Unit 4 Assignment Childcare Essay Example
Unit 4 Assignment Childcare Essay Example

Unit 4 Assignment Childcare Essay Example

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  • Pages: 12 (3143 words)
  • Published: July 15, 2018
  • Type: Case Study
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In Unit 4 Assignment E1, numerous regulations are critical in creating healthy, secure and safe surroundings for early years environments. One such law is the Health and Safety at Work Act 1974 that mandates duties on all settings. It compels adherence to certain guidelines to guarantee each child's safety. Furthermore, it demands settings to implement preventive actions against injuries. As a result, the task of maintaining health and safety is collectively borne by everyone involved in a children's setting.

The Health and Safety at Work Act underscores the importance of regulatory compliance in environments where children are educated or cared for. Such regulations mandate secure positioning of buildings, prioritization of user safety, and maintaining a clean, safe environment. It's also crucial to handle and store all equipment safely while fostering practices that prioritize children's health and security. Furthermor

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e, the Reporting of Injuries, Diseases and Dangerous Occurrence Regulations 1995 necessitates reporting accidents, diseases, and hazardous occurrences in these environments. This law applies to every activity within these settings although it doesn't encompass all incidents.

The individual responsible for health and safety within a particular environment must be informed about specified incidents. These comprise the death or severe harm of a child, worker, or member of the public, certain diseases and sicknesses linked to the setting, injuries persisting more than three days, and hazardous events that had the potential to cause injury but did not. Additionally, legislation known as the Control of Substances Hazardous to Health Regulations 2002 demands safe utilization and storage of harmful substances capable of causing damage or disease like bleach, paints, and chemicals.

Legislation requires that any substance

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or materials which could be potentially dangerous be correctly labelled and securely stored, identifying them as hazardous. There are also a myriad of safety precautions in place to prevent frequent child-related accidents. One such prevalent accident is suffocation, especially amongst infants and toddlers who are unable to remove covers from their faces. It's suggested to avoid using pillows or duvets for children under one year old as a solution to this problem. Children may use plastic bags out of interest, but these can also lead to suffocation. Falls - down stairs, from highchairs, off raised surfaces, or cots - constitute another common type of accident. As children start exploring their environment due to heightened mobility and curiosity, they might not understand the dangers associated with certain situations. Hence, prevention methods include using stair gates, suitable harnesses on highchairs and making sure no child is left alone on a raised surface. Additionally, there are ordinary childhood illnesses like chickenpox (varicella), caused by the varicella zoster virus infection. The symptoms include fever and an itchy rash that looks like blisters.

There can be serious complications like skin bacterial infection, pneumonia, and brain inflammation. The best way to avoid this sickness is by making sure the child has been immunized. It's critical to note that it spreads very easily. Parents should be notified if any child in the environment contracts it, and that child should be taken home for treatment to prevent further spread of the disease amongst other children in the same setting. Furthermore, when dealing with asthma incidents, all details about a child's current asthma management and treatment must be obtained from their parents.

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Records of a child's asthma or other medical conditions can be maintained in a document for easy reference. In the event of an asthmatic attack, the surroundings should cater to the child's comfort by providing them with a quiet space away from their classmates where they can situate themselves in whichever position feels most comfortable. To prevent such incidents, it is important that the child's medication or inhaler is stored somewhere easily reachable yet out of others' grasp and not secured away on-site. Before taking part in any physical activities, children should already have their medication at hand. It’s essential to encourage positive perceptions towards children with health issues as they may be self-conscious about their circumstances.

Always ensure to have the child's medication handy during school excursions. If an asthma attack occurs or if the youngster needs their reliever medicine, make sure to notify their guardians. Normally, a 1-year-old child requires a steady routine that incorporates nap times and tranquil periods to avoid them from becoming irritable, annoyed, distressed or fatigued. In daycare environments, toddlers below two years are generally segregated from older kids as they don't comprehend yet that younger ones need to be handled gently and differently for them to participate in vigorous activities.

