Unit 5

Topics: Children Act 1989, Obesity, The Child Pages: 7 (2553 words) Published: April 25, 2011
Unit 5 – The principles underpinning the role of the practitioner working with children

E1. All childcare settings operate a code of practice for the practitioners to work within. Although the code its self is not a law it must comply with current legislation and help the employer and employee to follow the correct guide lines. The code of practice should be referred to regularly to remind the practitioner of their responsibilities to all the adults and children they work with. It is important for professional practitioners to keep up professional relationships with children, families and colleagues when in a child care setting. The children in their care need to feel secure and cared for in all areas and it is up to the practitioner to keep a general and close monitoring in areas of diet, health and safety, additional needs and general welfare. It is important that the practitioner is able to work within a team. This means building appropriate relationships with colleagues and other professionals who they may work with whilst in the childcare setting. This may mean taking instruction from a manager or employee of a higher position or perhaps discussing daily routines and problem solving relating to the children, with colleagues. The practitioner has great responsibilities to the parents/guardians of the children in their care. It is important to create a relationship based on listening and understanding as the parent has the main information about their child. The practitioner should actively encourage participation and involvement from the parent. The key things to remember in the relationships with the child’s parents are respect and mutual trust. E2. One of the most important principles a practitioner should maintain is confidentiality between them and the child’s family. The practitioners role in the working environment is to provide day to day routine and steady contact with both the child. This gives the parents a basis on which to build trust with the nursery and its staff which in turn is important for the practitioner to get the feedback and confidential information necessary for maximum benefit to the child’s welfare and education in the setting. All adults involved in the child’s care and the child need to feel that anything said in private to the practitioner will be confidential this could extend to taking care not to allow information about in the care of the nursery to be viewed by other children’s parents. Any information given by the parents needs their permission to be passed on including any use of photographs or documentation of their child. Keeping up good communications with parents and other members of staff are is essential in maintaining professional relationships. Keeping parents informed and up to date with their child’s daily progress, observations and sharing records, involving parents and keeping them informed of future plans. Any written communication needs to be clearly written (including translations in appropriate languages where necessary) and well presented. Keeping communications specific and honest are helpful when building trust with parents and staff. E3. ‘A multi-agency approach’ is a term meaning that professional agencies and colleagues communicate with each other, sharing information about families and children. Multi-agency working is designed to deliver improved outcomes for all children in their learning and development. This way they are able to effectively support families giving them more benefits and ensuring continuity in all areas of health and education. An important characteristic of agencies working together is avoiding conflicting advice to the family and appointments can be arranged of the minimum of appointment times clashing. A parent may be able to receive care for one child while taking another child for a hospital appointment for example. This achieves a network of support for the child and family. This approach is key to the success of the government...
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