Supporting Children

Topics: Children Act 1989, Infant, Environment Pages: 7 (2277 words) Published: December 9, 2012
Unit 18

There are some factors that may influence the health and development. Smoking can affect the babies’ oxygen in the womb which could affect the growth and development, low birth weight, high risk of prematurely (birth before week’s gestation), asthma and may lead to cot death. Genetic factors – when the baby has condition, which means that it has been passed down to them by one of their parents. Infections and medical conditions – some babies have medical condition which may affect them during their childhood. This could lead the babies having low self-esteem, feeling distress, not making friends and effect their development. Alcohol – having alcohol during pregnancy can cause Foetal Alcohol Syndrome (FAS). This could lead the baby, low birth weight, small, learning difficulties, and facial deformity and attention problems.

An indoor and outdoor environment has to be safe, reassuring and stimulating for babies. Taking risk assessment – making sure that the environment is safe for the babies to move around the setting without hazards. Practitioner should do risk assessment within the setting and outdoors in the garden for the babies to be safe. To keep the babies stimulated and reassured practitioner consider about the environment, for example: the environment should reflect on the babies how the babies should use it. Practitioner should arrange the room/environment which is suitable for the babies. While making sure the indoors and outdoors environment are safe, reassuring and stimulating practitioner need to consider what the babies likes/dislike, development stage of the baby so they can provide age/stage activities and resources. Also practitioners need to follow policies and procedures to make sure that the babies in the environment are safe, reassuring and stimulating. Providing stimulating environment practitioner need to consider the environment to be creative and encourage the babies to explore the room with different activities. Marian Beaver, Jo Brewster, et al states: “babies and young children need an environment in which they hear and begin to respond to language and opportunities to interact socially with others.” (Page 32) It is important to keep the babies stimulated; it can be done by having sensory light in the sensory room for the babies to look at. Practitioners can provide babies appropriate activities which help the babies to reach their milestone and their holistic development. Routines help the babies to be stimulated and meet their individual care needs. To make sure that the babies are stimulated and reassured the room should be bright and eye catching.

7 month
Physical – Fine motor skill – able to move object from one to another, put different objects into their mouth. Gross motor skill – roll over back and front, can indicate he/she arms when hw/she wants to be lift. •Intellectual – find object that have been removed

Language – babbling – can blend vowels and consonants together e.g. ba ma da •Emotional/Social – specific attachments – miss key person in their life, also show sign of distress, for example: crying when leaving the room 9 month

Physical – Fine motor skill – hold objects with index and thumb, release objects by dropping them. Gross motor skill – sit up with no support, is likely to crawl or roll. •Intellectual – can put object into container when asked •Language – babbling – babble but the sound is limited •Emotional/Social – multiple attachments – their social process start which is important.

Messy play – 9 month
Physical –
Intellectual –
Language –
Emotional –
Social –
Nappy Changing – 7 month
Physical –
Intellectual –
Language –
Emotional –
Social –

The role of the practitioner in meeting the particular needs in group care is to establish relationships with babies and parents. It helps the communication between the practitioners and the parents, welcoming the parents into the...
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