As a child enters the setting, they should be promptly attended to and aided in their adjustment. It is common for one-year-olds to feel uneasy when their parents are absent or away for long durations. After acclimating, it can benefit them to engage with other infants and toddlers. Unrestricted playtime should be allowed if initiated by them unless there's an incident causing harm to themselves or

another child. If any harm occurs during play, the activity must cease instantly and the children involved need to be separated.

Should any harm occur, it's crucial to administer appropriate care, conduct necessary treatment and document the event in an accident log. The child generally amuses themselves with a game or toy, or the caregiver might arrange a simple task for them using soft toys matched to their age within a creative context like "monarchs governing their realm." As late morning approaches, it may be required to nourish the child with milk, baby formula or semi-solid food. While seated on a highchair, securing them with a safety strap to prevent toppling over is obligatory.

Should the infant still be wearing diapers, changing them might become necessary. The individual tasked with this job should strictly adhere to hand hygiene and usage of gloves as outlined in the organization's policies. Moreover, they must remain within close proximity when using a raised platform for diaper-changing due to possible fall hazards if the baby is left unattended. Following an appropriate method of changing diapers can aid in minimizing discomfort or anxiety for the child. Additionally, arranging for a quiet moment during afternoon hours like softly reading a storybook to them is suggested.

A caretaker can assist an individual in falling asleep when they start feeling weary by softly humming a soothing tune. Their rest should not be interrupted unless it's absolutely necessary, for instance during emergencies or when their parents arrive. Unnecessary awakenings can lead to upset or unease. Upon waking up, the person may seem disoriented and should be given enough time to fully regain

consciousness. When they are completely awake and responsive, engaging in safe and enjoyable activities like drawing is recommended.

Children should be allowed the freedom to engage in group activities or self-directed play during the afternoon, with a focus on using safe and age-appropriate equipment. In case an older child is experiencing separation anxiety from their parents, it's essential to soothe them before they join group activities with their peers. They have the liberty to select any game that suits their interest, as long as it's secure and suitable for them. A nutritious snack will be provided late morning which could either come from the parent or institution. Following snack time, a tranquil activity will be arranged to prevent any discomfort following meal consumption due to overexertion. Each activity will undergo thorough scrutiny ensuring safety and inclusiveness while mitigating potential risks leading to critical accidents or injuries.

Following this, it might be time for the midday meal. The kid could either receive a lunch provided by the institution or carry one prepared by their guardian. During this period, all kids ought to be congregated around a table, relishing their meals. Nonetheless, parents should notify the institution ahead of time if any item in a child's lunchbox can affect another child. For instance, if there is a presence of peanuts in a lunchbox and another child has an allergy to them, this could potentially pose as a risk since some children tend to share their food and certain allergies can get activated just by being nearby.

Before children are allowed to engage in outdoor activities, the organization must initially carry out a safety check.

This is meant to ensure that the ground is neither wet nor slippery and to evaluate if the weather conditions are overly cold considering what the kids are wearing or whether any child has a sickness and should not be exposed outside. If these circumstances present potential risks, indoor games will replace outdoor play sessions. When it's almost time for them to leave, each child is required to help clean up together with their peers. Afterward, they need to prepare themselves for their parents' arrival by ensuring they have all their personal items with them. E5

Numerous elements, such as policies and procedures, health and safety aspects, supervisory needs, children's rights, their age and developmental phase, their preferences, and the resources at hand can shape the planning for kids. Policies and procedures hold significant importance in activity environments. For example, measures like door locks, baby gates, and devices to prevent finger trapping are implemented under a safeguarding policy to ensure children's safety.

It is critical to ensure sufficient planning, requiring all childcare workers to understand their obligation to adhere to all policies and procedures. Recognizing the diverse rights of children, including the right to play, obtain education, and receive healthy and hygienic food is essential. Children should be granted opportunities that are on par with those available for adults. These rights can influence decision-making in activity planning as children have the prerogative not to engage in certain tasks. Consequently, it's suggested that activities devised should cater to all children.

