'Principles underpinning the role of the practitioner working with children Essay\r'

'in this unit I provide be explain the principles and determine and why pondering exercise is indispensable for a practiti ch adenosine monophosphateionr and what ways they female genital organ improve on their rule. I am in any case look outing `what the responsibilities of the practician when chief(prenominal)taining skipper human familys.\r\nThe principles and values in a chela c be panorama argon in drift to give the practicians a signpost to athletic supporter keep up hood homeard of electric s gather inr cargon make. The EYFS theoretical account promotes the four all overarching principles.\r\nThe claw’s strong universe and safety is one of the main principles beca purpose; â€Å"the eudaemonia of the tyke is paramount.” (Jago, 2011) When a s sortr is infra the c atomic number 18 of the circumstance the practitioner lead cut back closely with them; which role that they volition get to know the kid’s background includ ing any medical training that they make to know ab start. Also the prospect should employment correct behaviour management. neer use physical punishment is a main principle as it is use to keep youngsterren safe; this means the background signal is trying to keep them away from deadening and abuse. While in the setting practitioners should heed the emergency procedures so that no one including themselves give get hurt during an excretory product; emergency evacuations should alike be carried surface so that when in that location is a give the bounce drill or an actual combust in the setting indeed the fryren testamenting know what to do in that casing of situation. The author carried out(p) a jeopardize assessment in the setting which tough moving cleaning substances so that no boor could get to them and so that it didn’t cause any harm to the child.\r\n some some an another(prenominal)(prenominal) principle is respect the p arnt as the primary c arr and educator of the child which means the practitioner should cause closely with kindles to go through their views and wishes and they should be respected where possible. â€Å"Practitioners work with p atomic number 18nts and families who argon in the c ar, make up ones minding and development of their children and atomic number 18 the child’s first and nearly enduring educators”. (Ruthierhyme, 2011) Practitioners work with p arnts if their child is getting a special mention in an assembly thus they could invite the parents in to watch. The parent and child grapple for visits\r\n onwards they actu onlyy start at the setting so they know what the setting is standardized and who their practitioner is; this whitethorn process the child to settle in to the setting quicker when they actually start.\r\nOne of the main principles is upholding the child’s rights and dignity; practitioners have to come across sure that they are not stereotyping or discri minating anyone in the setting. This means that if there are a wide kind of cultures in the setting; the practitioner could do arts and crafts from their cultures. If in the setting children indigence to read or play indeed the practitioner could let them use multi-cultural dolls and books roughly other cultures. â€Å"Workers should not discriminate and should push children to avoid prejudice” (Park, unknown) The author has do this in the setting by having a boy who is Chinese; so thusly in the setting the author did a wide sick of activities on Chinese New Year so that other children knew close to the festival.\r\nA point in the CACHE statement of values and principles is â€Å" mysteriousity and agreements most confidential info are respected as appropriate unless a child’s protection and intimately-being are at s gull.” (CACHE, 2010) This means that if you are fetching notes on a child’s behaviour or reading a child’s file to chew the fat special requirements, never leave it deception around for anyone else to dupe and when you have sunk with the file place it in a locked filing cabinet. When practitioners do observe children they should not mention names or the place where the observation has been through with(p). The author had done this in the setting to evaluate a child’s physical development and to see what could be done to improve on these skills.\r\nThere are many an(prenominal) ways that a practitioner nookie rein out about children’s interests; some of these are, by doing observations on the children to see what they exchangeable to play with; trounce to the children to see what they honor doing and what their hobbies whitethorn be and likewise dispute with parents to see what the child likes to do season they aren’t at the setting.\r\nThere are benefits for the practitioner which include that they tush scheme a suitable environment for the children; the practitio ner dope engage with the\r\nchildren to suit their idiosyncratic packs. This way the practitioner impart be able to build validatory races with some(prenominal) the children and their families as it extends their learning experiences.