Legal Requirements and Frameworks for Childcare

Legal Requirements and Frameworks for Childcare Precious Toe Ngwu Task 1 Summaries the current legal requirements for those working children. This should include reference to 6 learning goals and how they could be implemented in a child care setting. Current legal requirements for those working with children whether in the home setting, work place, school or other local authorities has be set out in the childrens Act 2006 which was designed with principles to guide and support the children. The Act 2006 guide the child care setting to follow the Early Years Foundation Stage learning in all setting to achieve the 6 learning goals to have the children acquired all the knowledge, skill and understanding they need by the time they are leaving the setting to school or nursery etc. The Statutory Framework for the Early Years Foundation Stage sets out the standards for learning, development and care for children from birth to five as development matters at the early stages of the child. The 3 prime areas are particularly crucial in promoting effective learning and development during the Early Years Foundation Stage. Communicating and language development- involves giving the children opportunities to experience a rich language environment. It develops their confidence and skills in expressing themselves: to speak and listen. The setting are to encourage the children communication skills in the activities around the learning area. Physical Development- this provide opportunities for young children to be active and interactive to develop their coordination, control and movement. All activities planned with in the setting should aim at teaching the children how to be healthy and the importance of exercising. Personal, social and emotional development- the activities planned in the setting should help develop a positive sense of themselves and others. It helps them to form positive relations and develop social skills and develop respect for others. To learn how manage feelings, to understanding appropriate behavior in groups and to have a sense of confidence in own abilities. In my class (preschool, I do circle time with the children and encourage them to work in pairs, speak about their feeling over the week end). The 6 learning goals which are Personal Social and Emotional Development, Understand the World, Physical Development, Mathematics, Literacy and Expressive Arts and Design are to be taught to suit the requirements of the Regulations and the diversity of the children within the provision/setting and this is to done with no exceptions. The learning goals are there to enable the child care provider educate the children and to assess them to ascertain their achievements. Every child has the right to do every activities that is within the 6 learning goals, so by the time they reach 5 years old, they would have acquired the academic year and requirements. The setting should meet several learning goals that will spark children’s interest and enthusiasm for learning, support well-being and sense of belonging. It is important that in the setting, parents and practitioners work to achieve the early learning goals and for the children to be safe and healthy. All early year settings need to be consistency and have good quality for every child to have good progress. In so doing no child will be left behind. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children including children with special needs and disabilities. Task 2 Explain what is meant by respecting and valuing individuality, and how to devise a plan of how this can be implemented in the child are setting. A table format may be used for this task. Respect is a deep feeling admiration for someone because of their abilities, qualities, or achievements. It is also a sense of worth or excellence of a person and a way of treating or thinking about someone. Valuing is a reference against which to measure the virtue of an individual’s values and culture. Therefore, it is important to become more aware of the individual both in themselves and others so that the children will respond with respect and awareness of individual needs. Respecting and valuing children’s individuality means accepting them, for who they are as individuals. This is very important for the development of the children. When children are treated with respect and valued, they will aspirate to their expectations. The basics of anti-bias is recognising others individuality with both adults, children and young people all have different strengths, talents and attitudes. This in itself tells you that people respond differently. Respecting and valuing children’s individuality means accepting them, for who they are as individual. This is important for the development of children. When children are treated with respect and are valued, they will aspirate to their expectations. Respecting and valuing a child will bring in the best in him or her. It is also a 2 way street when you respect and value a child, most of the time he or she will do the same to you. When a child is not respected or valued they would not realize their self-worth. Care givers should praise, cheer and encourage a child on their own individual qualities, what makes them unique. No child is the same every human being is different in his or her own way, to foster good citizenship in each child treat him or her as an individua l. When children are not accepted for who they are it can greatly affect their growth and development. Valuing and respecting- Is showing that we are comfortable with their differences and with young children it means acknowledging that they may have particular interest and help then to build on it by showing them you are for â€Å"what they stand for† so from an early age young children need to be taught respecting and valuing individuality. The setting should be able to encourage the children to work with each other and talk about