Importance of Planning in Childcare Environment

Importance of Planning in Childcare Environment Vanessa Clare Every child is born unique; they have their own characteristics, personalities and interest. They developes at different rates, but do follow a similar development pattern, i.e. one child may begin to walk 9 months whereas another child may not begin to walk until they are 17-18 months. There may be many factors that also come into the equation when a child is developing, i.e. If a child is born premature or at term, if the child has any special educational needs or other disabilities which a child needs extra support for, weather there has been any long or short term illness, and the environment that the child is in, this includes the Childs social environment, also stress. A Childs growth and development is influenced by their learning and their influenced by the people and the environment around them. The EYFS document Development matters show the four themes that the Eyfs underpin all guidance, these are:- A unique child + positive relationships + enabling environments = learning and developments. When planning for a child it is best to get as much information on the child as possible, ask parents for information, as they are putting their most treasured procession in the safety of your care. Observe the childs free play to find out their likes, dislikes, strengths weaknesses, where you can support the child in their learning and environment. Anylise your finding using the four themes, principles and practice from the Development matters document. This helps to find out where a child is on their learning path, consider ways to strengthen their current learning development, showing guidance from positive relationships and enabling environments so that you can plan for the Childs learning and developments to fit their needs. As a practioner you will get to know each of your key children and will find other ways to work with the child alongside their planning. By following the planning, observations, assessment triangles you gain understanding of the Childs actual stage of develo pment, their interest and their particular needs , it will stop the you from planning activates and resources that may be too hard or easy for the child, or that the child does not find interesting. Activities that are too hard can negatively affect their confidence and self esteem, as they will not feel able to do it. Activities that are too easy will not hold their attention and they will lose interest quickly. By doing the observation, analysing and planning triangle it helps constantly review the Childs progress and share with the parents as required by the EYSF at two points, the prime areas between 24 and 36 months of age and at the end of the EYFS in the EYFS profiles. The EYFS breaks down the areas of learning into prime areas and specific areas, Prime areas are fundamental, work together, and move through to support development in all other areas Personal, social and emotional development Communication and language Physical development Specific areas include essential skills and knowledge for children to participate successfully in society Literacy Mathematics Understanding the world Expressive arts and design When planning activities you need to make sure that you are meeting all the children’s individual needs and requirements so the children are all treated equally. Putting into practice the equal opportunities which are essential. Equality, the practice of treating every on equally Diversity the practice of recognising and valuing individual characteristics and differences Inclusion an approach that makes sure that all children can participate to a full extent within their environment. A worldwide document that governs equal opportunities for all children is â€Å"The National Convention on the Right of the Child† this document outlines all basic human rights that all children are entitled to. All early years setting practitoners must follow this convention and empower the children in their care. The world made a promise to children nearly 25 years ago â€Å"that we would do every in or power to protect and promote their right to survive and thieve, to learn and grow, to make their voices heard and reach their full potential.† The convention defines a child as a person below the age of 18, unless the laws of a particular countries has set the legal age for adulthood younger. Young children often don’t realise that they have rights so it is up to adults to make sure that they know that they do, one of the rights relevant is the right for all children to have their views and opinions listened to and their best interest at heart. The EYSF requires all setting providers to have implemented a policy and procedures to promote the equality of opportunity of children in their care, and show support for children with special educational needs and disabilities. This policy should also cover how the individual needs of all the children will be met. All staff should have read and have understanding of their settings equal opportunities polices. All children should be given the same concern and attention and not all treated the same as this can be discriminating against them. A setting and their staff should provide an inclusive environment as this will challenge discrimination which will help to build a positive environment where children and their families will feel respected and valued, making them want to return. The equality act 2010 replaced all existing equality legislations and is in place protect individuals from discrimination. If children are discriminated against it can cause them to become withdrawn and could affect their development by causing delays. There are many ways that children could discriminate against, a few of these are due to their gender, social class, physical appearance, race and culture, it will lower their self esteem and confidence and they will start to question their beliefs. You must treat everyone the same no matter what their gender culture etc. This does not just apply to the children but to their families too. Any one working with children has to challenge their own views and beliefs and not show any prejudices to any of the children or their families so they want to return to the setting. To make a setting welcoming to children and their families welcome signs should be in multiple languages, staff should have a smile and a positive greeting when children a nd their families enter the setting, this creates a happy environment, learning a few words in the children’s own language helps build strong relationships. Support children in their own choices, when it comes to cultural /religious celebration these should be in place whether a child of that religion / culture is in the setting or not, ask for people that are from that culture or religion to come in and help promote