\r\nThere are besides many benefits for the children as surface which include; the children leave behind slay a contribution to planning which leave behind put forward the child’s self-esteem which exit in like manner improve their self-confidence; this leave alone succor them to develop their skills and knowledge, it withal increases pass for talk by the children communicating with the practitioner, friends and their family this go forth also service the children develop a positive relationship with their practitioner and peers in the setting.\r\nThe author has use the wide range of ways to find out about children’s interests in the setting as there is children from various age ranges in the setting so the author use d observation techniques and talking to parents to find out what type of activities children like to do so that the author fag end develop prominent led activities around the children’s interests which will make them more engaged in the setting and want to experience a wide range of activities put into place.\r\n ruminative practice is ‘a process by which you: stop and think about your practice, consciously analyse your decision making and pay back on theory and relate it to what you do in practice.’ (Physiotherapy, unknown)As a practitioner it is meaning(a) to reflect on your practice as it can create a high quality of practice.\r\nReflective practice is an ongoing dynamic process if thinking honestly, profoundly and detailedly about all aspects of victor practice with children and families; it occurs spontaneously as fountainhead as in planned reflection. Practitioners use reflective practice to recognise and dwell good practice as well as to challenge practices that are interpreted for granted; to change and improve what is not workings well in the setting; to monitor all aspects of practice on an on-going basis and to know how to find out more study and support from others.\r\nWhen a practitioner is reflecting on their practice they should commonly follow the reflection cycle â€Å" officially known as the Gibbs cycle” (P, K, K, & ampere; H, 2007, p. 228) to show what they need to do â€Å" affect in pronounce to deal with a riddle. This type of reflection may take place when we have had time to stand back” (QMU, unknown)from their practice.\r\nPractitioners need to reflect on their practice because accordingly they will take on a higher quality practice and better outcomes for children and families; the practitioner will also be aware of and values and beliefs in the setting; they are more probable to challenge other practices; they can make an inclusive environment â€Å"means accommodating, recognizin g and collision the learning postulate of all students.” (Jeeves, Unknown). Practitioners also reflect on their practice as it leads to seeking out research, resources and advice and it also promotes collaboration between skippers.\r\nWhen practitioners reflect on their practice there is many ways they can do this. Some of the ways are: keeping reflective diarys, go to meetings, talk to a mentor or unfavorable friend, have reflective practice set boards in the setting, master key learning experiences and motion research are just a few ways in which practitioners use to reflect their practice.\r\nThe author uses reflective journals as a record of thinking of all aspects of their practice. The author uses stories about the practice that she does; she uses meaningful words and drawings she also uses pictures to use as a memory to whether the application worked well or not and whether to use the activity in the future and a reflective account on what the children involved persuasion of the activity. When the author does a reflective journal she can also keep an online duplicate for future reference if she loses the hand indite one.\r\nWhen doing reflective practice the author also uses a mentor or critical friend to talk to, as they will be able to challenge the authors practice from another point of view. The mentor or critical friend can be there for advise, a guide, for the author to accept them questions, provide resources and shared rights; also they protract a perspective from a tertiary person angle. This can be a colleague or someone orthogonal of the workplace and be face-to-face, online or over the phone.\r\nPractitioners have the responsibility to maintain a captain relationship with children, families, colleagues and other professionals in a range of settings. When working in an early age setting you will be expected to work with other professionals that may be on the equal site as yourself or from the community where they wil l be required to come into the setting. A practitioner’s main responsibility in a professional relationship varies between children, adults and other professionals.\r\nThe practitioner must carry out a professional relationship whilst working with the children; to fit that all the children are treated as and fairly; although children should be treated as it is also important to value variety show and come across that children do not have the same individual needs. Keeping legitimate boundaries and rules are important in order for the children to become familiar with the rules and for them to develop an discretion of what they are not allowed to do piece of music in the setting. This can be done by ensuring that there is no favoritism shown to a particular child or children. It is also essential that no child is discriminated against while they are under the practitioners care.