Values and Principles of the Early Year Sector

The principle of an early year sector is that the welfare of the children is paramount. Practitioners that work in early year sector contribute to children’s care, learning and their development, and protecting children who are in a safeguarding issue example, abuse. This is reflected in every aspect of practice in the settings and the service provision practitioners will work with parents and their families who are partners in the care, learning and development, safeguarding of their children and are the child’s first and most enduring carers and main educators.

The best practice requires improvement and self-awareness of practitioners working in nursery and other settings. To ensure that all the needs of the children are met in the setting, there is the need to respond in an age appropriate manner. To include all children in activities and ensure that they have access to resources/materials and activities in the nursery and that they are appropriate wherever possible. Listen to the child on their views, opinions and take them into account and that the child feels valued. Treat all children equally and that every child matters.

Provide a range of materials and activities which will help each child with their individual needs. Encourage children to turn take and to respect each other. Don’t force children to play with other children, let children be independent and to choose their own friends. Plan for children individually because they have different needs. To celebrate and introduce different cultures, races, abilities and religion and that they are all valued. Displays and posters celebrating differences allowing and involving all children not discriminating or stop those who cannot. Provide visual aids toys – multicultural puzzles and toys.

Allow parents to be involved on trips/events and activities that are in the nursery. Treat all children fairly and include all children in activities that are adult-directed or not. Support and encourage children who are less able to do things/new children setting. Give children choices and not to force them to do anything they don’t want to. Give rewards and praise for children’s achievements. To show different special dietary requirements and menus in setting to show what food the child can have and their allergies. Challenge discriminatory practice in the setting and from children and other staff members who are new, etc. ifferent ways of communication to parents asking them of their views and talking to children. Adapt the environment and space, resources for example, display of different ethnic, religion, families, festivals and social events that happens every year. To have a balance diet in the setting and reasonable snack times, to encourage good hygiene by being a good role model example, washing hands before snack, lunch, tea time. To ensure that some staff are qualified and in first aid and in food hygiene and that staff are aware of children’s illnesses and infectious diseases while in the setting.

To provide outdoor provision and that both areas are safe for children to play in and that Health and Safety Regulations are met. Provide age appropriate activities in each room in the setting. That work place is following the policies and procedures with respect to all aspects of safety protection of children in safeguarding their welfare. Allow children to take risks where appropriate ain the setting. To have clear health and safety policies and standards written inside the setting. To have a designated person that is responsible for health and safety and if there are problems then you can see that person.

To have appropriate and clear supervision in the setting. To follow the correct procedure of parent consent of medication and for accidents. Carry risks assessment every time or daily when going out with children for their safety. The manager’s role is to ensure that all or most of staff have completed up-to-date safeguarding training. Ensure that the procedures for health and safety are being followed by all staff. Teach the children how to use age appropriate resources safely. Self-esteem, self-image and resilience are essential to every child’s development.

In the nursery environment, nursery workers can promote these by displaying children’s work, birthdays, etc. To praise and reward the children which can help with their self-esteem. For the nursery workers to plan adapting activities to give the impression of a greater challenge or activities to stimulate children. To encourage healthy eating with fruits and vegetables, dairy, protein, fibre and fat on menu in the nursery. Have pictures of the children on daily routine for parents to see what children do during the day.

To respect confidentiality of children’s information and that the information which is recorded is filed away and that should be places where you can talk which information can be passed on can be respected. To have a clear policy on safeguarding children and to have a safeguarding officer that you can contact about or to report abuse. To take appropriate pictures of children of what he or she is doing in an activity and to be put in profiles and observation that is made by their keyworkers to be seen by their Parents And the children that are your key children.

To have regular staff meetings to review information and transitions that can be shared with parents. For staff to have time to share ideas and experiences they have at the setting with the children’s parents or other staff about the activities, etc. To have a range of resources that staff and children can use and to have opportunities of training that staff would like to do which can encourage new skills that staff can practice in the setting. To listen to children while observing them to respond to their needs in a manner that is appropriate to their age, development and ability.

Placing the children or child’s needs right and views which are at the centre of practice in observations. Information is shared appropriately on observations, profiles and to enrich the experience of children more widely in a professional knowledge, values and skills. …but show unique abilities. To support every child through their learning planned experiences and challenges that can be achieved. To learn about safety inside and outside spaces.

For other practitioners to work in partnership with other nursery and other professional and group in a community which support children to be healthy, safe, achieve and to make a contribution and economic well-being. Positive relationship is all between the practitioners, parents, children and other professionals. A key person is someone that has a responsibility with small number of children, to make them feel secure and safe, build relationship with parents. To have a warm, trusting relation to support children’s learn effectively with any amount at resources.

To know that parents are the main educators of their children. When they work together they have result that he or she has a positive impact on children’s development and their learning. Respecting each other on professional basis and have knowledge of feelings for children and their families. Learning development is what the child care practitioner sees as: Playing with other children is important for the child’s development and that through playing children learn at their highest level and it shows that playing reflects their wide ranging and rained interests.

Children learn best through physical and metal challenges. Active learning that involves other objects, people and ideas, events that engage children for sustained periods. Children have opportunities to play with different materials and variety resources. Adult support through this process enhances their ability to think and ask questions. It is made up of six areas of learning and development and that all these areas are connected to one another are equally important; they are …………. by the principles of the ELIFs.

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