Legal Requirements for Working With Children

Legal Requirements for Working With Children fortuity on the current legal requirements covering those fakeing with sisterren.Kindegartens, boorminders, preschools, schools moldiness be manoeuvre afterwards Early Years Foundation Stage (EYFS) which is required by OFSTED.The EYFS requirements includesthe seven atomic number 18as of canvassing and breedingthe early culture finales which must be discoverd by the end of Reception schoolthe assessment requirements for assessing youngish chel ben to catch permit out their doings and how and when pr transactioniti atomic number 53nessrs let to wrangle churlrens progress with their p bents.In the EYFS there are outcomes for from for each one one Area of culture (ELG) which peasantren energize to achieve harmonise to their age. Ill economize roughlywhat goals for each area 1. Personal, Social and Emotional Development pip-squeakren must be alimentation and advertise to develop a absolute judgment of the mselves and of some others, to understand their feelings, to fill confidence in their own abilities.Early Learning goals areto be confident and enjoying matching in groupto public figure a rehearsed relationship with teachers and churlrento work as a affair of a partitioning take turns, sharing, nice behaviuorto be interested and cue to learn. 2. Communication and Language involves gift children opportunities to mouth themselves, to listen and speak in opposite situations. Early Learning goals areinteract with others, pickings turns in conversation recitation conference to express their feelingslisten and extract spoken language, phrases.3. Literacy this goal aims to provide children with a large range of poems books and other reading materials and we reach to encourage them to look in the books, to read and to write. The Early goals areto confirm book in right air and to turn pagesto seek sounds, words and phrasesto retell what they amaze readto link sounds to letters of the alphabet.4. Mathematics children must be provided with opportunities to develop and improve their skills in describing shapes, spaces, measures, counting, exploitation numbers, to understand the design between big and sm tot entirelyy , short , long , heavy , motivelessto notice shapes and patterns in picturesto re stage numbers using fingers, sticks or other objectsto show an interest in representing numbers, shapes. 5. appreciation the World this area involves to die children to understand the domain and community they live in through opportunities to explore, bump the environment, bottoms, tidy sum, technology. The Early Learnings gols areto ask questions more(prenominal) or less why things observe and how to workto notice detailed features of objects in their environmentto match parts of objects that moderate togetherto understand and to know how things are procedure in different ways.6. communicative arts and design involves providing childre n with a wide rage of media and materials to explore and play with it, as comfortably to constituent their ideas, thoughts and feelings through a descriptor of art, dance, music motivatement, design and technology. For this area few goals areto sing melodys, to arrive at music and dance and then to experiment with ways of changing them being imaginative using what they have learned about media and materials in pilot light waysto express their feelings, thoughts through music, paint, craft.7. Physical development involves stand bying and sanction children to be active and interactive and to improve their skills of coordination, manipulation and movement. As well we have to encourage children for healthy food choice. Childrens goals must bemove with control and safety in large or sm solely movements underwrite tools, objects, build towers from blockswalk around, under, over, climbing equipmentchildren have to key love their own rudimentary hygiene and personal needs suc h as preparation/undressing, washing custody/face, going to the toilet independently.Understand the need for valuing individuality and how this send away be supported in the child trade mount.Usually in the setting there are children from different cultural backgrounds and all settings requires Children act 1989 which take account of childrens religion, cultural background, racial origin and linguistic background. every(prenominal) children have the right to a cultural identity and settings should recognise, consider and mensurate the cultural identity of that child.Children learn quickly though playing, images, stories, rimes that why practitioners should promote in the setting with lordly images of all people, reflecting the wider society. Also, we have to ensure that people are shown in a positive light.For children, to understand diversity of society, one of the activity is to collect baby annuluss from different ethnicities or to add to the doll house a ramp or a do llwith a wheelchair or crutches.Another way to support children to understand diversity is to ensure the dressing corner with clothes from different ethnicities. As well we croup use images that tramp encourage positive discussion and perception of the valet.Im work in Jewish setting and we have a topic Festivals of light which we discuss about different celebrations around the world and we have different activities accord to these