abuse in a baby are also an important procedure, this is due to the baby not being able to talk and to tell the practitioner what is wrong. Moreover so they can then go to the designated safeguarding officer immediately to prevent the abuse or stop it, if it is happening. The Every Child Matters initiative which is part of the Children Act 2004, states that all children should stay safe.
Record keeping is imperative, as you can also see the changes in the baby’s development. The parents’ name, address and phone number should be documented, in case of an emergency. The Data Protection Act 1998 ensures that confidentiality occurs by only making the information accessible for those who have the right, for instance the parents or practitioner.
Making sure there is a safe recruitment of staff is also crucial as if this does not occur, there may be a problem. “Providers should make decisions of suitability using evidence from: CRB disclosure, references, full employment history, qualifications, interviews and identity checks.” DfEs (2008:29).
There must be the correct staff to baby ratio which is 1:3 because, this will make the environment safe as there are a number of staff to look out for accidents.
It is important to report concerns to the correct person, for instance the designated safeguarding officer. They have responsibilities such as providing information and advice to the person involved about safeguarding. They will make sure the baby is being treated acceptably, as they have rights to not being abused. This is due to the baby’s safety as it is essential that this is seen to at all times.
E7- Explain the importance of well-planned care routines and the key worker system. /D1 -Consider how care routines can enhance the overall development of babies from birth to 12 months
Well planned care routines are important for babies, as they will meet their individual needs. This is important as it promotes security and stability. It also keeps the child healthy by following the right procedures and policies.
For example a well-planned feeding routine will cater for the babies needs, by making sure they get the right amount and type of milk they need and how many times a day. This is also important as it ensures close links with home. This care routine can enhance the overall development of the baby, as they will learn a variety of skills.
For instance their physical development will increase as their fine motor skills are being used when gripping the bottle, and gross motor skills when using their upper body to sit in the highchair. The baby’s social development will also increase as may sing and babble.
This will stimulate the muscles in the baby’s mouth which will help the baby to eat, which will mean they will have a stronger jaw, which will help speech. Emotionally the baby will feel independent, which will mean they will be confident to hold the bottle by themselves. The adult will be able to ask the baby questions, which mean the baby’s intellectual development, will increase. They will also have a sensory experience, while eating, as they are able to touch, smell, see and taste the food.
The baby’s bathing care routine should be well planned additionally. This is important as it encourages individual time with their key person. Another reason is that the baby will feel secure. This will enhance the baby’s emotional development as they will have a good experience which will help them to relax. Their physical development will also increase as they will use their gross motor skills to kick their legs in the bath.
The adult will be able to talk and sing to the baby, which means their social development will enhance. The adult can also ask questions which will help the baby’s intellectual development. Whilst bathing the baby can touch, see and hear the water which will develop their sensory skills.
Nappy changing is another routine which must be well planned. The baby’s physical development will increase as they are able to kick their legs. This will also help prevent nappy rash as they are not wearing a nappy. Intellectually they will develop as they are learning opportunities, for example when the adult asks them questions. There will be opportunities to express their emotions which will help their emotional development. This also allows them to be aware of their care routine. Socially they will develop as they have a one on one with their key person. The key person can sing to the baby which will help language development.
The key person works closely with a baby to build an attachment and a close relationship with their parents. They have many responsibilities, for instance settling the baby in the setting and observing and assessing their development.
Also “helping to ensure that the care of the child meets with the parents’ wishes.” Tassoni. P (2007:219)
This can benefit the babies in early years settings as the baby will be able to feel safe and secure. This means that they may be able to have a stable development. The key person has partnership with parents, which means that the parents can trust and respect them, which will ensure the care routine is planned effectively. They can also find out the individual needs of the baby, and meet the parent’s needs.
B1 - Evaluate the role of the practitioner in promoting an inclusive approach when working with babies and their families.
When working with babies and their families, practitioners should promote an inclusive approach. “To include someone means making them feel a part if what is happening.” Tassoni. P (2007:8) For instance, the practitioner should take into consideration the baby’s individual needs. If the baby needs longer time to settle in, then the practitioner should allow so. It is important that the practitioner does this, as the parents will feel valued that their baby’s needs are being met. However if this does not occur, then the parents may feel excluded and hurt that their wishes are not being met and will not return to the setting.
For inclusive practice to commence, the practitioner needs to have some information on how to do so. They can go on staff training courses, which may refresh their memory or add new information. If this does not happen, then the practitioner’s practice may not be effective, which results into child being excluded. For instance, they could go on a course which is about involving children with any disabilities.