diversity, culture as they plan and set up a classroom rules. Respect Honesty Courtesy Commitment Equality Justice Kindness Trust As we are all different so are our values. It is important that children, young people understands values and a good values are instilled early on to enable them grow into well-rounded, decent young adults. Children to listen to each other Children to help in the setting implement policy for valuing and respecting each other. Encourage the children share and do a display with them about diversity/cultures Individual planning (meet needs and interest of the child) also needs and interest are identified. Task 3-Evaluate the benefits of consistency with regard to positive and negative behaviuors, and identify strategies that can be used to encourage setting. Positive behavior is important. When we consistently and lovingly meet the needs of the young child in our care, secure attachment are formed. Child now develop secure attachments to more than one adults, that child/children are more likely to develop positive social and emotion skills. They know that they can rely on adults to meet their needs, to respond to them, and to comfort them. This will make the child important and begin to develop a sense of competence and confidence. -Children and young children needs to be part of the setting out of the rules for positive behavior. This will enable them take ownership of any consequences and they will keep it. It is important not to say no but encourage the positive words to tell the child what to do get the childs attention, use words like, â€Å"good listening, good boy or girl†. Be specific, keep it simple, use enthusiasm to encourage the child and also comment positive comments and encouragement in front of others. Praise the children good work and thank the child for acts. Use a warm, engaging and reinforcing the positive behaviours encourages the child to do well and act will. Always work out the rules with the children for the settings in a group which could become a behaviour policy for the child care setting and encourage them to put it up with you. It is better to influence the childs behaviour rather than control it. This is very important as it is beneficial for both the child care provider and the child, the earlier a child is established right from wrong it gets easier for the child to develop in all areas. This should be consistent. Negative behaviour: negative behaviour is very distressing and frustrating when it is not managed appropriately for the one receiving end. It is good to keep it simple when explain to a child why he/she is behaviour is not helping or accepting by using positive words and remaining them of the boundaries set out in the child care setting. It best to focus more on their positive than negative behaviours. The child care setting need to address that at some point, consistently letting the children to know that negative behaviours are not accepted and they need to understand what can be allowed and what cannot be accepted. I do circle time with my preschoolers and in the circle we discuss about our behaviours and how to improve on it. And I made them to understand that bad behaviours are not awarded. We only reward good behaviours not the bad once and there are more consequences. It’s good as the child care provider to have a good tone of voice, but be consistent it goes a long way. The child will than start to build a relationship with that adult and it will encourage that child to stop saying no etc. The self-esteem, confidence and trust will come back. But make sure the setting identify the problem and work with the child and all will fall into place. Task 4- Describe the process involved in managing conflict between children and adults. You should refer to at least one behavioural theorist in your answer I will like to start off by saying that, Firstly, identifying the underlying conflicts aim and hidden agendas that drive the dispute in the first place. Children are emotional and are not ready to begin a process of resolution. It’s a step by step process and it takes patience and consistency. -approach the child/children calmly at his or her eye level using a gentle touch. Acknowledge that there is a problem/issue and suggest some ways to calm them down. I usually use the 1-10, it always work with my preschoolers. I also tell them to breathe in and out. Children need to be taught how to express their emotions without violence/ mood swings. -you the adult should not find fault in the matter or blame, because one child is always in the wrong. Stay neutral. Listen to the child/children and make sure they know you are listening to them and they are been hard by the adult. Make sure that children in the conflict talk about their needs and wants. Most of the time the issues are the â€Å"want†, the adult should stay on the want. The adult should show interest in what they are saying by noddy the head, acknowledge the feelings of each child by helping give the feeling a name e.g. frustrated etc. After defining the problems, help the children find a solution to solve the problem. If the solution is not resolved the adult will have to start again. As Dennise Colwell and Lindsey- Texas Tec University founder-gender differences children when identifying areas of conflict. So the solution is going to be what type of conflict it is. Boys and girls. Girls tended to have more conflicts with each other (peers) over thing said, displaying a child-to child conflict whereas the boys areas of conflict manifested themselves in form of disobeying the teacher. It also goes on to say â€Å"in resolving conflict, it was interesting to note that girls used peer resolution, and the boys relied on the teacher as a facilitator to resolve the conflict. In both ways the adult has a vital role to play be restoring and helping the children control their feelings. Vygotsky research†- stated that conflict with girls are words and conflict with boys are action.