Supervision plays a crucial role in any setting, as it determines the staff to child ratios. Insufficient staff can prevent children from participating

in activities altogether due to an excessive number of children. This issue is closely related to the type of setting, as it can impact the planning process. For instance, child-minded settings often have only one adult responsible for several children. Inadequate resources also have an impact on planning; if a setting lacks the funds to purchase play equipment, children will not have anything to engage with.

The tidiness of materials could affect the capacity of children to engage with toys. Factors such as a child's age and physical ability should be taken into account. The cost and accessibility of apparatus, for instance, a climbing frame, might pose constraints. The arrangement of the space, taking note of door and sink locations and room size, needs to be assessed for alignment with ambitious concepts. E6

Numerous global, national, and community efforts affect the creation of stimulating settings for kids. An inventive method to outdoor fun and education is exemplified by Forest Schools (reference: http://www.forestschools.com/what-happens-at-a-forest-school/). These institutions have the potential to influence the establishment of stimulating environments, as they permit educators to escort small clusters of children on weekly trips to nearby forests. This opportunity allows them to acquire a more profound comprehension of nature and its relation to their studies.

Permitting children to explore and undertake adventures in a safe environment helps them recognize the activities they can engage in on their next forest trip. This also supports kids with language difficulties, providing an opportunity for them to express their experiences that can be transformed into stories to boost their learning process. Furthermore, exploring the forest assists in handling behavioral issues among certain

children while teaching appropriate conduct at the same time.

The Forest School innovation educational approach emphasizes the fundamental aspect of developing practical life skills and encouraging child-initiated learning. It focuses on meeting learning objectives while observing and assessing the progress. Many young children find the outdoor environment more exciting and are more attentive in such settings compared to the classroom. It is crucial to teach children independence in handling situations, taking risks, and challenging their environments. Adult guidance plays a vital role in teaching these skills effectively.

Advancement and progression cannot occur without embracing risk and adversity. The reluctance to venture into new experiences can impede educational growth and personal evolution. Comprehending the repercussions is an inherent outcome of welcoming risks and obstacles. For example, if a child tries to construct a tower of blocks but it topples over, they need to learn how to cope with disappointment and give it another shot. Similarly, when a child manages to ascend a tall slide independently and slides down successfully, their taken risk reaps rewards. Coping with the result, regardless of its character, is an integral component in this journey. Without such risks and hurdles, children's maturation process and knowledge acquisition would be inhibited.

The Health and Safety Act At Work 1974 is essential in creating and maintaining a secure environment in early years settings. It ensures child safety, for example, during outdoor activities by ensuring they are monitored by professionals to prevent accidents. Possible hazards like sharp items within the learning spaces are placed beyond children's reach to avoid any incidents. Similarly, The Childcare Act 2006 plays a part in protecting children's welfare.

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The Childcare Act of 2006 can be leveraged to create and uphold environments that are secure, safe, and protected. This act encompasses the Early Years Foundation (EYFS), an educational program specifically designed for children aged between 0 to 5 years old. In essence, the Childcare Act 2006 fosters safety by guaranteeing a secure education system where children can participate in outdoor activities or play securely. Furthermore, the Reporting of Injuries Diseases and Dangerous Occurrence 1995 is another law that aids in establishing settings that are healthy, guarded, and safe.

For the promotion of a secure and protected environment, it is crucial to document any instances of injuries, illnesses, or hazardous events in the accident book whenever a child encounters an accident. Moreover, making sure no sharp objects are within reach can aid in averting accidents. Compliance with The Control of Substances Hazardous to Health Regulations 2002 further contributes to fostering environments that are healthy, safe and secured.

