Unit 5 Questions - Working with Children, Reflective Practice,Health and Safety

by hannah1307 (student)

Unit 5

The responsibilities of a practitioner in professional relationships are to follow the laws and legislations. Understanding what is meant about confidentiality and the practitioner’s role on holding information that parents or others may share with them. They must maintain and respect the principles of confidentiality. The practitioners must think about the child’s safety and development. They must follow all policies and procedures. Practitioners must communicate effectively with parents and other team members and professionals. Teamwork is very important. Working as part of a team benefits the child because everyone trying to help the child will be clear on what they are working towards for example, a practitioner or social worker could work together to provide each other with new information to help protect the child, this means that there will be no confusion because the professionals are communicating. Working as part of a team benefits the child because it will provide a holistic approach to find out what is best for that child. The views of parents and children must be respected. Respect for the parents and carers and other professionals are important for maintaining a relationship. Being one hundred present committed in meeting the needs of children is key. Parent partnership is very important because when parents and practitioners can work together in early years settings they get results that have a positive impact on children’s learning and development. Every setting should have a policy which clarifies what parent partnership means to them. Practitioners need to understand their responsibilities. Practitioners in professional relationships have to share responsibility to meet needs of children, create a sense of belonging, balance their weakness with others strengths, be responsible for their own actions and be positive role models and work with each other to help benefit children.

Communication is essential for maintaining professional relationships because practitioners are keeping the people that need to be, informed and involved for the benefit of the child. A may be parent worried about an issue concerning the setting or the child, by talking with them about the issue and reassuring them, they will feel a lot more secure. It is important to listen to both the child and the adult. It is important that practitioners communicate with other staff members and professionals. 375. “Do not assume that colleagues will always share the same opinions as you” (Tassoni P, 2007 p.223). It is important that practitioners do not disrespect other professionals because they disagree with them. Communication may be difficult because of and language barriers between practitioners and parents. The practitioner and parent may know each other from the past and may have had a difficult previous friendship or relationship. A parent may not be interested in what you might have to say or about the child’s progress or development. Communication may also be difficult because a practitioner or parent may not want to talk to each other because of self-esteem or how they look or act. Practitioners or parents may not have the time because they are busy. Too much communication can lead to being too friendly which is unprofessional.

Although it is important to communicate it is also important to remember about confidentiality. Confidentiality is keeping information given to you private and making sure that only whoever needs to can access it. No one unnecessarily can or will be told or given access to any information. Confidentiality is essential for maintaining professional relationships because it provides a reliable child care service and provides a positive environment for children. It also ensures children’s safety because no personal information will be given out, for example their home address.

There are different types of multi-professional teams when working with children and ...

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There are different types of multi-professional teams when working with children and parents, for example parent partnership, Team around the child (TAC) and the early intervention team. The early intervention team is part of the multi-agency panel. A common assessment framework (CAF) is used as a way of making sure that early intervention for a child is reached before a crisis. The team around the child (TAC) brings parents, carers and practitioners together. Parents and carers and young people have a full role within the team around the child. A successful meeting will take into account the views of the child or young person, parent or carer. Partnership working between professionals who work with the same child for example a practitioner may share information with an after school club teacher if in the same setting. Working in a multi-professional team provides a holistic approach. It provides integrated way of working to support children, young people and families. Multi- professional team working provides benefits for children, parents and practitioners because they receive support. The benefits of a multi-professional approach when working with children and parents include;

giving families what they need,
improved achievement in education,
in-depth support for the parents and children,
a reduced need for specialist services,
Single point of contact, a single point of contact (SPOC) is the lead professional in a team around the child (TAC),
Developing more and better professional skills.

Reflective practice means to look back on their practice and to consider ways to improve what they are doing and to achieve better out comes for the children. Reflective practice also helps develop staff knowledge and skills. Stage one of reflective practice is the experience. Stage two is where you take time to think about what has happened and play it though in you mind by writing it down or talking about it. stage three is to conclude. You draw up conclusions about the experience, good and bad things, make points about how you would do something different. Stage four is where you make an action plan based on what you have learned. By reflecting it brings light to training goals or lack of experience. Use the reflective cycle to help refelct. You should make S.M.A.R.T targets. S.M.A.R.T targets are specific. They have to be measurable, achieveable. The goal must be realistic and it also has to be timely. A setting benefits from reflective practice because practitioners improve their practice to develop and extends a child’s learning and it promotes diversity and inclusion and participation in the setting. The benefits also include, the practitioner knows where to improve their practise and know what to do next time. 648

Identify and state the generic principles and values to be used when working with children. This is a development of work undertaken in Unit 1,

Write about the principles and values that guide practitioners and underpin professional standards and good practice. These can be identified from documents such as the EYFS, the CACHE Statement of Values ECM legislations

When working with children it is important to know the main principles and values that underpin and guide professional standards. The main principles that underpin work with children are to meet the needs of the children socially, physically, emotionally, and intellectually, to provide age appropriate activities and a conductive environment for learning. Another main principle is to be able to assess the children needs and meet the needs of individuals. The main principles that underpin work with children are also; to have patience and understanding, let the child have choices, and provide materials that enhance the environment, to accept differences and not having judgment, and wanting and looking at things according to what you believe and your beliefs in life respecting child's rights and parent rights and you must be accommodating to differences. Confidentiality must be up held, information about the child and their family must be kept secret and safe unless it is required by law or is in the best interests of the child. Control of Substances Hazardous to Health (COSCH) must also be held. Posters must be put up in all settings and all staff should be aware of COSHH, the safety procedures and the substances that are harmful. 182

“Hazardous substances include:

■ substances used directly in work activities (eg adhesives, paints, cleaning agents);

■ substances generated during work activities (eg fumes from soldering and welding);

■ naturally occurring substances (eg grain dust);

■ biological agents such as bacteria and other micro-organisms.”

