Unit 8 Child Care Level 3

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  • Topic: Childhood, Children Act 1989, The Child
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  • Published : May 20, 2013
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Unit 8- Caring for children

E1/A1
The role and responsibilities of an early year’s practitioner follow a number of codes. When working with children there are many care needs of children, such as special needs, safeguarding children, children’s learning, behaviour, and working with parents. Early years practitioners have set responsibilities when working with children, like meeting the learning needs of a child, providing an environment which is welcoming and also they have to work together as part of a team to provide good service for both children and parents. Practitioners have to put the needs of children first because this will help keep children safe and encourages children to be independent. It’s important to show responsibilities as it will help children learn right from wrong as children will look up to them as role models because they are teaching them what the right thing to do and what’s the wrong thing to do. Working with parents is important it give practitioner a chance to learn about the child, what they like and dislike this will help practitioners build a relationship with parents to let them know that you as a practitioner can be trusted. Working as a team will help to create a positive environment for everyone to work in, this will help with self-confidence. E2

Hospitals- the role of the doctors is to help people that are unwell and cure their illness. Also help and support them. “Doctors make people healthier. When people get sick, doctors figure out why. They examine people, listen to them describe their health problems, and do tests to see what is wrong. They give people medicine and other kinds of treatment. They also give advice about diet, exercise, and sleep” http://www.bls.gov/k12/help06.htm see appendix 1 accessed on 09/05/2013 Social worker-

“Social work involves engaging not only with clients themselves but their families and friends as well as working closely with other organizations including the police, local authority departments, schools and the probation service.” http://www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/social-worker/ appendix 2 accessed on 09/05/2013 E3

A statutory setting is a setting that’s their under the government law such as dentist, schools and hospitals. Local schools get funded by the government. The age range for children to finish and leave school is from five to eleven years of age. A statutory school has set routines for example they start from 9am and finish at 3:30pm Monday-Friday. The school would have enough space for outdoor play for example within my setting there is enough space for all the children to play in and also there is space to outdoor activities such as P.E etc.. Some children are unable to access the school due to having disability so the school would need to adapt their school to meet their needs. Statutory schools are free apart from parents paying for their Children School uniforms, school dinners and school trips. The main aim of a statutory school is to provide opportunities for every child to learn and supporting children that need supporting. A voluntary setting is where people help out to run organisations such as mother and toddler-group. These voluntary settings can take place in a community hall or a church. There would be enough space for the children to play. Parents would have to donate a small amount of money to help maintain the building and supplies. The main aim of a voluntary setting is that is provides short term care for children and gives them an opportunity to socialise with others. A private setting is where parents pay extra money to give their child a better education. A private day nursery is open from 8am-6pm all year round apart from bank holidays. They provide all the facilities for the children indoors and outdoors “Private settings that are being funded for education in some way by taxpayers will have to follow the national...
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