festivals. Below I go forth write a weekly supplying for this topic for three areas of development.Personal, social, emotional developmentPhysical developmentexpressive and designMondayIntroducing the topic, circle beat, have wordsing about different celebrations around the world (Christmas, Chanukah, Diwali)Climbing steps to decorate the classroom with decorations.To come to globes=liquid paste+glitterTuesdayTalking about different people celebrating different festivals. Who is celebrating from our class Chanukah, Christmas?Holding hands each other and dancing in the circle. picture big candles= candle shape+yellow paintWednesdayHow do we fete this festival in our own family?Dressing up and undressing with festivals clothes.Making Christmas tree diagram=print circles on tree shapeThursdayTalking about giving presents to our friends, be nice, kind with each other.Wrap presents with colourful paper.Decorating endowment fund boxes with stickersFridayWe hold up a summary of the topic.Party Moving unscathed luggage compartment stamp feet, claps hands, twist, turn around, jump.fireworks=on black paper=paint= cotton sticksBut respecting and valuing individuality is not just respecting childrens culture, in any case including children with special needs. each(prenominal) children have a right to a high quality child care provision that meets their individual needs. And as a practitioner, we have to identify and disengage the environmental barriers, for example in consultation with childs parents, practitioners need to f ind out what lightings is niftyly for a child with visual impairment. Or if a child uses crutches to move, the furniture in the setting should be altered to a divulge position to be more space and to put fewer activities in the analogous time precisely to be changed more frequently. Or if a child, or even a parent who uses wheelchair cannot get in the setting, a ramp need be built from concrete. 3.3 Identify the benefits of consistency with realise to positive and nix demeanor.Disciplining children take dedications and effort. Childrens character and their behaviour are forming from a very early age and consistency is the key to managing positive and nix behaviour. If we are whirl positive solvents for good behaviours will encourager them to continue to have that behavior. But if we will provide interdict consequences for misbehaviours will discourage the child to do that again. Also, consequences work best when applied immediately. Children understand better when they realize immediate feedback for their negative or positive behaviors.There are few points to encourage childrens good behaviorTo be a good billet model children usually copies matures actionsto show and enunciate how we feel- we have to tell candidly how his behaviour affect usto listen and communicate with children to understand their needs, to explicate to them our expectationsto make the child feeling important- to ask him for help (Please, can you help me to tidy up the philanders) and then to praise him.Another strategies to promote a positive behaviour areRewards systems-works well for young children, to help them manage their behaviors. We can use sticker charts which it should be displayed prominently in the classroom. For elderly children, sticker chart can work in another way for example, if they earned three stickers they can have their favorite activity.Praise-is effective system which ontogeny positive behaviors. Children love to get attention from adults and is g ood to let them know that we noticed how they are playing independently, waiting patiently, getting along with others or other positive behaviors.Positive support is a proficiency of behavior modification that is used to encourage good behavior. Positive rewardment doesnt need to be a clear item, can begiving a hugusing praisesgiving a high five-spotor telling to another adult while the child is sense of hearing how proud you are of childs behavior.One of the best ways to provide a positive behavior is to allow children to help build the consequences if the rules are broken.Children are adept at pushing boundaries and its teacher responsibility to set the boundaries and to say no when children exhibit negative behaviors. Its very important to apologize with a normal tone of give tongue to to a child why they shouldnt repeat the behavior and teaching them how to sway. If they are pushing too much the boundaries, as adult, we have to apply immediately a negative consequence to reject them from repeating mishbehaviour.As I said, consistency is a key of addressing negative behaviour. As long we remind to the child of the consequences all the time they behave negatively, they soon will learn what is acceptable and what is not?Time-out is a good strategy for childrens disciplines and should be used as a consequence and not a penalty. The time out is effective because removes the child from all reinforcements that may encourage mishbehaviors and we need to have a specific place for time-out free of head offions and can provide to child with opportunity to take root work through and to think at his behavior. We can use a timer and usually oneminute per oneyear of age.3.4 Discuss ways in which involvement can be managed between children, and children and adults. umteen children have difficulty with sharing, taking turns or decision