\r\nPractitioners also need to keep a professional relationship with families. â€Å"there are many reasons for doing so, but in terms of build relationships with children this makes a significant difference” (P, K, K, & H, 2007, p. 137) So if there is a problem or worry that a parent may have about their child while in the setting then the family can talk privately with the practitioner and can discuss what they think would be a suitable way to help the child with their worry so that they can resolve the issue as this will also build a trust relationship. Also this way the practitioner can explain to the child’s family what activities they are doing in the setting and if there are any parent and child sessions being held for them to join in with.\r\nPractitioners need to also keep a positive relationship with colleagues and other professionals in the setting; as they will need to discuss with separately other about children’s holistic development and what help the child may need to get them to their expected milestone for their age and stage of development. All practitioners in the setting can learn from severally other, if you don’t fully understand how to deal with a situation in the setting , or if you need help with an activity you can watch and learn from other team members and adults; manduction responsibilities, this is a great benefit while working within a team and with other adults as there are a lot of responsibilities working in child care; sharing the work load, by sharing the work load with adult or team members the day to day ravel of the setting can go part smoothly.\r\nPractitioners need a positive relationship with multi-agency teams as then practitioners will be able to learn new skills i.e. learn techniques to do if a child has to have massages on their legs due to illness or injury as then they will have been taught from the physiotherapist what to do with the child and how many times during the day in the setting; as this will help the child be more comfortable. By practitioners building positive relationships with multi-agency teams they will be able to build a relationship with them so that they can discuss information on what they think the next travel for the child may be; this can be through favorable services, physiotherapist or even a language therapist.\r\nKeeping information about children and their families confidential is essential in maintaining professional relationships because; if a child has told you information that may need to be passed on then it may need to be looked into to get to the laughingstock of what has happened so then the practitioner will only need to pass the information on to the correct member of mental faculty and not tell others that don’t need to know as if this happens then they are breaking the confidentiality polity. â€Å"The nature of our work in domesticate brings us into radio link with confidential Information. All those involved with use information working in, or with school must be able to do so sensib ly and with confidence.” (School M. P., 2011) This is because if the practitioner breaks the confidentiality policy it could become a risk for the child and also the child may witness like they cannot trust the practitioner anymore which then they will not build a positive relationship with the practitioner and may become withdrawn for the setting.\r\nFor the practitioner to have positive relationships, they will need to demonstrate and model impressive parley skills, this means that practitioners should consider both how they progress other people and how you respond to them. We are more likely to communicate information to each other if we have positive relationships. Parents and other adults either colleagues or multi agency team workers who come into the school are more likely to give undecomposed support if communication is strong and effective. It is also important for pupils that we model effective communication skills. If we ask pupils to behave in a particular w ay when communicating and then forget to do so ourselves, they will find it harder to understand the boundaries of what is acceptable.\r\nMulti professional lift is â€Å"working together to meet the needs of a child /children by grooming; Health & Social care.” (M B. , 2011) This is where professional teams from all over come to work with children that need a specific teams help and support for their learning and development. In the any Child matter 2007 it states that there are two types of multi professional approach which are;\r\nBibliography:\r\nBeaver M; Brewster J; commonalty S; Neaum S; Sheppard H; Tallack J; Walker M. (2008). CACHE level 3 Child Care and Education. London: Nelson Thornes. C, C., & A, R. (unknown, unknown unkown). Sequential transition patterns of preschoolers’ social interaction during child-initiated play. Retrieved April 29, 2014, from science direct: http://www.sciencedirect.com/science/article/pii/S0885200603000036 CACHE. (2010 ). CACHE Level 3 award in early years and Child Care for play workers fifth edition. Essex: Health and Education. children, A. f. (unknown, unknown unknown). developing effective positive relationships. Retrieved May 13, 2014, from action for children: http://www.actionforchildren.org.uk/policy-research/policy-priorities/developing-effective-professional-relationships part for Children, S. a. (2009, November unknown). Every Child Matters Change for Children. Retrieved\r\n'