Looking After Baby in Home-based Care

We also use communication books to for each child, this makes it easy for parents/ carers to communicate messages to a child’s key worker and to inform them of their child’s daily activities at nursery. This helps to build a good positive relationship with parents/carers and also offers us the opportunity to include parents in the further development of their child at home too. (Parents and practitioners can have a lot to learn from each other).

When providing a healthy and safe environment both inside and outside the nursery, there are factors myself and other practitioners need to consider; individual children and any specific needs they may have, for example at my work place we a baby with Prader-Willi syndrome, a rare genetic condition that causes restricted growth, poor core muscle strength, learning difficulties, behavioural problems such as temper tantrums or stubbornness and a permanent feeling of hunger which will start between the age of 2 and 8 years old. The practitioners who work with the baby must always consider

The role and responsibilities of an early year’s practitioner follow a number of codes. When working with children there are many care needs of children, such as special needs, safeguarding children, children’s learning, behaviour, and working with parents. Early years practitioners have set responsibilities when working with children, like meeting the learning needs of a child, providing an environment which is welcoming and also they have to work together as part of a team to provide good service for both children and parents.

Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to

My responsibilities as a trainee nursery practioner include: providing physical and emotion support and care for the

In my role, I am required to do regular observations of the child to help track their development progression, I am also required to take part in parent’s evenings to talk and explain to the parents how their children are getting on and progressing. I am also required to play a big part in caring for the children in ways that are educational as well as being fun for them. I also take a part in making sure they get physical exercise and meet their nutritional needs.

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.

It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other

Communication is very important, not only with the child/ young person but also their parents/ careers. Parents and careers need to be kept updated with everything that happens with their child/children and information that they need to know about the nursery itself. The stronger the relationship between the practioners and the parent/ career the stronger the trust the parents/ careers have with their child/ children in your care.

1.1 A positive environment is one that is supportive of all aspects of development, it will also support children’s learning and allow the practitioners to be able to extend upon these. A positive environment will allow them practitioners to be able to challenge the children to help them develop, but allowing them to rest at the appropriate times. To be able to achieve a positive environment it is essential that parents and key workers are able to work together to gain the best possible outcome for the children. 1.2 The requirement’s for the environment within the nursery are very varied and will include such things as keeping the child safe at all times and knowing how many children are in the room and how many staff are also there within the ratio; how many staff are qualified within the room and the nursery to ensure there is the required amount; making sure that all equipment is safe and not open to injuring or harming; or, the staff being positive and helping the children where needed, the staff should also be playing with the children and not ignoring them at any time throughout the day.

Practitioners can do various things in a setting to encourage social and emotional development in children. For example, they should praise a child’s efforts, whether successful or not, and offer appropriate individual support. Additionally practitioners should ensure that a nursery is a safe, welcoming and comfortable environment where the children can feel a sense of belonging. Consequently the children will be more positive, happy and sociable and will have positive social and emotional

Some features that I would include in my ideal infant care program would to try a child’s eye view when I start to see where accidents might happen. I would feature different areas like a lunch area, sleeping area, play area, reading area, and relaxing area for both the children and the families so they can be comfortable. My plans that I would include would be to make sure that there are all kinds of toys and equipment that will help children develop a wide variety of skills and help develop large and small muscle. This will increase children’s abilities and develop their confidence. The policies that I would use would have to be open door policy where a parent will be allowed to visit the child care provider any time care is offered.

The National Institutes of Health funded a study surveying new mothers to inquire about the source of their infant care advice ranging from baby sleep positions to immunizations to breastfeeding. Sources of advice were classified as health care practitioners such as doctors and nurses, family members, and the media.