In this unit I have been learning about the principles underpinning the role of the practitioner working with children; in this unit I will be explain the principles and values and why reflective practice is needed for a practitioner and what ways they can improve on their practice. I am also learning `what the responsibilities of the practitioner when maintaining professional relationships.
The principles and values in a child care setting are in place to give the practitioners a guideline to help keep up hood standard of child care practice. The EYFS framework promotes the four overarching principles.
The child’s welfare and safety is one of the main principles because; “the welfare of the child is paramount.” (Jago, 2011) When a child is under the care of the setting the practitioner will work closely with them; which means that they will get to know the child’s background including any medical information that they need to know about. Also the setting should use correct behaviour management. Never use physical punishment is a main principle as it is used to keep children safe; this means the setting is trying to keep them away from harm and abuse. While in the setting practitioners should follow the emergency procedures so that no one including themselves will get hurt during an evacuation; emergency evacuations should also be carried out so that when there is a fire drill or an actual fire in the setting then the children will know what to do in that type of situation. The author carried out a risk assessment in the setting which involved moving cleaning substances so that no child could get to them and so that it didn’t cause any harm to the child.
Another principle is respect the parent as the primary carer and educator of the child which means the practitioner should work closely with parents to understand their views and wishes and they should be respected where possible. “Practitioners work with parents and families who are in the care, learning and development of their children and are the child’s first and most enduring educators”. (Ruthierhyme, 2011) Practitioners work with parents if their child is getting a special mention in an assembly then they could invite the parents in to watch. The parent and child come for visits before they actually start at the setting so they know what the setting is like and who their practitioner is; this may help the child to settle in to the setting quicker when they actually start.
One of the main principles is upholding the child’s rights and dignity; practitioners have to make sure that they are not stereotyping or discriminating anyone in the setting. This means that if there are a wide variety of cultures in the setting; the practitioner could do arts and crafts from their cultures. If in the setting children want to read or play then the practitioner could let them use multi-cultural dolls and books about other cultures. “Workers should not discriminate and should encourage children to avoid prejudice” (Park, unknown) The author has done this in the setting by having a boy who is Chinese; so then in the setting the author did a wide range of activities on Chinese New Year so that other children knew about the festival.
A point in the CACHE statement of values and principles is “confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake.” (CACHE, 2010) This means that if you are taking notes on a child’s behaviour or reading a child’s file to see special requirements, never leave it lying around for anyone else to see and when you have finished with the file place it in a locked filing cabinet. When practitioners do observe children they should not mention names or the place where the observation has been done. The author had done this in the setting to evaluate a child’s physical development and to see what could be done to improve on these skills.
Bibliography: Beaver M; Brewster J; Green S; Neaum S; Sheppard H; Tallack J; Walker M. (2008). CACHE level 3 Child Care and Education. London: Nelson Thornes.
Derby, U. o. (unknown, unknown unknown). Mulit Professional Approach to EYFS. Retrieved May 21, 2014, from www.derby.ac.uk: http://www.derby.ac.uk/eyp-futures/a-multi-professional-approach-to-eyfs
EYFS. (2007, unknown unknown). effective practice and parent partnership. Retrieved May 10, 2014, from keap.org.uk: http://www.keap.org.uk/documents/eyfs_eff_prac_parent_partner.pdf
I, M.-B., & J, K. (2008). Advanced Early Years 2nd edition. Essex: Heinemann.
J, S., C, S., & E, M. (2011). Children and Young People 's Workforce Early Learning and Childcare Level 3 Diploma. Hammersmith London: Collins.
Jago, A. (2011, August 23). guidence to the welfare of the child. Retrieved May 22, 2014, from what do they know: https://www.whatdotheyknow.com/request/guidance_to_the_welfare_of_the_c_2
M, B. (2011, unknown unknown). multi professional approach. Retrieved May 21, 2014, from yahoo answers: https://uk.answers.yahoo.com/question/index?qid=20110601160840AAnmehD
P, T., K, B., K, B., & H, E. (2007). CACHE Level 3 Childcare and education 4th edition. Oxford: Heinemann.
Physiotherapy, T. C. (unknown, unknown unknown). what is reflective practice. Retrieved May 20, 2014, from csp: http://www.csp.org.uk/faqs/cpd/what-reflective-practice-how-do-i-do-it
Ruthierhyme. (2011, May 18). values and principles. Retrieved May 18, 2014, from sliky steps: http://www.silkysteps.com/forum/showthread.php?t=12800
Please join StudyMode to read the full document