Unit 2.1: An introduction to the role of
the early years practitioner
| Characteristics |
Features |
|---|---|
| Personality |
Empathetic: Can understand situation from another person's perpective.Being able to imagine a situation by placing oneself in the other person's shoe and see things from their view. Patience Being tolerant and calm of others behaviour and situation without being anxious or annoyed.Non-judgemental Being accepting the person and not showing disapproval of thei behaviour.Warm and friendly Kind, compassionate and sociableSensitive: Being tactful and thoughtful of other peoples feelingsBeing respectful Polite and courteous and regardful of othersCan you think of anymore to add here? |
| Skills |
Communication Listens attentivelyEffective verbal and written communication Ability to interpret non-verbal forms of communication: body language, facial expressions and posture Interaction Abilty to work in a team with other EYPAbility to form rapport with parents Ability to form caring relationship with children Can you think of anymore to add here? |
| Knowledge | Awareness of Children ACt 1989 & 2004 Awareness of Health and Safety Act 1974 Awareness of Equality Act 2010 Awaress of Working in partnership 2015 guidelines Sound knowledge of EYFS framework Sound knowledge of the different areas of child development Appreciate historical and current theories of child development Understand and implement policies and procedures in the setting Can you think of anymore to add here? |
The early years setting are bound by safeguarding legislation, so it is important that the EYP understand and implement safeguarding policies and procedures
If there is any concern with regards to a child's well-being, safeguarding or any behavioural issues, the early years practitioners will be responsible for taking the necessary action. The role of the practitioners are to have knowledge about the policies that safeguard children and know what to do.
Role of early years practitioner
Role of EYP |
Duty of care - EYP have duty of care to ensure that children are happy, healthy and safe- EYP have duty of care to ensure that children are safeguarded - EYP have duty of care to ensure that children are not at risk of accidents, injury or harm - EYP have duty of care to promote children's physical, personal, social, emotional, language and communication development - EYP must treat every child equally and not discriminate against race,religion, culture, disability and gender - EYP to understand and implement policies and procedures in the setting Confidentiality - EYP must understand and abide by the rules of confidentiality - sharing sensitive information with other working partnerships- EYP must obtain consent before sharing information - EYP must not disclose information about child's welfare in an inappropriate way - EYP must not keep information secret that has been revealed to you by another person who confides in you and ask you not tell anyone about an abuse that has happened. - EYP must know how to store information safely and how to access information Other responsibilities - EYP are responsible for understanding their role by reading the job specification and talking to supervisor and manager for further guidance or clarification.- EYP should form positive relationships with parents by showing them respect and acknowledging they know their child best. - EYP should form positve relationship with children under their care. - EYP should have effective communication skills to enable them to work well within a team. Draw from your setting and experience to give an example that demonstrates your role |
|---|
EYP role relating to
current framework EYFS
The EYFS statutory framework is a set of guidelines that focus on the care, learning and development of children from birth to 5 years of age. All childcare settings and educational establishment must be registered with Office of Standards in Education (Ofsted) and required to follow the EYFS.
The table below outlines the guiding principles and the role of the early years practitioner (EYP) in shaping practice in early years settings
EYFS Principles & Role of Practitioner
| Principles | Features | Role of practitioner |
|---|---|---|
| A unique child Every child is unique who is constantly learning and can be resilient, capable, confident and self-assured. |
Not all children are the same, they have different personalities, likes and interest. Example: a child may like to play outdoors
running and climbing and whilst another may prefer to play indoors with play dough or legos. Example: a toddler may feel tired after an activity and need to sleep, whilst other children continue to play. Example: a child is confident and chatty whilst another is very quiet and shy. Children also have different learning needs. Example: a child maybe talented or another may have learning difficulties. Example: a child have a hearing impairment so may consider using body language or pictures to convey messages. |
Accomodate children's needs or promote their development, for example: for a talented child you could design
activities that stretch his/her thinking. Carry out observations and assessments to see what a child can do and is trying to do. From the findings, you can support the child to reach their potential, for example: for child who is riding a three wheel bike confidently, you can support them to ride a two wheel bike. You may have observed a 2 year old child struggle to catch a small ball, so you could support and encourage them to play with a slightly bigger ball which is more suitable for their age and which will promote development of fine motor skills. Example: a 4 year old child can count only to 5, so you might introduce nursery rhymes that encourage counting e.g 'once I caught a fish alive or 'dickory dock the mouse went up the clock' Example: From your findings through several observations and assessments you found that a 5 year old child is having difficulty developing language, so after consulting your team and parents, you might make a referral to a speech therapist. Prepare activities and use resources that stimulate learning and development. Support children during activities, praising them and encouraging them to engage. |
| Positive Relationship
