Anticipatory Guidelines

“Parent-child relationships. Among these are quality parenting practices including committing to one-on-one time with each child, affirming their strengths, reinforcing positive behaviors, listening without judgment, accepting ambivalent feelings, reflecting understanding, connecting words to feelings, allowing silence and giving children space to not talk.” 1

POSITIVE: Maintaining good relations with Parents, Carers is an essential element in the healthy development of a child. This then enables the practitioner to understand the child more (i.e. how the child behaves at home and alternatively how the child behaves at school). Parents may be then able to voice any concerns they have with the practitioner and this will therefore result in a healthy parent – practitioner relationship allowing good communication which will aid in them both in aiding the child. Each communication technique needs to be varied for each child.

When considering a child’s needs and routines in your setting, it is important that we communicate with the parents and find out a little about the home setting so we can carry it on when they come into our care, the more we talk to the parents the more we can help the child’s emotional needs and routines.

The main aim of this policy is to help children who grow up in the most at-risk families and to help parents give their children the best possible care. Also, to help children be as healthy as possible by preventing illness, and encouraging healthy behaviours from pregnancy and onwards.

Working in partnership with families: supporting, wherever possible, those who know the child or young person well, know what they need, what works well for them and what may not be helpful as any information given will help the child and reduce any problems later (what food do they like) or triggers etc

Meeting the child's needs: Time to talk about the day ahead ,good preparation routine to ensure no rushing

Practitioners will continue to observe, plan and review for their key children, they will record all targets for individual children to help them progress in their development. There are ways to approach additional support such as:

The opportunity for children and young people to develop in a loving caring environment is vital to their development. It is important that professional practitioners know the expected aspects and rate of development to ensure that individuals in their care are given the best opportunity to thrive. The following tasks will help you to understand the support that each child or young person may need.

In order to do this effectively, Angela should plan for each child, taking observations and get to know both the children well. It is essential not to discriminate for any reason, and offer an inclusive environment and treat everyone equally. Meeting the individual need of every child is important as this ensures they are receiving the best possible care, their rights are being met, equal opportunities are given and an environment is provided that lets them grow and learn at their own pace. The rights of every child are paramount and when this principle is acknowledged, an inclusive setting is offered where everyone is treated equally and with respect.

adhere to in order to improve a child’s health and protect them from harmful effects of family life,

Share any information that may be useful in assessments made regarding the child’s needs and circumstances.

Considering potential damage to the spine of a trauma victim within the overall treatment of a patient is vital when preventing any secondary injury. As stated in the ARC Guideliness,1 symptoms and signs of a spinal injury can include pain in the injured region, paralysis, nausea, headaches, dizziness, absent skin sensation, an abnormal head or neck position, an associated head injury, an altered conscious state, difficulties breathing or loss of function in limbs. Falls in the elderly population or a significant blow to the head are also commonly recognised as causing spinal damage.1 As an elderly woman with a substantial blow to the head and an altered state of consciousness, the patient should be treated as having a suspected

The NYS Early Learning Guidelines were created as a reference guide by the Early Childhood Advisory Council (ECAC) for those who are responsible for the care and education of young children. These guidelines can help early childhood professionals with learning and developing their skills in order to foster children’s growth and development. The guideline focuses on the five domains: Physical well-being, Health and Motor Development, Social and Emotional Development, Approaches to learning, Cognition and General Knowledge, Language, Communication and Literacy. Each of these domains are separated by milestone that children, generally, accomplishes at a certain age. The three age groups are Infancy (birth to 18 months), Toddlerhood (18 months

We believe that in order for children to receive quality care and early learning that suits their individual needs, parents and staff need to work together in a close partnership. The two-way sharing of information is key to this. The nursery team welcomes parents as partners and this relationship needs to be built on trust and understanding. It is important that we, as practitioners, are able to support parents in an open and sensitive manner. The nursery wishes to ensure parents are an integral part of the care and early learning team within the nursery.

Unhealthy environments pose significant issues amongst Early Childhood programs. Teachers, directors, and parents need clear understandings concerning their role in solving this problem. According to Squibb and Yardley (1999) the director has the ultimate responsibility to make certain that everyone in their facility is healthy. They can accomplish this task by offering verbal and written information to teachers and parents concerning healthy standards. After ensuring that rules are in place, directors can assume a practical approach such as, talking with parents about their emergency plans for childcare. For example, they can use the child enrollment sheet to discuss emergency contacts in case of sickness or other emergencies. In