to a higher standard so that the children get a fuller picture of the culture / religion or festival. Help children to feel they can come and talk, encourage children to build on their unique character and feel comfortable in themselves, helping them feel positive about their background which in turn will help them gain emotional well-being. By promoting good diversity children will be more accepting of other who are different from themselves. Children trust the adults that look after them to keep them safe and love them as do their parents as they are giving their most precious prize possession to look after and keep safe and happy .part of caring for a unique child is promoting their well-being , making them feel safe and secure in their environment. Key workers are essential as a first point of contact for the unique child and their family. The key worker spends time on a one to one with the child getting to know the needs of the child supporting them as they learn to spend time without their parents, and learning all about their interest, the key worker also helps support the parent in talking to them about the routines and likes and dislikes and aiming to follow them. Setting need to be set out for the children’s age and developmental stage, making sure that the environment is appropriate and safe for the children. Staffs ratios are a legal requirement, in the age group 0-24 months the ratios are one member of staff to every three children, from 24-36 months the ratio is one staff member four children and from 36-60 the children are more independent and have a greater knowledge of their own safety so the ration is one staff member to eight children, at this age children should be given rules, boundaries and activities that get the children to listen. Road safety Stanger danger awareness to personal safety should also be introduced at this age. As children grow they can be given the chance to learn about keeping safe themselves, encourage the child in making decisions give the child the power to say no if don’t want to join in. Promoting independence is an important part of growing and learning and becoming a unique child. And environment should be set out in an appropriate manner for the child. I.e a child of 0-12 months will need the toys in reach so they can chose themselves as they become mobile the environment should be set out so resources are at the child’s height and they can get them easily. A choice of healthy snack should be offered, from 12-24 months the environment should be accessible to the child and they should be voicing opinions which should be listened too, from 24-36 months children should be choosing what they want to play with, communicating is getting better and children should be having their opinions asked and listened to they should be continuing to help set up and tidy away to promot e independence and help with children following rules and boundaries. From 36-60 months children should enjoying independent choices they should be involved in the setting playing and communicating, ask the children what they would like to play with involving them in setting out their environment, at the same time setting boundaries. Setting should following the children’s act 1989 which promotes empowerment for children, making sure that they are involved in decisions that can affect their well being. Making sure that the children’s feelings and opinions are listened to, making sure that individual needs for the children and families are met, that children have their race, culture, language and religion are valued and respected and making sure that the well-being is of paramount importance. By using all of these when working with children you come to learn that all children are unique and by meeting all of their individual needs you are making sure that they are in a happy safe environment where they can grow and learn at their own pace feeling confident at doing so with the all the love support and resources that they need to do so. By meeting the unique Childs individual needs will help the child in five of the â€Å"Every Child Matters† outcomes. In staying safe, being healthy, enjoying and achieving, making positive contributions and achieving economic well-being.

Sam Shepard Essay -- Biography Biographies Essays

Sam Shepard Sam Shepard is a contemporary American playwright and actor whose plays deal with modern social concerns. He was influenced by Beat Generation writers such as Allen Ginsberg who rebelled against a society of economic affluence and social conformity following World War II. Insatiable consumerism became a central trait of postwar life, "driven by the mass media, advertising, and generous loan terms" ("Sam Shepard"). From this atmosphere the Beat Writers came forward to declare their alienation from what they saw as the "creed of suburban conformity in favor of what Ginsberg called ‘the lost America of love’" ("Sam Shepard"). It was from this generation of writers that Shepard was inspired to address the issues of alienation from society, loss of identity and the deterioration of the family structure. The themes explored by Shepard may be described as "the picture of America torn between the idealistic values and painful realities of a frontier paved over by a parking lot" ("Sam Shepard") . In other words, progress and change are destroying the collective values of America as the former replaces the latter. Having grown up in the 50’s and 60’s, a period of social metamorphosis, Shepard must have observed for himself that the apple-pie family of popular culture was far different from the changing face of society’s real life family whose members struggle for identity and connection. As television presented an idealization of suburban family life, reality suggested otherwise. Shepard is known for his oblique story lines, slightly mysterious characters, and use of surreal elements with images of popular culture ("Sam Shepard"). The majority of his plays deal with the betrayal of the American dream, the search for ... ...iculate enough to compose his thoughts, and Austin does not have the adventurous spirit to survive in the desert. Therefore, they realize their identities are not found in each other. The characters in each of these plays grapple for identity and connection, which Shepard recognizes as true in modern American families. As they assert themselves, family tension is the result and the Brady Bunch dream is only that: a dream. Works Cited Gilman, Richard. Sam Shepard: Seven Plays. Introduction. New York: Bantam Books, 1981. xi-xxvii. "Sam Shepard." Microsoft Encarta Encyclopedia 99. Microsoft Corporation. 1993-1998. Shepard, Sam. Sam Shepard: Seven Plays. New York: Bantam Books, 1981. Williams, Megan. "Nowhere Man and the Twentieth-Century Cowboy: Images of Identity and American History in Sam Shepard’s True West." Modern Drama. 40 (Spring 1997): 57-73.