appropriate ways to get their unmet needs. In this situation, teachers issue is how to manage a childs behaviour and to resolv e a competitiveness. Is important in the nursery to be set few rules for childrens mishbehaviors and to ensure that are clear. Is good to involve children in making the rules and we have to explain why the rules are important.Usually children in nurseries have misbehavior such as bite or lay off other children because of frustration or curiosity, but it can be it can be painful for children and adults relate. In this situation we have tohug the child who was hurt and to give the minimal attention to the child who the aggressorexplain in simple words/sentences that biting/kicking is not goodand reminds to the child that he has to use words to ask for what he complimentss, quite a than using aggression.There are few simple steps that adults can use immediately to assist children and development them how to resolve a conflict inspection and repair children to calm wipe out- children when are faced with conflict, they can be broad(a) of emotions and not ready to cooperate with a dult that why adult number one need to speak with child using a calm voiceDiscuss expects and needs- all children who are implicated in a conflict need to have a chance to say what they privation or what they need. We have to listen the child and to approve nodding, to say short phrases or repeating what he said You really wanted that toy, but jack up had it in his hands?Define the problem- after the child had a chance to say what he wants or what he needs, you will have to make this want or need into one neutral statement construction Hmmm, I see that both off you want to play with the corresponding toyHelp the child to find a solution- in galore(postnominal) cases it can be more ease just to tell children what they should do, but its not an opportunity to learn them how to solve their own problems. Children can learn this skill just from trial and error. That why we have to support and encourage children to find solutions to solve a conflict and both parties should be con cern coming with solutions.Take a look at the solution- not all solutions that children suggest can work, and if a problem will continue adult need to begin the operate over. Adult need to stay nigh to support the solution and praise the children when problem was solved Well through children, I see you found a way to take turns with the toy.Reference listDepartment for Education. (2012). The Learning And Development Requirements. Statutory manakin for the Early Years Foundation Stage. 1 (2), 3-10.Department of education. (2012). Statutory material for the Early Years Foundation Stage. The instruction and development requirements. 1 (1), 6-31.Innis, G. (2013). progeny children can learn how to resolve conflicts with adult guidance and support. Available http//msue.anr.msu.edu/ intelligence activity/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s. buy the farm accessed 30.10.2014.Morin, A (2014). Discipline Kids with Positive and Negative Consequence s. Available http//discipline.about.com/od/disciplinebasics/a/Discipline-Kids-With-Positive-And-Negative-Consequences.htm. Last accessed 29.10.2014.Raising Children Network. (2006). Encouraging good behaviour. Available http//raisingchildren.net.au/articles/encouraging_good_behaviour.html. Last accessed 29.10.2014.Road, A. (2004). OBSERVING CHILD BEHAVIOUR. Available http//www.newchildcare.co.uk/page6.html. Last accessed 01.11.2014.Smith,M. (2010). Valuing and respecting individuality. Develop positive relationships with children, young people and others intricate in their care. 3.5 (3), 154-157.Thornes, N.. (2012). Basic Behaviour Theory and Techniques. Analysing the Antecedents and Consequences of a Behaviour. 5 (1), 50-64.Walker, M(2011). Childrenyoung peoples workforce. 3rd ed. Cheltenham Nelson Thornes Ltd.. 52-63.Legal Requirements for Working with ChildrenLegal Requirements for Working with ChildrenTo total the current legal requirements for those working with children. Thi s should include reference to the 6 learning goals and how they could be implemented in a child care setting. business relationshipThe Childcare round 2006 became a law on 11 July 2006, and it is the branch ever legislation exclusively concerned with early years and childcare, according to 1 Northamptonshire.gov.uk. This figure out is concerned with providing positive outcomes for a child at chance of poverty, focusing on child matters like (safety, health, economic wellbeing, enjoying and achieving a positive contribution) and is also concerned with bringing the inequalities that may exist between children.The Act introduces the Early Years Foundation Stage (EYFS) for terms regarding children aged up to 5 years and this is a frame work that aims to support child care providers in delivering integrated early education and care for children. every(prenominal) child deserves the best possible start in life and the support that enables them to fulfil their potential. Children devel op quickly in the early years and a childs experiences between birth and age five have a major impact on their future life chances. darling parenting and high quality early learning together provide the prat children need to make the most of their abilities and talents as they grow up.The Childcare Act 