Children learn to be strong and independent through positive relationship Positive Relationship Children learn to be strong and independent through positive relationship |
Assigning a 'key person' to a child will help child to settle in the setting, form attachment and trust
with the carer. Child will feel safe knowing that there is someone looking out for them in the setting. Important for EYP to form a rapport with parents and communicating with them regularly as parents know their child better than anyone else. They are likely to provide information about their child that will help you to care for them, promote their learning and development. as well as keeping them happy, healthy and safe. EYP need to work as a team with other EYP in the setting. All the EYPs in the setting have the same aim which is to care for the children keep them happy, healthy and safe, safeguard them and promote their learning and development. They can support each other, sharing inforamtion, discussing things, and offering practical assistance. EYP liaise and cooperate with other partnerships and organisations: social services, speech therapist, GPs, child psychologist. |
Forming positive relationship Invite parents to meetings and open-day to show off children's displays, Invite them to different cultural festivals and create time to let parents read their children's learning journal. Forming positive Relationship Invite parents to meetings and open-day to show off children's displays, Invite them to different cultural festivals and create time to let parents read their children's learning journal. |
| Enabling Environment Children learn and develop well in enabling environments in which their experiences response to their individual needs and theire is a strong partnnership betwenn practitioners , and parents and carers. Encompasses: physical indoors / outdoors environment and the emotional environment which is about children's feelings such as being happy. An environment where children can express their feeling safely and that involves caring, supporting and responding to individuals needs that allows them to play and explore. |
An enabling environment is one that encourages babies and toddlers to play, feel relaxed and comfortable. An environment that makes them feel like it is a second home. Where they feel emotionally safe and secure and where they explore the surrounding and discover things for themselves. A place where children can move about and use their senses, touching and seeing. |
Support children to be independent by letting them do things themselves so they can gain the skills and this in turn will make them confident.
For example, once the children have developed their fine motor skills, then allow them to button up their coats or tie a shoe lace. Knowing that they can button up coats by themselves without any help will build their confidence. Example: Enabling environment must also be safe: supervise activities that are age appropriate; babies needs supervision with water activities or a child climbing a frame, but a 3 year old playing with dolls doesn't need support. Your role is to help child manage risks and think about safety: provide a safe area for children to play football or providing opportunities to make decisions or make choices. For example, babies learn from their senses, but they aren't mobile, so consider presenting a treasure basket containing variety of colourful, textures and different shaped objects that will attract the children to explore; they will choose and pick out the object that interest them. Provide variety of rich resources that stimulate learning. Outdoor area should be spacious enough for children to run around and be physically active. The outdoor area should also be designed to foster children's learning and development. Provide variety of resources that stimulate imaginations and one that can be symbolic, for example, large wooden boxes might represent mountains or climbing frame might represent a tree. Indoor area should be spacious to enable children to freely move around safely and feel relaxed. It is also important in promoting children's learning and development. Have a book corner which is a quiet and cosy where they can sit on cushions and relax. Create an inviting atmosphere where children feel like being at home in familiar surroundings. Create a welcome area, for example in children centres, staff greet the children and parents with the 'hello' song. This makes the children feel comforable, feel happy and safe. The room and foyer can display 'hello' greetings in different languages to make everyone feel welcomed. Art: create discovery activities e.g. what happens when bubbbles blow or when a stone and paper is dropped in water. Babies learn from their senses, so give them objects that are colourful and shiney and objects they can shake, bang, bounce, squeeze and . Provide objects that encourage children to reach, move, touch texture and smell. Create messy play, water or sand activities. Plan open-ended material e.g. play dough Set up activities in spacious area that encourage babies to crawl, roll and walk. Can you think of other areas in the nurseries that promote children's learning and development. |
Range of services provided for children
There are four different types of children services that are classified as:Statutory service
Voluntary service
Private service
Independent service
The tables below outlines each of the services
Statutory services
Statutory education are free and run by the local authority and government.| Childcare setting | Range of services | Purpose of the sector |
|---|---|---|
| Nurseries | Provide childcare services to toddlers and children whose parents are occupied during the day. Provide a safe environment where children play, explore and learn . Provide resources, activities and learning resources to promote all aspects of child's development |
To cater for working parents and those wanting to return to work. |
| Children's centre | Run a 'stay and play' session for parents and their children. Offer classes to parents to gain parenting skills Provide information and advice on debt, health, nutrition and family issues Offer exercise and fitness activities Run sessions on adult learning and workplace skills |
Improve outcomes for young children and their families. Aim to prepare children for school. |
| Breakfast / after school club | Provides healthy breakfast