Childcare Policy Proposal

The social welfare concern I chose for analysis is the growing concern for affordable daycare in the United States. Two specific problems I will be analyzing are â€Å"latch-key kids† and child neglect which are a direct result of not having access to affordable daycare. One of the main factors that contribute to these issues is poverty. Poverty has plagued children throughout United States history. Poverty rates are higher among the youngest children ages birth to four years. These children are more vulnerable to long term effects of poverty.According to the National Center for Children in Poverty, â€Å"An estimated forty-two percent of children under the age of eighteen are living below the poverty line. † (NCSC, 2009). About half of the forty-two percent live close to two hundred percent below the line. As the poverty rate rises, more single and low- income parents are in need of affordable daycare. A recent study showed that â€Å"Forty percent of low-income or si ngle-income families spend almost half of their total income on childcare† (Associated Press, 2007).Although subsidized programs are available, the waiting process can be long and tedious. For example, programs like Operation 3 Breakthrough which provide daycare at no cost to families have close to a thousand families on their waiting list. Because cities are not providing for the growing need childcare, parents are â€Å"forced† to seek alternative methods. One alternative parents chose is to leave their children either at home alone or with other siblings.An estimated seventy-seven percent of American kids are considered â€Å"latch-key' kids† (Another study showed that â€Å"nationwide, parents report leaving more than three million children under thirteen, some as young as five, to care for homeless for at least a few hours a week on a regular basis† (Associated Press, 2007). SAFETIES is a non-profit organization that is dedicated to reduce and stop pr eventable child injury and death. SAFETIES recommends that no child under the age of twelve be left alone for any period of time. There is no federal statute on the age a child can be safely left alone; it is left up to the states to decide.In Kansas, the current age a child can be left alone is twelve; however, in Missouri there is no age requirement. Although a child may be aware of emergency and accident prevention, any times they do not have the cognitive capability and Judgment to handle the situation when it occurs. Children four and under require interaction and supervision that another child can not adequately provide to them. â€Å"Children four and under are at a higher risk and make up half of the unintentional injury-related deaths among children fourteen and under† (Safe Kids, 2010).The bottom line is that the latch-key method of childcare results in an increasing amount of preventable child injury and death. NEGLECT 4 Neglect is federally defined as â€Å"Failu re of a parent or guardian to provide needed DOD, clothing, shelter, medical care, or supervision such that the child's health, safety, and well-being are threatened with harm† (HAS, 2009). â€Å"An estimated 5. 8 million children are neglected or abused each year† (HAS, 2009). Parents that do not have older children rely on neighbors, family members or friends to watch their children.This is sometimes referred to as â€Å"patchwork† childcare. Out of desperation, other parents leave their children alone at home, public parks, or public libraries. â€Å"Children and their families may be in need of services even though the parent may not be intentionally gleeful. When poverty limits a parent's resources to adequately provide necessities for the child, services may be offered to help families provide for their children† (American Humane society, 2010). Attachment Theory, (Bowl, 1969) shows certain aspects that all children require and need in order to flour ish and grow healthy.In order to have â€Å"Secure attachment† children need human physical contact. â€Å"Physical connection means plenty of touch and eye contact. Such things as cradling an infant while feeding, cuddling with a toddler before bedtime, and hugging a teenager increase the sense of physical injection, especially if touch and eye contact take place on a daily basis throughout childhood years† (Wassermann, 2006). Many times the child goes from place to place, to different locations and sometimes watched by â€Å"strangers†. The child has no stability, permanency or sense of â€Å"home. Permanency is a key factor for early child development. A â€Å"safe haven† is needed so that when a child feels threatened or afraid, he or she can return to the caregiver for comfort and soothing. If the child is alone or does not receive POLICY PROPOSAL 5 this comfort, they will eventually stop relying on the caregiver and become outdrawn. Children also n eed a â€Å"secure base† that is provided by the caregiver. This gives them safe and dependable place to explore the world. In many cases the caregiver is not intentionally putting the child in danger, but is simply unaware of the many household dangers to children. Separation distress† is also detrimental too child's well-being. When separated from the primary caregiver, the child will immediately become upset and depressed. Many children experience this even in the most â€Å"normal†, ideal family circumstances. A deficiency in any of these areas can affect a child later down the road. LEGISLATION In the past, the United States has tried to correct this problem through legislation. The Aid to Families with Dependent Children (FADE) was first passed in 1935, provided money for â€Å"relief† to help families provide for their children.In 1972, President Nixon built on the idea but changing it to Aid to Dependent Children (DC) trying to switch focus on to t he children as opposed to the family. Republicans typically have a â€Å"laissez fairer† attitude, however all sides felt this was an important issue. Later Temporary Assistance for Needy Families (TANK) was created in 1996 and reformed the DC. With TANK, time limits were put in place, and subsidies were provided to parents to help them care for their children. Currently the federal government allows up to thirty percent of each state's TANK funds to be used alongside current child care grants.In the sass's The Adoption Assistance and Child Welfare act focused on keeping the child with the biological parents at any cost. Later this was reformed into the Adoption and Safe Families Act of 1997. The new act switched the focus from family preservation to safety and permanency of the child. 