Explain the importance of valuing children's interests and experiences

Reasons why it is important to value children's interests and experiences;

effective working relationships,- children feel comfortable and keep working and talking and responding to practitioners children will like them more if they listen to them this represents an effective working relationship
supports identity, children create their identity though experiences and interests if they are listened to and valued then their experiences and interests are supported and the children are given more confidence.
self-esteem/confidence,
respect,
makes them want to learn,
supports their learning/development by encouragement,
can do though play,
emotionally safe environment,
planning appropriate activities/experiences,
meeting individual needs 98

Collate information about ONE (1) recent initiatives and ONE (1) piece of research which relate to the provision for children

Gather information about ONE (1) recent initiatives (recently introduced ways of working with and for children) and ONE (1) recent piece of research that relate to work with children

One recent initiative is the common core of skills and knowledge for the children’s workforce 2005 and 2010.The Common Core of Skills and Knowledge describes the skills and knowledge requirements that people who work with children, young people and families (practitioners social workers and volunteers) are expected to have. The skills and knowledge are under six headings;

.
Working with other agencies, multi-agency.
Information sharing.

The skills and knowledge for are consultation and negotiation, summarise and explain, listening and building empathy, knowing how communication works, knowing the sources of support and knowing the Importance of respect. The skills and knowledge for are observation and judgement, empathy and understanding, understand context, understand how babies, children and young people develop and be clear about your own role. The skills and knowledge for are to relate, recognise and take considered action, communication, recording and reporting and personal skills, legal and procedural frameworks, wider context of services and self-understanding. The skills and knowledge for Supporting change or transition are Identify transitions, provide support, knowing how children and young people respond to change and when and how to intervene. The skills and knowledge for working with other agencies are communication and teamwork, be assertive, know your role, the procedures and working methods. The skills and knowledge for Information sharing are; information handling, know the importance of information sharing and roles and responsibilities.

Show an understanding of diversity and inclusive practice

This criterion will be met when the responses include recognising and respecting the values and beliefs of the child and their family and meeting the individual needs of children.

Some barriers to diversity and inclusive practice are: attitude, institutional and environmental. An attitude barrier can be lack of knowledge, pity and fear. An institutional barrier is lack of good policies, procedures and legislations. Environmental barriers can be building that have poor accessibility, lack of or poor signs, small print and bad lighting. Inclusive provision is provision that includes everyone and it removes all barriers that make inclusive practice not possible. Both disabled and non-disabled children are able to take part and are treated equally. Here are some values of inclusion;

all children have different capabilities,
they have a right to be a part of the community,
the community benefits from accepting diversity,
every child has the right to be heard,
Children need friends. 124

Explain the importance of reflective practice for improving your own performance

A development of E4.

Reflective practice could improve your own performance by recognising strengths and weaknesses then from that improve your performance by changing your practice. Reflective practice can improve your transferable skills. Transferable skills are the flexible skills that you can apply and use of in a number of different roles. It can also help you learn from your mistakes and develop further. It will help to set goals, you should make S.M.A.R.T targets. S.M.A.R.T targets are Specific, Measurable, Achieveable, Realistic and Timely. Specific means that they must be easy to understand. They have to be measurable, must have proof that you can meet the target so that it can be measured. it must be achieveable, you need to be able to reach the goal. The goal must also be realistic, you need to be one hundred percent committed make sure you can do it with the resources and support you already have. It must to be timely so make sure you set deadlines and dates to review how far you are. 169

You could improve your own learning and performance by asking for feedback. You could ask colleagues for their input and advice. See how they think you could develop. You could use this to improve your professional practice by listening to their views and acting on them, for example if your colleague said you need to give more detail when you do an observation then next time you do an observation you give more detail. You could improve your own learning and performance by do some training courses. You could find out about some training courses and identify ones you feel are most relevant to you and maybe find out about sources of funding if you need it. You could use this to improve your professional practice by going to and completing one or more of the training courses. 138

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Analyse how the main principles that underpin work with children can support the practitioners' practice in the setting

A development of E5. Clear details to show how each of the generic principles and values stated in E5 supports the work of the practitioner in the setting.

Evaluate how the recent initiative supports practice within early years settings

A development of E7. A detailed consideration and reasoned judgement of how a recent national or local government initiative informs, affects and supports the practice in early years' settings today.

Evaluate how the current research can support practitioners' professional Practice

A development of E7. A detailed consideration and reasoned judgement of how understanding and application of current research can support practitioners' professional practice. Discussion may include: the research/findings, practice in settings. Impact on work of practitioner, e.g. Bristol research on childhood obesity 2005, research by the Pen Green Centre and ICAN, effects on practice in settings and work of the practitioner.

Include references and a bibliography

“Do not assume that colleagues will always share the same opinions as you” (Tassoni P, 2007 p.223).

“Hazardous substances include:

■ biological agents such as bacteria and other micro-organisms.”

■ naturally occurring substances (eg grain dust);

■ substances generated during work activities (eg fumes from soldering and welding);

■ substances used directly in work activities (eg adhesives, paints, cleaning agents);

Do two sections a day.