After school club - offer support with children�s homework. Offer a place where children can interact with other children of a wider age range and play alongside others. |
Set up to help working parents. Aim to encourage school attendance , punctuality and healthy eating habits. Research shows that children that attend breakfast clubs learn better because they have eaten a healthy nutritional meal before the start of their school day Research shows that children that attend breakfast clubs learn better because they have eaten a healthy nutritional meal before the start of their school day |
| Sure Start |
Support offered to families and their children under age 5. Support offered in health, childcare and eary education. Staff organise daily play and art activities in the playroom or bedside. Provide play to achieve developmental goals. Help children to cope with feelings of anxieties. Encourage peer group friendship to develop. |
Day care set up for children who are unable to attend school due to being hospitalised. |
| Primary school |
Between ages 4-5, children start in reception class where EYFS framework is still in practice. Children who turn 5 and 7 years before september transfer to year 1 and year 2 respectively. |
Develop the skills and knowledge needed for the Juniors school |
Voluntary services
| Childcare setting | Range of services | Purpose of the sector |
|---|---|---|
| Pre-schools and playgroups | Inside church halls Offers part-time or half-day services either morning or afternoon. | Provide play environment for children to play explore and learn. |
| Day schools | Residential special schools. e.g Hatton school which support children with autism and Aspergem Provide learning and skills |
Provide main stream education |
| Community nurseries | Church setting or halls that are run by charities such as Barnados, SENSE or SCOPE Provide a safe environment where children play, explore and learn. |
Provide resources, activities |
| Can you think of any other early years sector? |
? |
? |
Private services
Private services are independently run and they charge parents for their services. They offer part-time or full-time care and educations. Some of the funding is from the government to help families with low income.| Childcare setting | Range of services | Purpose of the sector |
|---|---|---|
| Independent nurseries, nursery schools | Legally registered and inspected by Ofsted They also follow and implement the EYFS framework |
They offer choices to parents: provide care part-time or full-time and open at 8am to 6pm in the evening.which may suit parents who start work early and finish late. Accomodates parents timeschedule who commute long distance to and from work. |
Preparatory schools | They follow the EYFS in reception year. Full-time or part-time Open 8am to 6pm. |
Suitable for parent who work full-time or long distance |
| Childminders , nannies and grand-parents | Children looked after in the child minders home grandparents or nannies own home. Childminders must be registered with Ofsted and undergone early years childcare training by CACHE, PACEY |
Suitable for full-time working parents and those working week-ends. Childminder are open all day, week-ends, term-time and holidays. Also provides care before and after school hours |
Health services for children and their families
| Health services | Role | Advice promoting health |
|---|---|---|
| Health visitor | Provides support to children and parents. Focus on prevention of illness and staying healthy. For new born: Checks weight and height of baby. |
Visit and gives advice on feeding, weaning on new births. Gives support to new parents. |
| Nutritionist | Provides healthy eating programs Promotes healthy eating. Supervise the preparation and serving of meals. |
Provide information and guidance of eating a balanced diet of protein, minerals, vitamins, carbohydrates, fats and fibre. Provide information of food allergies and recommendation for alternatives. Information on the benefits of eating fruits and vegetables. |
| Dental Hygienists | Gives advice on oral hygiene for babies and 1-5 year olds | Give advice on how to keep teeth healthy: brushing twice a day and avoiding sugary food and drinks.
Give advice on oral hygiene for babies. Advice on benefits of breast feeding and dumping the dummy. |
| Optometrist | Checks eyesight and prescribes glasses Detects any signs of diabetes or eye disorders |
Information on the types of glasses available. Give advice on how to look after the eyes. Give advice on how to wear contact lenses. Make referrals to specialist. |
| Audiologist | Checks hearing level. Identify and assess hearing and balance function and their associated disorders. |
Provides information on hearing aids and how to use them. |
| Speech and language therapist |
Diagnoses different speech, language and communication needs. Assess, plan and deliver support for children and young people with range of speech, language and communication needs. |
Gives advice on developing communication skills. Provides information to promote speech, language and communication. |
| Psychologist | Helps child with behavioural or learning difficulty | Discuss any issues and interventions with parents. Make referrals to educational psychologist. |
| Paediatrician | Help children with health problems. Has expertise knowledge and skills to support children with a range of issues. | Provides advice on treatment and therapy Presents alternative options for treatment |
| Doctors (GP) | Diagnose illness and prescribe treatment / medication or make referrals to specialist | Give instruction on how and when medication should be taken. Give advice on taking rest or exercise Give advice on seeing specialist |
| School nurse | Monitors children's health in school settings. | Provides advice on children's health requirement and provides support. |
| Can you think of any other services? |
? |
? |
Snack time
Feeding time for babies
Activity time
Tidy-up time
Hand washing time
Identify other routine tasks in your setting
Daily routine task gives children consistency Children need consistency, they seek familiarity and need to feel comfortable in a setting. This can be achieved by carrying out daily routine tasks which help to which creates a safe surroundings for children. Daily routine will also encourage children to become independent.