6 The Child Care and Development Block Grant (JDBC) is a block grant given to tastes to subsidize child care for low-income families if parents are currently employed or enrolled in school. â⠂¬Å"Approximately 1. 8 million US children receive funds, 36,300 in Missouri alone† (IDS, 2009).The grant only applies to children thirteen and under offering in-kind assistance to their families. â€Å"An average of sixty-six dollars per week given in vouchers to subsidize child care† (Almanac of Economic Policy, 1995). Another step in the right direction is provided by the Early Childhood Development, Education, and Care Fund (SEDUCE). This is another block grant that is provided to tastes and has many programs set in place to allow the child to remain in the home instead of utilizing facilitated child care.They offer a program called Stay At Home Parent (ASAP) which allows families with children three and younger to receive in- cash and in-kind benefits in order to provide childcare themselves. Other qualifications this program include teen moms, high risk, no permanent residence, unemployed, The family must also be 185% below the poverty line to be eligible. While t hese programs have been successful with goals regarding abuse, safety, and permanency; the poverty level continues to be at an all time high. LOOKING ABROAD – THE NETHERLANDS I chose to compare our policies with The Netherlands.I found that the Netherlands is more progressive with its view of social welfare than the United States, however is far behind almost all other European countries. In The Netherlands they offer what are considered â€Å"General Provisions. † Basically every citizen is entitled to certain basic needs and provisions. General provisions include Child development groups, pre- school playgroups, child day-care, out of school child care, special education, primary 7 education, and youth health services. All of these programs are universal and available to all citizens.The majority of the provisions are geared towards children staying with parents if possible to have a strong family unit. They offer extended maternity and parental leave for both parent s to lower the cost and need for facilitated child care centers. The funding fro child care and maternity/parental leave is provided by both national and local municipal authorities. All citizens pay in for the â€Å"greater good† of country. LOOKING AHEAD – REFORM I propose not to create a new policy but reform the currant policy.I feel that the Child Care and Development Block Grant (JDBC) is meeting the expectations and Laos the program was designed for. Because the problem is growing rapidly, changes need to be made so that we don't lose control of the situation. The program's goals would continue to focus on importance of family, and strive to provide stability, permanency, and enrichment to families. I also feel that we need more focus on early child development (birth to four years) because it will play a dramatic role later in these children's lives.Working and collaborating with programs such as Head Start provide care givers tools to provide young children wi th what they need to thrive. Graduated assignment should be another key factor in the success of the program. Graduated disengagement is one of the most important core functions of social work. As social workers we need to help people build their own support system so that when they complete the process, they don't feel alone or back where they started. Finding activities and helping them build new trusting relationships is a key factor in this step.They need a support system in place so that when crisis or hardship happens, they POLICY PROPOSAL do not feel hopeless. SERVICES 8 The program I am proposing would be separated into two main groups. The first group is children ages birth to four years and the second would reach children ages five to eighteen years old. Playgroups which are used in the Netherlands as well as many other European countries give young children ages birth to four years old a chance to interact and socialize with other children their age.Licensed facilitators specializing in early education and development will guide volunteers in providing educational and stimulating activities. Meetings would be held three times a week at local schools, churches, parks, and community centers. Keeping the locations in the neighborhoods of he people they are serving will make attending the programs easier for these families. Child day care will also be provided to families that qualify. Accredited programs are required for all programs receiving grant funding implementing the core value competency.The number of locations should be based on the need for each individual community. For example, in areas of greater need, there should also be greater access to programs. I would also like to propose â€Å"Emergency' child care. This program would