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My Setting and My Roles and Responsibilities--论文代写范文精选

2015-09-29 来源: 51due教员组 类别: 更多范文

51due论文代写网精选代写范文:“My Setting and My Roles and Responsibilities”  讨论了幼儿园里面的防止儿童遇到危险维护儿童安全的一个装置的可行性。作者觉得所有从业者都必须参加培训,这对维护报告和管理维护问题时提供了更详细的信息,并明确规定从业者的责任。

My setting In order to maintain the confidentiality of parents and children that use our setting I will use fictitious names throughout this and subsequent assignments. At this present time I am working at the Rheindahlen Childcare Centre (RCC), which is situated on an Army camp in Germany. RCC is run by the Army Welfare Service (AWS) and is a full time nursery, open between 8.00 am to 5.00 pm, which accommodates session times for children that coincide with the schools on camp. I have worked in RCC for just over 2 years and have really enjoyed by time there. RCC has 3 main rooms for children aged 0 to 3 years. The room where I mostly work is named ‘bouncing bunnies’ and nearly all children are aged 0 to 2 years. I also provide cover for other rooms within RCC when there are staff shortages due to illness or staff attending development courses. On average there are 15 children in our room with 6 practitioners. We adopt a ratio of 3 practitioners to 1 child (3:1) but always try to ensure we have an extra member to carry out additional responsibilities such as warming bottles, changing nappies and communicating with the management team and/or parents. ‘Bouncing bunnies’ room has been divided into six sections; construction, small world, role play, snack, messy and the quiet area. We also have a main hall that has a soft play area and a child height kitchen which is used for baking. There are several outside play areas which all utilised by all rooms. Tassoni argues that large areas with a lot happening can be intimidating for young children and that by separating the room into smaller sections this can help a child to focus and feel more secure. Tassoni also suggests that by adopting this approach it can also help with supervision and encourage children to play in different ways. (Tassoni: 2006, p.176) Roles and responsibilities As a Practitioner working at RCC, I have many roles and responsibilities but first and foremost, I must ensure that I plan and provide a caring and stimulating learning environment, which has exciting play opportunities and is appropriate for the individual child, enabling them to reach their full potential.


All activities must adhere to the RCC health and safety requirements and are risk assessed in accordance with AWS policy and procedures. This is to ensure that children can play, learn and develop in a safe environment with minimal risk to them. Alongside RCC and AWS policies, we must also adhere to Child Protection (CP) policies and procedures at all times. A recent example where I have demonstrated this in my practice was when one of my key children; Bobby had been placed on a CP plan due to domestic abuse within his family home. As part of the plan I was informed by my manager that Bobby’s father was not allowed to have any contact with Bobby or enter the nursery grounds. I had to ensure that I and other practitioners were extra diligent to ensure the safety of Bobby which was achieved through committing to safeguarding and promoting the welfare of children to protect them from harm or exploitation. Security of children, parents, staff and all that attend RCC is quite rightly a high priority. The main door is kept closed at all times with a combination lock that can only be opened by staff members which ensures that no unauthorised persons can enter the building. I attend and participate in weekly staff meetings, planning and monthly development days. These meetings provide an ideal time for practitioners to discuss and share ideas which help to create a positive work environment and promote a good team ethos. The RCC adheres to the Early Years Foundation Stage (EYFS) of the national curriculum. The EYFS replaced The Birth to Three Matters Framework in September 2008 and issued guidelines that we follow daily and use during weekly planning sessions. This ensures that we match activities to the age range of children, allowing each child to participate at his or her own level of development and ensure the children are meeting their Early Learning Goals (ELG). This practice helps us to avoid situations where a group of children could be seen as ‘bright’ or ‘more able’, reducing the risk of stereotyping, which could lead to discrimination. (KU3) We also need to be prepared to change as suggested in ‘Thinking about change’ (E100: Book 1, p.18). Guidelines are forever evolving and as they do practitioners must change their practice to reflect this. Within our room we encourage free play where children can self chose their activity, which gives them children freedom of choice but be closely monitored and supervised and therefore requires practitioners to be able to ‘think of their feet’ and be ready to change their practice at a moment’s notice. Another of my roles and responsibilities is to adopt a ‘working in partnership’ approach with parents. This is achieved through maintaining a good rapport with parents which makes it easier to discuss their child’s progress and developmental needs.