The law mandates every environment to appropriately store hazardous, unsafe and potentially harmful substances (in a secure, elevated cabinet) and handle them in the correct way (wearing gloves where required and keeping them away from kids). The vessels containing these materials are marked clearly to avoid any misinterpretation or improper use by personnel, parents or those unfamiliar with these substances. By enforcing strict storage standards for these materials, this law safeguards children's wellbeing and aids in preventing mishaps.

D2 Ensuring a secure environment is essential for effective procedures. A safe environment significantly reduces the risk of accidents, such as tripping over toys or obstructing fire exits. Neglecting to wash hands after using the toilet

or before handling food can lead to serious illnesses, especially if raw and cooked foods are mixed on the same surface. Failing to unlock fire doors or disregarding the importance of maintaining an appropriate adult-to-child ratio, such as having one adult for every twelve children under the age of three, can also compromise safety.

If you decide to take 26 children for a walk with two of you, there may be injuries due to lack of attention or supervision. If you notice the swing/climbing frame is broken but leave it unchecked because it doesn't look too bad, these simple mistakes can cause accidents, illnesses, and emergencies. However, these can be avoided by keeping the setting safe and keeping the staff and children informed. C1 Forest Schools, which began in 1950, are primarily based on the idea that children of all ages can greatly benefit from learning opportunities in an outdoor environment that enables them.

Numerous teachers, students, and educational administrators acknowledge the abundant benefits of forest schools. A Scottish trainee at Level 3 Forest School leadership remarked, "I had already been aware that Forest Schools were a great idea prior to my training, but I hadn't fully grasped how extraordinary the advantages would be for each child." By participating in sessions on a weekly or bi-weekly basis, all students have managed to bolster their self-confidence, self-worth and social abilities. Furthermore, they gain a broader spectrum of physical skills than those acquired indoors and cultivate an enriched comprehension of both their natural environment and constructed landscapes.

Founded in Italy during the late 1940s, the Reggio Emilia methodology for early childhood education advocates

for creativity and adeptness in young learners. It promotes active involvement of children in learning processes alongside adults and their fellow students. This strategy nurtures a deep comprehension of wide-ranging environmental issues and develops an enthusiastic attitude towards knowledge acquisition.

The Reggio pre-schools prioritize creating stimulating learning environments, both indoors and outdoors, and encourage discovery and reflection for children. They also emphasize documenting children's learning as part of the process. These approaches facilitate the provision of an enabling environment for children, with an emphasis on creative thinking, exploration, and following children's interests.

In early year settings, practitioners ensure the safety and privacy of children, respecting their wishes in various ways. Practitioners adhere to policies and procedures, such as the toilet policy which states that practitioners are not allowed to enter the toilet when a child is present. However, practitioners must still remain attentive, keeping track of how long a child has been in the toilet. If a practitioner perceives a prolonged period or hears a child in distress, they should inform the deputy manager or another staff member who can provide assistance.There are several negative impacts that practitioners experience when meeting the care needs of children, leading to grief when a child they have cared for departs after a long period of time.

Professionals working with children often experience intense emotional reactions, especially when they have to deal with a child who is injured or passes away. This can lead to profound grief. The relationship between the professional and the child can also complicate matters; if it's strained or if the child's development doesn't meet expectations, it might result in feelings of depression or anxiety for

the professional. Under such circumstances, referring the child to social care services could be a suitable course of action. On a brighter note, professionals often find great joy in their interactions with children. Achievements and positive news shared by children can bring about immense happiness. Gifts from children - particularly handmade ones - and affectionate gestures like hugs can sometimes overwhelm caregivers emotionally in a pleasant manner. Ultimately, catering to children's needs presents both rewarding and challenging experiences for professionals; this tends to be deeply personal and impactful.

References: ‘Cache level 3 childcare and education 4th edition’- Penny Tassoni, Kath Bulman & Harriet Eldridge; 'First Hand Experience: What matters to children' – Adams S., Alexander E., Drummord M.J., & Moyles J.; 'Early Childhood Education'- Bruce Tina

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