be a temporary â€Å"safe† arrangement to offer parents â€Å"peace of mind† if their usual arrangements fall through. For example if the baby-sitter doesn't show up, or you have a family emergency, you could drop your child off for a short period of time. Children must already be enrolled in the program or be on some corresponding program such TANK to qualify.Companies that provide on-site day care centers for employees will also receive funding as well as tax incentives. This will give the parents incentive to want to keep their Job as well as peace of mind knowing their children are close by. 9 I also feel that more funds should be used for the Stay At Home Parent program to allow children ages four and under to be with their parents. Families that qualify will receive subsidies while working or attending school part-time and stay home with their child rest of the time.For older children ages five to eighteen the program would continue to offer rewarding after school and summer activities. The objective is to get these kids away from the TV and teach them about the world around them. These activities should based on the strengths perspective model. It is important to find somet hing that the child is interested in or desires, so that they can feel like they have a skill or purpose. After school programs would include tutoring, mentoring, counseling, skill building social interaction, violence prevention, and other similar programs.As social workers we must first build a trusting, positive relationship with the people we are working with. Finding common interests help to bridge partnerships and giving them someone they feel they can â€Å"turn to. † It is important to focus on forming positive relationships instead of trying â€Å"treat† them. These programs will give the children the skills they need to be responsible for their own behavior and become productive members of their communities. I would also like to provide subsidies for summer camps.I found some programs such as the YMCA that offer subsidized summer programs for under-privileged youth already. Many families struggle the most during the summer months when their children are out o f school. This would eliminate having to pay for child care the entire three months of summer, as well as give the child something enjoyable to do. 10 Parents would be provided education and resources on child development and health. The program would offer employment resources, resume help, transportation assistance, interview techniques, internet access, and listings for local Job openings in the

The Mysterious Tunguska Explosion of 1908

At 7:14 a.m. on June 30, 1908, a giant explosion shook central Siberia. Witnesses close to the event described seeing a fireball in the sky, as bright and hot as another sun. Millions of trees fell and the ground shook. Although a number of scientists investigated, it is still a mystery as to what caused the explosion. The Blast The explosion is estimated to have created the effects of a magnitude 5.0 earthquake, causing buildings to shake, windows to break, and people to be knocked off their feet even at 40 miles away. The blast, centered in a desolate and forested area near the Podkamennaya Tunguska River in Russia, is estimated to have been a thousand times more powerful than the bomb dropped on Hiroshima. The explosion leveled an estimated 80 million trees over an 830 square-mile area in a radial pattern from the blast zone. Dust from the explosion hovered over Europe, reflecting light that was bright enough for Londoners to read at night by it. While many animals were killed in the blast, including hundreds of local reindeer, it is believed that no humans lost their lives in the blast.   Examining the Blast Area The blast zones remote location and the intrusion of worldly affairs (World War I and the Russian Revolution) meant that it wasnt until 1927 -- 19 years after the event -- that the first scientific expedition was able to examine the blast area. Assuming that the blast had been caused by a falling meteor, the expedition expected to find a huge crater as well as pieces of the meteorite. They found neither. Later expeditions were also unable to find credible evidence to prove the blast was caused by a falling meteor. Cause Of the Explosion In the decades since this huge explosion, scientists and others have attempted to explain the cause of the mysterious Tunguska Event. The most commonly accepted scientific explanation is that either a meteor or a comet entered the Earths atmosphere and exploded a couple of miles above the ground (this explains the lack of impact crater). To cause such a large blast, some scientists determined that the meteor would have weighed around 220 million pounds (110,000 tons) and traveled approximately 33,500 miles per hour before disintegrating. Other scientists say that the meteor would have been much larger, while still others say much smaller. Additional explanations have ranged from the possible to the ludicrous, including a natural gas leak escaped from the ground and exploded, a UFO spaceship crashed, the effects of a meteor destroyed by a UFOs laser in an attempt to save Earth, a black hole that touched Earth, and an explosion caused by scientific tests done by Nikola Tesla. Still a Mystery Over a hundred years later, the Tunguska Event remains a mystery and its causes continue to be debated. The possibility that the blast was caused by a comet or meteor entering the Earths atmosphere creates additional worry. If one meteor could cause this much damage, then there is a serious possibility that in the future, a similar meteor could enter Earths atmosphere and rather than landing in remote Siberia, land on a populated area. The result would be catastrophic.