Childcare Level 3 Unit 5

Topics: Health, Nutrition, The Child Pages: 10 (3831 words) Published: June 10, 2013
Unit 5
In professional relationships practitioners have the responsibility to follow the laws and legislation; they can do this by following setting policies and procedures. Practitioners should maintain and respect the principles of confidentiality. They must ensure the child’s safety and development is paramount, and be committed to meeting the needs of the children. They should also respect the parents and children, and their views. Understanding the importance of teamwork is also essential as practitioners should be able to communicate effectively with parents and other team members and professionals. When in practice, practitioners should develop relationships with parents and generally understand their responsibilities. They should allow children the chance to make their own choices, but be there to give them guidance. Children should also be supervised at all times. Practitioners share responsibility to meet the needs of the children and create a sense of belonging. Practitioner’s weaknesses and strengths should be balanced. They should be positive role models and work alongside each other to help the children benefit from the services and equipment being provided to them. E2

Teamwork is the process of working collaboratively with a group of people in order to achieve a goal. There are 2 ways in which teamwork can be used and they are formal and informal groups. A formal group is one which is formed for a clear purpose for example a school or a college, and there members each have clear roles and all have identified goals. They also have written policies or procedures. An informal group is one which consists of your family and friends, people who you choose to associate yourself with, and do not have any policies and procedures, nor does it have any aims. The norms of working in a group are that you have shared values and shared behaviours, and if everyone shared these norms in a working environment it would make your job a lot easier. Working together in teams is brought into practice when you cooperate with team members, for example in a childcare setting you would take turns at the different tasks that you do, or you could take over someone’s task when they need you to, this is also sharing tasks and sharing is another way in which teamwork is used. Teamwork is important in a childcare setting because it is necessary for colleagues to work well together and try their best in any circumstances, as it would affect the children if they weren’t to. The children look to the staff as their role models and if they were not willing to cooperate and share it would be setting a bad example to the kids. Working well together in a team will have many benefits for you, your colleagues, and the children in the setting. You meet new people and learn different skills when working in a team and you also get things done a lot quicker. You will have people with different types of qualifications which can always be useful as they all have different strengths and as a result you will have a very strong team with many abilities, so you will therefore be providing good quality care and education. You can also ask any of the members for help and get a second opinion if you’re not sure on something. Working in a team also makes the job easier for example you can all share the jobs out e.g. nappy changing, reading etc. E3

A multi-professional approach brings together practitioners from different sectors and professions to provide an integrated way of working to support children. It ensures that children who may need additional support have exactly the right professionals needed to support them. There are many benefits of having a multi-professional approach. You have many different professional with different qualifications and expertise. This means you can get different opinions on a particular situation, and therefore get an early identification of what the problem may be and decide which method would be best to solve the...
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