The daily activity routines gives children the opportunity to learn and develop.
What is the role of the EYP during routine task?
| Type | Form of communication | Channel of communication |
|---|---|---|
| Verbal | Talking Listening Singing |
Face-to-face Telephone/ mobile Lyrics, poems, nursery rhymes |
| Non-verbal |
Writing Reading Sign language Touch Painting Drawing Body language Facial expression |
Letter, e-mail, texting Books, magazines, information leaflets, written instructions or guidelines Visual signs using fingers and hands � for the hard of hearing. Braille - feeling raised dots on paper for the visually impaired. Finger spelling Pictures � expression of feelings Graphs / diagrams Shrugging shoulders Pointing Eye contact Blushing Smiling Frowning Can you give other examples of communication? |
Who do you communicate with and why?
EYP interact with children, parents, colleagues and professionals working in partnership, including social services, GPs, health professions, DBS and the police.Can you think of other people or organisations EYP communicate with?
Reasons for communication:
- Give / receive instructions
- Give / receive information
- To ask questions
- Outline a concern
- Express a need
- Develop learning
- Make conversation
Communication for students in work placement
| Who do you communicate with | Reason 1 for communication | Reason 2 for communication |
|---|---|---|
| Key worker | Ask key worker about child's special needs. | Involve key worker with activities. |
| Children | Sing nursery rhymes. Provide support. | Read a story and ask questions. |
| Parents | Discuss child's progress in learning and development. | Ask parents questions about children's dietary needs. |
| Assessor | Respond to questions posed by assessor. | Interact with assessor to demonstrate work-based learning. |
| Manager | Follow policies and procedures of the setting outlined by manager. To express and share information about any concern regarding child's feelings or behaviour. |
Report to manager about safeguarding issues.
Can you give other reasons for communication in the work setting? |
Support for promoting communication
* Refer to speech therapist* Use interpreters if unable to speak English
* Use sign language for the hard of hearing
* Use finger spelling for the visually impaired
* Use pictures and gestures to convey information or message
* Use puppets to communicate with the shy children
Forming relationships with children, parents and colleagues
Effective communication is the key to forming relationships with children, parents and colleagues.Forming relationship with parents:
Communication can help EYPs to socially interact with children, form a rapport and build confidence and gain trust. In the setting a key person is normally assigned to a child to help a new child settle in and support child to learn and develop, identify their needs and accommodate them accordingly.Once relationship is established, children will feel comfortable and will engage with carers and other children others in the setting.
How to communicate with children:
- Talk at their level, keep eye contact
- Use age-appropriate language
- Give them time to understand what has been said
- Encourage them to respond
- Listen attentively
- Show respect: be polite and use friendly tone
- Use open-ended questions
- Use body language: smile or nod
Forming relationship with parents:
Parents know their child better than anyone; they can provide comprehensive information about their child, such as background, preferences and any concerns they might have regarding their children's welfare. <
Showing respect to the parents and showing that you value their input will help to form a caring relationship. Inviting parent to open-day and encouraging them to engage in their children learning can help to build a good relationship. EYPs can support parents with emotional or social problems and give parents confidence in their parenting skills if needed
Have interpreters, show childs learning journey, share some moments that the child excelled in,display children work on the wall and show to the parents the painting or drawing. make parents feel part of the nursery.
Forming relationship with colleagues:
Develop team working relationship with colleagues which might involve sharing work loads, sharing informations, designing and setting up activities together. Being approachable and able to ask for advice as well as showing respect and appreciation for each others perspectives and ideas. It is also understanding that you all Being polite, courteous and being cooperative, understanding that you all share the same goals that to care for the children and promote their learning and development.
Can you think of anymore?
Barriers to developing partnership:
- Stressful lives and circumstance, for example: poverty, disability, illness or single parenthood
- Language barriers, for example: some parents may lack confidence in speaking English if it is not their first language
- Work pressure, for example working long hours and unpredictable work patterns.
Can you think of anymore?
REFERENCES
DFE (2017) Early Years Foundation Stage Framework (EYFS)
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
http://www.foundationyears.org.uk/eyfs-statutory-framework/
Every Child Matters (2003)
http://webarchive.nationalarchives.gov.uk/20130403155730/https://www.education.gov.uk/
publications/standard/publicationDetail/Page1/DfES/1081/2004
Early learning and childcare
https://www.education.gov.uk
Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Hodder Education:London
Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. Hodder Education:London
Tassoni et al (2014) Level 3 Early Year Educator. Pearson: Harlow Essex
Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Pearson: Harlow Essex
www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk