I decided to use two different methods of analysing, collecting quantitative data (appendix 1) and using purposeful questions (appendix 2 & 3) (CS3)I did this to find out which method was best in gaining information relating to my key question. I discovered that by asking purposeful questions and using the document analysis table from activity 4.6 was the most effective way of gaining information as I knew what I was looking for and found the answers by reading through the documents then thinking about my practice writing my own comments along the side.
My findings in relation to the wellbeing of children experiencing transitions
Bowlby’s attachment theory suggests that “babies and young children have a predisposition to stay close to their care givers. So a child sees separation as a threat and tries to prevent this from happening.” (The OU, 2009, Study Topic 7, page 19).(CS1) When thinking about my practice I can relate to this as one child in my care has recently started the settling in process and is reluctant to come to me in the mornings and gets upset as the parent leaves. This is also upsetting for the parent as they have admitted. Another child also seems to be finding the transition of moving to a new room quite difficult and a third child’s parents seem to be a little concerned about the move into toddler room as they speak English as an additional language therefore a communication barrier is in place. “Dowling has emphasized the need for practitioners to be proactive in supporting children during periods of transition rather than waiting until children show obvious signs of distress” (Browne, 2010, page 94) I completely agree with this and promote the process of transitions by introducing any new children to the setting with their parents on visits and provide welcome packs having informal conversations. When a baby is moving into toddler room I introduce the parents to the staff and provide a welcome pack for that room allowing the babies to have visits before the transition.
Although the document in appendix 1 doesn’t mention children’s rights it stresses the importance of children’s needs and suggests “Each child needs to feel they matter to someone who is special to them and with whom they have formed an attachment, so that they have a loving, secure relationship. Babies and young children learn to feel good about themselves when they feel secure and valued.” (DFES 2007) I feel I do promote this in my practice by engaging in a key person system this helps to enable children to build up a sense of security and develop a sense of belonging.
In appendix 2 the convention rights of the child which applies to all children, I have talked about article 13, freedom of expression. I have realised I promote this in my practice not only by offering choice allowing the babies to make their own decisions but by also creating a listening ethos through regular observations and encouraging participation. This is known as ‘the mosaic approach’ “Dahlberg and Moss propose that the processes of active listening, reflecting, discussing and interpreting can contribute to ethical practices” (Wood, 2010, page 213). By doing this enables children to feel valued and builds up their confidence and self esteem.
Through analysing my settings safeguarding policy which can be seen in appendix 3 (KU4)I feel that I promote children’s wellbeing in many ways such as keeping them safe, protecting and preventing them from harm, working together as a team and providing a safe secure environment. Safeguarding was one of the five outcomes in ‘Every Child Matters’ (DfES, 2003) and this was made law by the Children’s Act 2004 (HM Government, 2004).(KU2) By safeguarding and promoting children’s wellbeing I am developing my practice continuously as these policies are constantly being reviewed and updated in relation to any new legislation, these are essential requirements that I follow. (PP4) Although this document does not specifically state children’s rights it explains the importance of working together as a team to help enable children to reach the Every Child Matters five key outcomes to support their overall wellbeing.
This document (appendix 3) is aimed at all children who attend my setting and stresses the importance of all children’s safety and wellbeing. As you can see the policy also refers to the ‘equal opportunities policy’ Undergoing the transition process with the child and family who speak English as an additional language I believe that I have supported their wellbeing by translating the toddler room welcome pack into their home language so the parents understand and get the same opportunities as others would allowing the transition to be more successful. This would also benefit the child as the parents will be aware of the nursery routine and the activities carried out therefore may decide to adapt their home routine. Draper discusses the importance of working together in partnership with parents “Parents and practitioners need each other and have useful differences in their approach that can complement each other. Parents are experts on their own individual child and practitioners offer expertise in this stage of children’s development and learning” (Draper, L, 2010, page 271). (PP5)
Conclusion
I feel I have underestimated the importance of parent relationships during transitions because I have now realised the main issues affecting the children with the transition process is not only the children being moved into a different situation but also the parents getting upset, confused and unsure.(CS2) I believe that this also has a major impact on how the child thinks and therefore I feel I can do more to help this situation. The purpose of my report was to discover how exactly I support children’s health and wellbeing and find out what I can do to further improve it. I therefore believe I have answered my key question efficiently.
Through analysing the documents (appendix 1, 2 and 3) I feel I have gained a much greater knowledge in the different ways I can help to support children’s health and wellbeing. I will continue to work together as a team to help every child achieve the Every Child Matters 5 key outcomes which are being healthy, staying safe, enjoying and achieving, making a positive contribution, achieving economic wellbeing. I will ensure children are kept safe by following my settings safeguarding policy and always keep in mind the convention rights of the child.
Recommendations
I believe that practitioners should give parents more support as well as the children as they are also finding the process of transitions difficult. To do this I would suggest that practitioners visit the child and their parents at their own home when settling in as this will give the child opportunity to meet and start to build a relationship in their own environment. I believe that this would seem less of a threat for the child and would also make the parents feel more comfortable. I believe that this will slowly build a connection with each other then parents would feel more at ease when coming on visits throughout the settling in process.
I also feel that when a child is going through the transition of moving into toddler room that the child’s new key worker from that room should come and visit often in the baby room first to begin to bond with the child so when the child does go for a visit in the toddler room they will already recognize the new face of their key worker. Involving parents is also crucial in supporting children’s emotional wellbeing I therefore also suggest that parents should have visits with their child in the toddler room this will provide the parents with a firsthand experience about what the room is all about and will also support the child.
Self reflection
I have found this assignment quite difficult as I have never analysed a document before and feel it took a long time, however I have also found it interesting as I have realised just how different they all are and how they promote children’s health and wellbeing in different ways I have also found the different approaches/method to analysing quite interesting.
Total word count = 1987
References
The Open University. (2010) “Block 4, Safeguarding children: promoting rights, health and wellbeing, Stage 1- thinking about practice” in Book 2, Developing reflective practice: Key themes. (E105)
The Open University. (2009) “Block 2, Study Topic 5” in Book 1, Early years practice: practitioners and children (E100)
The Open University. (2009) “Block 3, Study Topic 7” in Book 2, Early years practice: relationships and environments (E100)
Browne, N. (2010) “children’s social and emotional development” in Miller, L, Cable, C and Goodliff, G. Supporting Children’s Learning in the Early Years, London, David Fulton in association with The Open University (Course Reader 2)
The Early Years Foundation Stage (DFES), Effective practice: health and wellbeing (2007)
Wood, E. (2010) “Listening to young children” in Cable, C, Miller, L. and Goodliff, G. (eds) Working with Children in the Early Years, London, David Fulton in association with The Open University (Course Reader 1)
Draper, L, Duffy, B. (2010) “working with parents” in Cable, C, Miller, L. and Goodliff, G. (eds) Working with Children in the Early Years, London, David Fulton in association with The Open University (Course Reader 1)
Appendix 1
Analysis of the Early Years Foundation Stage, Effective practice, Health and wellbeing document.
The word ‘rights’ was never mentioned in the document however it does promote children’s wellbeing and talks about their needs and how to provide these.
The word wellbeing was mentioned 35 times throughout the document.
The words ‘safe’ and ‘safety’ were mentioned 2 times.
This document explains about effective practice and the various topics used to promote children’s wellbeing such as “resilience, children’s dietary and physical needs, emotional wellbeing, opportunities to explore and play in a safe and secure environment”.
Appendix 2
Table 4.6 Document analysis table – A summary of the rights under the convention rights of the child (unicef)
Appendix 3
Table 4.6 Document analysis table – My settings safeguarding policy