2006 provides for the early years foundation stage learning and development.THE EARLY instruction GOALThis is knowledge, skills and understand which young children should have acquired by end of the academician year until they reach the age of 5. The areas covered under the learning goals are set below 2 www.gov.uk/government.Personal, social and emotional developmentSelf-confidence and self-awarenessChildren are confident to try new activities, and say why they like some activities more than others. They can speak among regular friends in a group, and share their ideas, and will choose the means they need for their chosen activities. They say when they do or befoolt need help.Ma naging feelings and behaviourChildren can talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. For instance, washing hands before eating.Making relationshipsChildren play co-operatively, taking turns with others. They take account of one anothers ideas about how to organise their activity. They show sensitivity to others needs and feelings, and form positive relationships with adults and other children.Understanding the worldPeople and communitiesGet children to talk about past and present events in their own lives and in the lives of family members. This method can open childrens mind about different culture maybe and so forth.The worldChildren know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments energy vary from one another. They make observation s of animals and plants and explain why some things occur, and talk about changes.TechnologyTo make children aware of different technology is offered in different places and depending on situations is indispensable such as laptops at home and in schools they have computers for instance. This is good to keep children mind entertained with information on technologies.Physical developmentMoving and handlingKeep in track of childrens remains control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing or colouration and so forth.LiteracyReadingCan children read and understand simple sentences? The phonic system is used to decode regular words and read them aloud accurately. With practice children can pick up words and say them easily next time. This can demonstrate understanding when talking with others about what they have read.WritingChildren u se their phonic knowledge to write words in ways which match their spoken sounds. They also write some unsystematic common words. They write simplesentences which can be read by themselves and others. Some words are spelt correctlyand others are phonetically plausible.MathematicsNumbersChildren count reliably with numbers from 1 to 20. Anything after 20 will be difficult for young children so with practice this can be through with(p).Shape, space and measuresChildren use everyday language to talk about size,weight, capacity, position, distance, time and money to compare quantities and objectsand to solve problems. They recognise, create and show patterns. They explorecharacteristics of everyday objects and shapes and use mathematical language todescribe them.Expressive arts and designExploring and using media and materialsChildren like to look at their song on TV and listen to the song and sing it at the same time. They can also safely use and explore a regeneration of materials , tools and techniques, experimenting with colour, design, texture,form and function.Being imaginativeChildren use what they have learnt about media and materials inoriginal ways, thinking about uses and purposes. For example, they can sing back to their friends the song they have learned by watching it in the TV.Explain what is meant by respecting and valuing individuality, and devise plan of how this can be implemented in the child care setting, a table format may be used in this task.Each member of staff within a childcare setting has a responsibility for the children in their care for the childrens well-being, learning and development. Each child therefore is valued and respected by all staff showing that they respect each child as a individual, realising each child has different strengths and weaknesses.By valuing and respecting children, positive relationships can be build up between staff, parents and children, this shows good practise by the setting, and if the setting has a proportion of children from different culture background, there could be a set day each month where a world day celebrates a particular childs culture. This includes food, religion, cloths, songs etc and involves the rest of children by wise(p) and researching about different cultures.ACTIONHOWBY WHOMACHIEVED BYCOMPLETED all(prenominal) STAFF TO EXPLAIN IN SETTING THE DIFFERENT CULTURES.The child care setting should be filled with images that encourage positive discussions and perceptions of the world offering different cultures and positive role models.Every child contributes to their culture.Get parents also involved in this task to see and observe how their children value others and respect them.Set the date completed of this task.REALIZE THE STRENGHTS AND WEAKNESSES OF CHILDREN.Providing good routines when children are interacting in a formal environment such as sitting down in a one place and have lunch together using the right cutlery and table manners, talking politely to e ach other and instilling good hygiene habits like washing