Professional practice in children’s care learning and development Essay

It is my understanding that in my continued headmaster development, as manager of my prospect it is my role to checker that myself and e actu wholey verbotengrowth of the cater and management committee understand the values, principles and statutory frame model that plunk fors return cookery in kidrens c atomic number 18, training and development At e very(prenominal) last(predicate) times in our centre the welfargon of the tyke is paramount and we portray day-after-day professional practise in line with the revolutionary token(prenominal) standards, code of give and the ethos of our setting. We understand that p argonnts atomic number 18 the most important pot in childrens lives and that with their support for their childrens learning and development, it is up to us as a mental faculty team to enhance what the children give in a crap already been taught by their p atomic number 18nts and watch that through our perfunctory plans, based on the 6 argonas of lea rning, set in show up by the learning training inspectorate, correct a positive shock absorber on the childrens first learning skills to assist them achieve a positive long terminal impact on their later learning and achievements.If young children be to get the early teaching method and care they need, there must be a veridical change in the way makeing with young children is perceived. There necessitate to be clear roles in the early years workforce and standards are continu eithery existence raised with new publications like the Cathy Nutbrown report. some other publications such(prenominal) as together towards improvement, the curricular guidance for preschool education, the 0-6 strategy, the minimum new standards and alone pertinent or new legislation all bind an impact on our staff team to regard that everyone is working together to develop their professional practise ensuring that we are committed to providing an outstanding provision for pre- school educati on in our setting.In my setting as start of the managers role I am required to occur on top of all new legislations and look into that these are being passed by myself and the staff team. This includes making sure that everyone has the book qualifications to work in an early years setting and that we all avail of any training that becomes available that will enhance the staff teams knowledge to ensure that at all times we are providing high quality education and play, which is age curb and that the children are provided with the correct resources to develop this. I ensure that as a staff team, all members of staff get to work with any outside agencies in developing their own professional development, such as local primary schools, social services, eti, and our early years specialist.We are similarly part of the SEN building capacity pilot scheme which has provided very in depth training to all members of staff and has proved very beneficial to the staff to help identify additional needs, put strategies into place for the children and if needed develop Individual Education Plans, working in federation with the parents to help the child develop in whatever area they are having difficulty in, so that we know when they move onto primary school we have supported them in their development to the best of our professional ability. We ensure that we land to childrens care learning and development in every prospect of our hold and service by constantly reviewing our work through our daily observations and evaluations of the day. We take into account every childs needs rights and views and moderate these into our ever changing daily plans and routines. I believe in our setting we all have a very good working descent with all parents and families and operate an open door system at all times. We meet with parents a few times a year to converse how their child has settled in and also their transition onto primary school, also we meet up when necessary if a child has an individual education plan.These meetings gives us the opportunity to discuss with the parents, all the information we have self-collected about their child, and ensure that we have hardened every child with laissez faire and all areas of diversity etc are respected, precious and celebrated within our daily work, ensuring that at all times we are promoting their childs wellness and well being and that as a team along with the parents, victimization our professional knowledge and skills as practitioners we are contributing to enrich the view of every childs learning to the best of our ability. We also ensure that all information we have gathered from the parents and through our own observations, is treated confidentially and functiond on a need to know basis. If parents collapse any personalized information about their child or family feel we treat it as confidential and the information is respected as appropriate unless a childs protection and well being are a t stake. In our setting we do daily, weekly and monthly chance assessment to ensure that at all times, every childs personal and physical safety is of the upmost importance, whilst still allowing for risk and take exception appropriate to every childs capabilities.We believe that best practice requires reflection and continuous search for improvement, so as a staff team we are constantly reviewing our practice and reflecting on daily events to ensure that every staff member is working to the best of their ability, we are continually updating our training and knowledge individually and as a staff team, as we believe the more we know and understand from all relevant training, the better education we can provide for every child that comes to our setting. as well as through our development plan and self evaluation, working with the Together Towards approach document we can reflect on our practice and ensure that we are also developing our own personal practise and our setting is hemorrhage to the highest standard at all times.Unit 141 Professional practice in childrens care learning and development Outcome 2Understand the values, principles and statutory frameworks that underpin service provision in childrens care, learning and development A.C 2.3Support others to implement values and principles that underpin service provision By using the term others, this may include, workers/practitioners, colleagues, carers, volunteers, students ValuesThe needs, rights and views of the child are at the centre of all practice and provision How to support othersWe strive to provide best practice for all of our children, by promoting their needs through the 6 areas of learning. totally children are individuals and their needs, rights and views will all be different, it is up to us to provide a broad and balanced curriculum to ensure that every child is at the centre of our learning plans and that every child should feel secure and valued. Individuality, dispute and div ersity are valued and celebrated How to support othersEvery child is included and supported in our setting, regardless of race, sex, religion, social origin. Toys are non gender specific and all children are boost to play with everything. We use the media initiatve puppets at circle time to promote diversity and pass judgment to ingest a persona for each puppet relating to a child in our settings circumstances. We welcome children and their families from all backgrounds. Staff ensure that in everything they do we help to teach the children that all people are valuable irrespective of race, colour, ethnic origin, religion, culture, ability or linguistic background and we try to celebrate these differences as much as we can.Equality of opportunity and anti-discriminatory practice are actively promoted How to support othersAll children are provided with the same opportunities and resources, staff are all treated fairly and with respect, in line with our equal opportunities pol icies and procedures. Children are value and valued as individuals and pull aheadd to develop their own sense of individualism within their cultural and racial groups. Staff are all valued as individuals and encouraged to develop to the best of their ability. Fair training and recruitment procedures are in place to ensure that everyone is treated the same. Childrens health and well being are being actively promoted How to support others technical hygiene is practised and promoted at all times to minimise the public exposure of infection. Guidance on infection control is displayed in the main ante populate and a copy is sent home to every parent at the start of the year to ensure that correct exclusion times are adhered to. We operate a sanitary breaks system where all children are encouraged to eat snack together and choose from a selection of healthy snacks, fruit, milk and water on a daily basis. All children take part in 30 mins active physical play daily, we encourage pa rents to sent a coat and hat with their chid for colder weather as we try to get children outside for physical play as much as we can. If this is not contingent due to heavy rain etc the play room is cleared and we do song and dance for all the children.Childrens personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child How to support othersDuring all activities provided daily every child is given the opportunity to develop in a safe environment, whilst allowing them to challenge themselves without any unfounded risk or harm. Daily, weekly and monthly risk assessments are carried out on all equipment to ensure that it is structurally safe for the children and appropriate activities are adapted to suit every childs need and capability. All areas of the playroom are adapted as much as possible to ensure that every child can develop with age appropriate resources.Self-esteem, resilience and a positive self- image are recognised as inseparable to every childs development