The practitioner can also review policies on inclusiveness, and improve any if possible. This will make sure the staff in the setting knows how to include every baby. For example making sure all the babies cultural needs are met. The United Nations Convention on the Rights of the Child law, has many articles, one of them is “Article 3: The right to be protected from all forms of discrimination.” Tassoni. P (2007:115)
The practitioner must also promote a sense of belonging for the baby. This is good for the baby as they may have high self-esteem. If this does not happen as the practitioner has lots of babies to look out for, they may develop low self-esteem, which can affect them later in life, for example shyness.
The practitioner can also make sure there is an inclusive approach, by using a selection of resources which promote positive images and diversity. These can include posters of children sharing and books on diverse cultures and faiths. From this, the children will learn to respect other beliefs.
By reflecting the practitioner can make sure that every child is included. This is because they can look back on an activity and see if anyone did not participate and why they didn’t. However this may be hard for the practitioner if they do not know how to reflect. This means that they should go on training courses and find out new information from peer observations.
The practitioner should also use positive language and not stereotype. This will make the children feel welcome and included. However this may be difficult if the practitioner does not have respect.
They must also challenge and respond to poor practice. For instance, if the practitioner observes a child who is being left out or discriminated then they should intervene and stop it. This will make sure all children are included. However this may be difficult, if the practitioner does not see it, as it may happen when the children are playing quietly.
It is so important, that the practitioner has partnership with parents. This is because they can find out the babies individual needs, which the practitioner can take into consideration when planning activities.
A -Reflect on the influence of theoretical perspectives of development and attachment on current practice in settings working with babies under 1 year of age.
There are many theorists that influence current practice, when working with babies and their attachments. These include Mary Ainsworth and John Bowlby. According to www.psychology.about.com “Attachment is an emotional bond to another person.”
John Bowlby (1907-1990) found out that babies and young children, needed a strong and stable relationship. This is normally the primary carer, such as their mother or father. If the child does not have a good relationship with their primary carer, then they may find it difficult to socialise and develop relationships with others.
He found a pattern in which the babies reacted, when they were separated from their main carers. It is known as separation anxiety. The babies may cry and try to escape. Then they will appear calmer, and show comfort behaviour then they will be fine and join in the activities. This is seen in babies from 7 to 12-15 months.
Bowlby recognised attachment, so having someone there at the setting will help the baby in many ways. This person is the second carer to the child, they will form a bond, and the key person will have better opportunities to listen and get to know the child.
The key worker will find out all the needs of the child, and can inform the other staff. The child will feel secure; as they will have someone to go to if they need anything. The key worker will also bond during care routines, such as nappy changing.
However there should be another person that the child is quite attached to, but not the key worker. This is because they will need an additional person who they can feel comfortable with. Another good reason why there should be two key workers or a key worker and a co – worker is that they have shifts.
The key worker is effective, because they empower the baby, as they have made a bond with them, which makes the child confident.
Mary Ainsworth’s theory expanded on Bowlby’s theory by describing three types of attachment which were secure, resistant and avoidant. These types of attachments were found when Ainsworth did a study called the Strange Situation. In the study, researchers observed children between the ages of 12 and 18 months as they responded to a situation in which they were briefly left alone and then reunited with their mothers.
She found out that the child, who had a secure attachment, would be very distressed when the mother leaves. Whereas with a resistant attachment they would show intense distress and avoidant attachment they would show no signs of distress.
Ainsworth’s theory has influenced practice today, as key workers encourage the parents to settle the child in the setting as soon as possible and how ever long they need to do so.
Piaget 1896-1980 identified the different stages of development. He said that children moved through the sensory motor stage (0-2 years), pre operational stage (2-7 years)
Piaget used the expression ‘schema’ to mean a child’s thoughts. He felt that the child’s schemas would change as new pieces of information came forward.
During the sensory motor stage he said “The child develops physical schemas as he/she gains control of his/her movements.” Tassoni. P (2007:67)
Throughout the pre-operational stage the “Children begin to use symbols to stand for things, for example a piece of dough represents a cake.” Tassoni. P (2007:67)
“Bruner also observes that the process of constructing knowledge of the world is not done in isolation but rather within a social context.” Meggit. C (2006:156)
He argued that children should need things such as books and interest tables. He is known for ‘scaffolding’ which is when adults help the children’s development in a way that best suits the child.
Bibliography and references
Books
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Bruce. T, Meggit C (1999) Child care and education 2nd edition , London , Hodder and Stoughton
- Meggit. C (2006) Child development , An illustrated guide , Heinemann, London
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Tassoni. P (2007) Child care and education 4th edition , London, Heinemann
Websites
- http://www.childcareaware.org/en/subscriptions/dailyparent/volume.php?id=46 (accessed: 21/01/2011)
- http://psychology.about.com/b/2010/12/27/what-is-attachment.htm ( accessed:08/02/11)
