Learning Partnerships, Unit Catalogue 2008/09 |
AS20188 Supporting the care and development of babies in partnership with their parents |
| Credits: 5 |
| Level: Intermediate |
| Semester: 1 at Wiltshire College |
| Assessment: EX 100% |
| Requisites: |
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Aims: The aims of this unit are to:-
* Extend knowledge and understanding of the theories and principles of good practice in developing good working relationships with parents of babies and children under 3. * Explore a variety of methods to establish good working practices in the provision of effective, quality care and a suitable environment for babies and children 0-3. * Analyse, evaluate and apply knowledge and practice of effective ways of working with children 0-3, in partnership with others. * Apply the professional practice skills specified in the Sure Start Statement of Requirement for work with children 0-3. Learning Outcomes: On completion of this unit the learner will be able to: 1. Establish and develop an effective working relationship with parents to promote the care & development of their young children 2. Involve others in the establishment and promotion of effective, quality care and a suitable environment to promote the development of children 0-3 3. Apply the professional practice skills specified to ensure a safe, stimulating care environment for babies and children under 3. Skills: Intellectual skills. * Research and extend existing knowledge and understanding of the theories and principles of good practice in developing good working relationships with parents * Critical analysis and evaluation of the knowledge and practice of effective ways of working with children 0-3, in partnership with others. * Reflection on the application of the professional practice skills specified in the Sure Start Statement of Requirement for work with Children 0-3. The professional practice for this unit is that the learner must demonstrate whilst working as a Senior Practitioner that they can: A Establish and develop a working relationship with the babies' parents, for this they must: 1) develop a professional working relationship with the babies' parents 2) discuss with parents: * their patterns of parenting * any concerns you have and they have about their babies' development 3) match your care and education procedures as closely as possible with the patterns of parenting 4) encourage parents to meet with other families: * who may have similar concerns about their babies' development * who are in similar situations and in need of support 5) introduce the babies' key worker to the parents and explain the procedures and practices of the setting in relation to the role of the babies' key worker 6) encourage the parents to stay with the baby to enable it to settle in 7) inform all staff about the need to respect and recognise the parents' rights and responsibilities in their babies' development 8) maintain and monitor daily records and inform parents of: * the babies' intake of food and drink * the babies' toileting functions throughout the day * the babies' play and other activities throughout the day * the babies' development and progress * the babies' sleep times and rest periods * any changes in the usual pattern of behaviour 9) encourage parents to play with their baby in the setting 10) discuss with parents any areas of concern, recommending consultation with relevant professionals, where appropriate B Involve others in the care and development of babies, for this they must: 1) assign a key worker to each baby and provide regular feedback to them about their work with the baby 2) provide constructive support for the key worker to ensure that their development of routines for daily care, play, rest and exercise: * complement the family's lifestyle * are flexible enough to accommodate the individual needs of each baby 3) observe, and make constructive comments and suggestions about social interactions between the key worker and the parents 4) discuss with the key worker the bonding between them and the baby in their care 5) develop and evaluate individual developmental and play plans with the key workerr to ensure the plans, when implemented, enhance the social and emotional development of the baby 6) regularly check each babies' developmental records to ensure that: * the key worker has kept the records up-to-date * the key worker has shown the developmental records to the parents * parents have added signs of developmental progress in their babies * there are no developmental areas of concern 7) discuss the babies' development with other staff members when the baby moves to another area of the provision 8) develop close links with other professionals within the Early Years, educational, health and social services sector 9) inform other relevant people about the routines and individual plans for the babies 10) seek advice from the relevant professional about any concerns you have about a baby or its parents 11) encourage key workers to form intimate relationships and communicate closely with the babies. C Ensure a safe and stimulating environment, for this they must: 1) provide on-going instruction and information for all staff about the care of babies 2) regularly observe and give feedback on the interaction between the key worker and the baby 3) monitor the standards of safety and cleanliness for all equipment, bedding and play areas and items 4) make changes to ensure that standards of cleanliness are consistently maintained throughout the babies' environment 5) inform staff of policies and procedures relevant to the care of babies and ensure