Brand Name Versus Generics Essay -- Health, FDA

The Food and Drug Administration’s approval process initiates with preclinical development that demonstrates that the product is reasonably safe for use in humans and that it shows â€Å"pharmacological activity† that warrants further clinical research. (FDA, 2010) Rodents, swine, and canines are commonly used to validate safety and effectiveness in laboratory studies due to their similar anatomy to that of humans. (Sivaramakrishan, 2010) The next step in the process is the submission of an Investigational New Drug Application (IND) to the FDA for several reasons. (FDA, 2010) Present federal law mandates that a drug be part of an endorsed marketing application ahead of transportation and distribution to clinical research sites across state lines. (FDA, 2010) Manufacturers are also required to halt clinical studies for thirty consecutive days for the FDA to review the application and make assurances that there are no unnecessary risks. (FDA, 2010) There are three differe nt types of INDs; which are investigator, emergency and treatment. (FDA, 2010) An investigator IND is often â€Å"submitted† by a clinician that both commences and performs clinical studies on an unendorsed drug or an approved drug for a new purpose or different circumstances. (FDA, 2010) An emergency investigational new drug application is for the purpose of clinical using an experimental drug in an urgent situation, such as cancer, that does not allow time for thorough FDA review. (FDA, 2010) The third type is a treatment investigational drug application; its purpose is for the submission of experimental drugs that have potential in previous clinical assessment for severe life –threatening situations. (FDA, 2010) An investigational new drug application is required to con... ...DA, branded drugs and their pharmaceutical equivalents have met thorough criterion for identity, strength, quality, purity, and potency which includes commercial production. (FDA, nd) Current Good Marketing Practice (CGMP) regulations dictate minimal requirements for facility methods and controls used in the manufacture, processing, and packaging of the drug product. (FDA, 2011) The purpose of these regulations is to ensure safety, maintain the integrity of the ingredients at the claimed strength, and preserve honesty with regards to labeling. (FDA, 2011 & Siedman, 2000) Regulations were initially ratified in 1963 continually revised due to accidents, injuries, fatalities, and technological advancements. (Siedman, 2000) Verification of compliance is down by unannounced inspections of facilities, sample analyses, and examination of preceding history. (FDA, 2011)

Why Germany Failed in the Battle of Barbarossa

Between June and December in 1941, German judgement inhibited achievement in Operational Barbarossa. Strategic indecision in a wider and more specific context was exacerbated by climatic conditions and a widening rift between the reality and the theory of the battle. The Blitzkrieg strategy that had defined German military capacity was inapplicable to the Russian situation in several contexts. Blitzkrieg was intended to avoid stagnant trench and linear warfare, it was intended to prevent enemy forces form arranging a coherent defence, and it depended upon a highly mobile and mechanised form of warfare. None of these credentials existed in Operation Barbarossa, and the result was a battle of attrition. In commencing Operation Barbarossa, the German prerogative was; ‘Provided everything was over quickly’. Hitler had expected complete strategic freedom within five weeks, an outcome which did not require substantial supplies. However, the reality was that supplies were grossly mismatched with the capability and objectives of German infantry and tanks. The subsequent extension of supply lines increased exposure to Russian attack. The changing nature of the Operation had wider ramifications. Blitzkrieg was not just a tactic, but it was the most fundamental structure of the wider German war plan. Consequently, the entire domestic structure of production was intricately arranged to facilitate a particular warfare. This rendered it incapable of supporting the prolonged warfare of Operation Barbarossa. In November 1941, the Quartermaster General of the German Army reported that; ‘We are at the end of our resources in both personnel and material. We are about to be confronted with the dangers of a deep winter. ’ Hitler was so confident of a rapid victory that he did not prepare for even the possibility of winter warfare. In the first instance, the campaign was launched too late. Hitler should have invaded in April so that objectives could have been achieved before winter set in. However, Hitler’s decision to fight over Yugoslavia in Operation Retribution delayed Barbarossa by five weeks. German Command was unprepared for winter warfare. The many German weapons that malfunctioned in the climate debilitated German firepower. More significantly, forces were not equipped with adequate cold. Vital supplies such as fuel were consumed in managing the temperature. Deep mud, followed by snow disrupted supply lines to exacerbate existing logistical problems. Russian equipment was comparatively adapted for these conditions. Soviet soldiers had warm, quilted uniforms, felt-lined boots and fur hats Climatic conditions only exacerbated the morale deficiency that already marred German forces. Depression was rife, and the presence of an intangible enemy starved German soldiers of contact and success. Soviet potential was severely underestimated by German Command. Communist structures were resistant and adaptable in the sense that they pervaded all aspects of Russian existence. Despite significant losses of land to German forces in the West, the capability of Russia to produce armaments was retained as Communist political structures legitimised the relocation of all industry eastwards. Throughout the duration of the war, the Soviets retained the capacity to rapidly replace its losses and mobilise over 500,000 drafted men each month. The capacity of the Soviet to extract sacrifice from its population was foreign to Western nations. Russian soldiers were reportedly insensible to losses and unmoved by severe attack. A German officer observed that ‘The Russians seem to have a never-ending supply of men. Furthermore, there was little opportunity to interfere with supply columns or communications, because supplies were obtained from the villages through which they advanced. Russian partisans of these same communities would engage in Guerrilla Warfare with advancing German forces. The mismanagement of tactics and climate, and the underestimation of Russian f orces was largely the result of Hitler’s detachment from the tactical and logistical realities of Barbarossa. Hitler’s original three-pronged attack was ludicrously ambitious and unrealistic. Rather, he should have concentrated all forces and supplies on successive breakthroughs. Later, the redirection of the majority of German forces south towards the Caucasus necessitated the displacement of the majority of the 6th Army’s supplies. Despite this, Hitler did not alter the objectives of the Army. Though it was severely incapacitated, particularly in terms of firepower, he insisted that it continue to Stalingrad to isolate the oil fields. Hitler’s decisions were absolute and inflexible, but were undefined and imperceptive to the specifics of the Operation. Paradoxically, these decisions did not ensure conformity, but depended entirely upon the unpredictable interpretations of those under Hitler. As a result, his intentions were often distorted with significant consequences. Moreover, Hitler’s decisions were actualised within an inefficient system. Hitler did not recognise the vitality of admistrative order and clear lines of authority, frequently interfering in the informed judgements of those in the Operation, including Von Paulus. Rather, Hitler dogmatically pursued his preconceived notions of the inherent weakness of communism and inferiority of the Russian culture. His response to the mounting failures of Barbarossa was obtuse. He proclaimed; ‘What we need here is national socialist order’. Perhaps it was mentality that resulted in his gross underestimation of the capability of the Soviet Army. Ultimately, the failure of Operation Barbarossa was the result of palpably inappropriate German judgment. It remains the largest military operation in human history in terms of manpower and area traversed, but as a result of these judgments, also in casualties. Barbarossa provided Britain with an invaluable ally, with which Germany was forced to fight the dreaded two-front war.