For example, if a child had speech difficulties this would be explored with the parent to establish if the child was already engaged with a speech therapist. With the consent of the parent it may be possible for us to work closely together with the speech therapist to best support the child. As a practitioner there may be times that I would liaise with outside professional agencies such as Health Visitors and Social Workers to discuss a child and seek expert advice to best inform my practice. I agree with Elfer et al.(2003: 8 citing Manning-Morton and Thorp 2003) that by failing to Work in partnership with parents can put unnecessary and unhelpful pressure on children (reader 1 chap 1:14), so working with parents and using their input in our planning is vitally important because they are their child’s first educator and know their child best. I observe and assess children’s development and keep accurate records of their achievement, liaising regularly with the parent informally and formally through parent’s evenings to show their child is meeting their developmental norms. Throughout my time at RCC I have continued to develop both professionally and personally. I have recently passed the Cache level 3 Diploma in Early years and have attended many other AWS/EYFS courses to better my knowledge. With this experience I know realise how important it is to keep up to date with children’s profiles and observations (CS2). I have a better understanding of and feel more confident in working with outside agencies, parent partnerships and when to introduce the common assessment framework (CAF). I have learnt the importance of recognising early on if a child is struggling to meet their developmental norms be it through their level of educational attainment of any other are of concern such as a speech and language difficulty. This awareness has meant that with the permission of the parent and working in conjunction with them, I have worked with many outside agencies such as health visitors and speech therapists to provide the best support to a child and to help them achieve their full potential. Being a role model to the children and in some cases the parents, I must conduct myself in an appropriate manner, both in and outside of the work environment. This is especially true living in such a small military community where everybody appears to know everyone. It is not uncommon that I will meet parents outside of work for example whilst shopping, socialising or at many of the after school activities that my children would attend. Therefore, it is important that at these times I meet the expectations of parents and children in being a role model and conduct myself in a professional manner. It is equally important that I maintain both professional and personal boundaries. This links nicely with Lark Children’s Centre (DVD 1, block 1 Activity 3) Information sources and my learning On the Women’s Aid Domestic Abuse website I found useful information on domestic violence and the impact it can have on children who are exposed to it directly or indirectly. In particular, emotional abuse that corresponds to Bobby, the child I mentioned in the first part of my assignment. I have learnt that children living in a domestic abuse home are identified as “at risk”. The Adoption and Children Act 2002 suggests that children witnessing or hearing others being abused are also identified “at risk”. I have also learnt that children can respond to differently when exposed to domestic abuse, as they are all individual and each case must be treated as such.


For example, where Bobby might feel he does not want to go home with the non-abusive parent because he is feeling insecure, frightened and confused, another child in the same situation may get distressed, feel angry, and hit out at other children and practitioners. This learning has reassured me that I can work closely with children and parents who are exposed to domestic abuse, to get them the help and support that they need. This may include suggesting the women’s aid website which has lots of information for survivor’s and signposting the individuals involved to helping agencies such as AWS personal support team or the Department of Community Mental Health (DCMH).


During my time researching this TMA and exploring safeguarding issues I explored the AWS policies and procedures which state “the provider must take necessary steps to safeguard and promote the welfare of children” (AWS: Child Care Setting Policies: 6) I feel this statement is very vague and needs more depth of information to ensure clarity. However, having said this all practitioners are required to attend safeguarding tier 1 training, which provides more detailed information on safeguarding and clearly defines the responsibilities of practitioners when reporting and managing a safeguarding concern. Reflect on my learning I feel that I did not use the activities as well as I could have as there was only my feedback and it would have been better to hear from other practitioners on how they implement ideas in their setting, However, on reflection I feel I could have made better use of the student forum rooms to discuss the activities more and share information. (CS3)

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