their implementation 6) provide each baby with: * a stimulating environment that meets their developmental needs a daily routine which incorporates periods of play, interaction and sensory development appropriate to the individual needs of the baby, and which meets safety requirements * play plans which provide opportunities for outdoor play appropriate to the babies' developmental level, their health, the weather conditions and the nature of the setting 7) check that the food and drinks planned meet the nutritional requirements of each baby and follow the cultural and religious practices of the babies' family 8) ensure that the methods for preparing food and drinks comply with cultural and religious practices of the babies' family, their expressed wishes and the health, safety and hygiene regulations of the setting 9) store mothers' expressed breast milk hygienically and at the correct temperature to minimise risk of contamination 10) provide and/or check that quiet periods have been provided to enable the babies to rest and sleep 11) carry out risk assessments appropriate to the safety of the baby, staff, parents and others Content: 1. Significant and emerging theories and principles of: a) the social and emotional development of babies with particular reference to: * attachment theory * the development of an 'internal world' and the beginnings of thought, a child's sense of self, of primary attachments and their significance for carers b) the interlocking of different types and stages of development c) the development from birth to two years through a knowledge of: * expected behaviours at birth, including reflex actions * links with the physiological development of the brain and social, emotional, cognitive and physical development * the expected 'milestones' for the child's physical development at 6 weeks, 3 months, 6 months and 8 months, including visual and auditory acuity * the babies' awareness of colour, texture and sound * the role of play and sensitive sensory stimulation of the baby by carers * the methodology and use of observations to assess development and possible delay * the signs and symptoms of abuse and neglect and its impact on development d) the precursors to language development including: * major theoretical perspectives on language development * the use of songs, rhymes, sounds and music with babies * the planning and implementation of activities which would assist early language development * signs and symptoms of possible early hearing impairment/developmental delay * the promotion of an environment which is stimulating and conducive to language development e) the meaning of parental responsibility both in ethical and legal terms f) the ethical and legal responsibilities of the child care worker g) Equal Opportunities policies and procedures h) parental and child welfare, rights and legislation 2. Information and facts about: a) the impact of: * negative attitudes by parents/caregivers on physical, social, emotional and cognitive development * the babies' temperament on parental/carer behaviour b) the emotional impact of caring for babies on the worker c) the role and function of: * the primary health care team, in particular the role of health visitors * specialist professionals, e.g. paediatricians, family social workers, midwives, dieticians d) the importance of giving clear, objective information within your own role and the principles of confidentiality e) the role of foster carers f) support groups and networks for families g) the role and responsibilities of the early years worker when supervising the care of babies including: * the principles of hygienic and safe practice and the management of such practice * the management and provision of appropriate care routines * the management of a key worker system and other organisational arrangements in a day care setting * the development and implementation of policies and procedures relevant to the care of babies in the setting * training opportunities for other team members regarding the care of babies h) data protection and confidentiality and security of information 3. Methods, techniques and processes relating to: a) the provision of a healthy and stimulating environment for the baby through an in-depth understanding of: * the needs of the baby during physical care routines such as feeding, bathing, nappy changing, skin and hair care * different cultural and religious practices regarding care of the baby * the appropriate use of different types of baby milk, weaning foods and their preparation with particular reference to possible allergies/medical conditions * the babies' dietary needs accommodating different cultural, ethnic or parental wishes * the signs and symptoms of common illnesses and their emergency treatment * appropriate activities, toys and equipment to stimulate development * the role of play in promoting development * the value of treasure basket and heuristic play b) ante natal and post natal care through knowledge and understanding of: * the development of the foetus * factors influencing healthy growth and development in the womb * factors involved in premature and multiple births * the importance of maternal attitudes, support systems and expectations in ante natal and post natal care * the impact of premature birth on the child and the family * 'Sudden Infant Death Syndrome' and the role of the candidate in the support of parents and siblings c) working with parents: * as a nanny/registered child minder * as a key worker/staff member in a day care setting * as a supervisor in a day care setting d) identifying the signs and symptoms of abuse and neglect. |