Colonial America - 787 Words

During 1607-1753, Colonial America was founded. Starting on 1492, when Christopher Columbus discovered land beyond the England, people were launched into a new life. A group of puritans departed from England to escape the growing stress of the English government. Searching for freedom, in both religion and government, they sailed towards America. Their main goal was not only to start e new life, but also to convert the savages; â€Å"Indians.† With this move they experienced many difficulties. Upon starting a new life, they had to learn a new way of political life, social life, educational life, and above all religious lives. Today the controversy of the importance of Christianity to the colonists in the years preceding the American Revolution†¦show more content†¦It became to be known as â€Å"the little Bible† because religious instruction was integrated into the grammar lessons. The eighty-page book taught the alphabet as well as moral and spiritual principles. After graduating from high school, you could go to college. However, in order to be accepted, there were strict requirements that one had to follow. Every student should be â€Å"able to read, construe, and parse Tully, Virgil, and the Greek NT; and to write true Latin in prose and to understand common arithmetic.† Nevertheless, not only will they have to accomplish all these, but they also have to live a religious, blameless life in God. Every student was forced to constantly pray in the school hallways every morning and evening; as well as read a passage of scripture. The professors were to take turns preaching from Godà ¢â‚¬â„¢s Word in the halls. Additionally, if any student were to act rudely or profane the Sabbath, they would be harshly disciplined. Unfortunately, the government governed even their schools strictly. Colonial America’s social life was probably the most interesting aspect of their new lives. They had two main laws by which to live by; The Moral Law and the Law of Grace. According to the Moral Law, every man was to love his neighbor, and help in times of want or distress. However the Law of Grace, calls men to put a difference between Christians and others.Show MoreRelatedLife in Colonial America1942 Words   |  8 PagesDuring colonial times life would not have been anything like it is today. They would not have a cell phone, computer or a global positioning system. The family would wake up to begin their day with chores depending on their sex, location, age and, the families’ social class. Families were large for various reasons - help on the farm, most children died before the age of five. Childbirth was extremely dangerous for women of the day. Doctors did not deliver infants. 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