hands or plates.This action can be observed from the staff and parents.Children achieve this themselves.Set the date completed of this task.Evaluate the benefits of consistency with regards to positive and negative behaviour and identify strategies that can be used to encourage positive behaviour in the child care setting.Making Consistency more than Effective in negative/positive behaviour.If parents shows consistency in disciplining the child then this is a good thing, For example, if a younger child is stool by an older child and no consistency in punishment is being taken against the older child then he she will repeat it but if rigorous punishment is taken all the time then the child thinks twice on repeating their negative behaviour and the same can be said about positive behaviour. For example, If kids have to wait two weeks to earn a reward, it may not reinforce good behaviours today. Offering an immediate positive consequence will increase the chances the child will repeat that behaviour.Strategy (1) QUIET TIME.Quiet time, is a perfect time for children to just sit calmly and calm down and it helps staff to simply get on with work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when staff simply, quietly and calmly walk up to a child and ask them to come to quiet time.Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way staff are far more likely to end unwanted behaviour rather than temporarily distract a child from it. 3Strategy (2) INTERACTIONRead books with children, or play games with them. This is a great way to interact with them.Strategy (3) ROLEPLAY exercise play examples of appropriate behaviours to teach children how to succeed in social interactions. roll children scenarios such as What i f you want a toy that someone else is using? Discuss possibilities and help children try out their ideas. For example Can I use that puzzle when youre done? or can I borrow your book when you are finished?Strategy (4) WATCH closeGive great yet positive re-marks when a child does good like, Ive noticed you said hello to your friend. Well done for this so I will give you a sticker of achievement for this. Strategy (5) BEING SPECIFICBe specific with feedback when giving attention, so children understand what behaviour is appropriate. Try The two of you were so helpful working together to bring chairs to the table. instead of Good job.Describe the process involved in managing conflict between children and adults. You should at least refer to at least one behavioural theorist in you answer.What is conflict?Killen and Nucci determine conflict as two children independently pursuing personal goals that happen to bring them into conflict (Arsenio Cooperman, 1996). 4Conflict is a common o ccurrence for children. Many have asked Is conflict healthy or unhealthy? When looking at discipline, should conflict be seen as misbehaviour or a learning experience? Piaget believed that conflict in children was healthy, and if worked through, would help children to overcome their egocentric thought patterns (Arsenio Cooperman, 1996).Many young children have difficulty sharing, waiting their turn, or purpose appropriate ways to get their needs fulfilled. Conflicts between children can be a daily occurrence with preschoolers and Michigan State University Extension states that control childrens behaviour is an ongoing process.5There are some exemplary steps that adults can begin using immediately to assist children in learning how to resolve conflict. The steps take practice by the children who are learning them and patience by the adult who is modelling and teaching the steps.Help children calm down. Often when children are faced with conflict they are abundant of emotion and are not ready to begin a process of calmness. Approaching the child gently at his/hers eye level and use soft touch. Acknowledge that there is an issue and suggest some ways to calm down. I see that you have a problem. It looks like you might need to take a few deep breaths to relax a little. Stay neutral When adults attempt to find blame in a conflict the situation can easily escalate strong emotions. Children at this point need to feel they are being heard in order to calm down.Talk about wants and needs. All children who are involved in a conflict need to have an opportunity to express what it is that they want or need. Stay focused on the want and dont focus on what happened. Reflect what the child is feeling by acknowledging his feelings with a head nod, short phrases, or repeating what he is formula in a clear manner. You really wanted that toy and Joey had it in his hand. Give the childs feeling a name. It is frustrating to want something that someone else has.Define the pro blem. After getting the child to voice his want or need you will have to turn the issue into one neutral statement. Repeat what the children involved in the conflict are saying in a clear statement. Hmmm, I see that two children want to play with the same toy.WORD COUNT 2027REFERENCES1 Northamptonshire.gov.uk.2https//www.gov.uk/government/uploads/system/uploads/attachment_data/ charge/335504/EYFS_framework_from_1_September_2014__with_clarification_note.PDF.3http//www.parenta.com/2010/10/22/quiet-time-positive-promote-good-behaviour/.4http//www.kon.org/urc/dennis.html.5http//msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s.