Supporting Children

Topics: Children's rights in the United Kingdom, The Child, Childcare Act 2006 Pages: 11 (4020 words) Published: September 9, 2013
Task One.
E1 & E2

Childcare Act 2006. This act provides the EYFS which all settings must follow. The act affects the adult to child ratio, the qualifications that all members need to have and the types of snacks and drinks that should be available to children within the setting. Special Educational Needs and Disability Act 2001. This act states that all settings should make places available to children with disabilities. Also they should not separate children with disabilities from their peers but have an inclusive practice. The act states as well that all settings need to make ‘reasonable adjustments to their premises to accommodate a child with special educational needs or a disability.’(Penny Tassoni, 2007, pg 117). For example if there is a child in a wheelchair then build ramps to all entrances and ensure that the room is laid out with room between each area for a wheelchair to get through. Protection of Children Act 1999. This act states that all settings should not offer employment to anybody without having a CRB check first. This also applies to any volunteers or students within the setting. The United Nations Convention on the Rights of the Child 1989. This act ensures that all settings do not abuse a child’s rights and that each setting abides by these rights. This means that all settings need to allow children from different cultures or religions to join the setting and should not discriminate against any child. Also the setting must ensure that every child is safe and secure whilst in the setting. The setting should also allow each child to voice their own views and should always listen to what each child says. The setting must also allow each child to celebrate their own culture for example letting a Chinese child celebrate Chinese New Year with the whole of the setting. Children Act 2004. This act focuses on improving outcomes for all children and provides a legal framework for Every Child Matters. The setting must follow each of the Every Child Matters five outcomes. Be Healthy outcome means that settings have the free fruit campaign and should give it to the children at snack times. Stay Safe Outcome means that settings should not employ unsuitable persons and ensure all staff has updated CRB checks.

The UNCRC 1989 influences all working practices within early year’s settings. All practitioners need to ensure that they are promoting the child’s rights and are working with the child’s rights being paramount. Children have the right to education and all settings have to ensure that they have an inclusive policy which allows all children the opportunity to join the setting. Children have the right to ‘rest and leisure, to engage in play and recreational activities appropriate to the age of the child.’ (UNICEF 2008). Practitioners need to plan activities that allow children the opportunity to play that are appropriate to their age and stage of development but should also allow the child to rest when they need to. That is why most settings have a quiet corner which allows children time to rest or sit quietly on their own. Settings should work together with the child’s parents to ensure that the child is getting the complete care that they need. By working with parents it is also supporting the child’s right of practitioners respecting ‘the rights and duties of parents and recognize that both parents have common responsibilities for the upbringing of the child.’ (UNICEF 2008). Children have the right to be safe and free from abuse or harm. All settings have to ensure this and all settings have policies and procedures which promote this right. There is much other legislation which supports the right of the children to be free form abuse or harm. The Protection of Children Act 1999 and the Children Act 2004 also influences the way practitioners protect children. The Protection of Children act 1999 influences practice as it states that all persons who work with children must be vetted first...

Bibliography: * Pound,L 2005. How Children Learn. Practical Pre-school. London. Step Forward Publishing Limited.
* Tassoni,P et al 2007. Cache Level 3. Childcare and Education. Essex. Heinemann.
* Department for children, schools and families. Every Child Matters (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham. DCSF publications.
* Learning Theories Knowledgebase 2010. Discovery Learning (Bruner) at Available from Accessed on 21/06/2010
* UNICEF 2008, Convention on the Rights of the Child, Photo Essay, The Rights of The Child-I. Available from: Accessed on 21/06/2010
* UNICEF 2008, Convention on the Rights of the Child, Photo Essay, The Rights of The Child-II. Available from: Accessed on 21/06/2010
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