We provide activities child-led and adult-led, all children are encouraged to get involved and rated equally. The activities will help to stimulate a child’s mind and help them to gain new experiences to help develop all their skills. The temperature Of the room is important and ideally would be between 18-21 degrees. If a room temperature is too high it would help spread bacteria. We provide physical development and this is to help strengthen their muscles and also strengthens their heart, lungs and bones to.
When we exercise it helps strengthen all the parts of our body which helps us to keep fit and also healthy. Being able to keep active helps to stimulate other parts of the body s it is good for our mind, body and soul. When we do physical exercise the blood pumps round our body at a faster rate which increase the heart rate and helps to strengthen the muscles around the heart. Physical activities can be held in door or outdoors. We have an outside play area in our setting and have daily activities outside to help development children’s physical strength.
We provide bikes and scooters for children to use and this helps strengthen their legs muscles for pushing themselves around, body core for balance and steering to strengthen their hands and arms. We also have a Caterpillar limning frame so the children can climb and jump off, this helps strengthen their muscles and also gives a child the importance of balancing risk and make them think about how high they may be, as a practitioner we could remind a child they are higher off the ground and to bend their knees when they land, offering choices that both support and challenge. Playing outside also gives the children fresh air.
Fresh air and light provides children to be able to breathe more oxygenated air, if children are in doors this means ensuring that there is adequate ventilation – which also helps prevent the bread of airborne infections, colds and viruses. Being outdoors seems to help children sleep better it also means that they have access to sunlight which can support intake of vitamin D. Lack of vitamin D can lead to bone deformities such as rickets in children, and bone pain and tenderness as a result of a condition called systematical in adults. Vitamin D sometimes called ‘Summer Vitamin’ because it’s produced in your skin in response to sunlight.
Vitamin D is a fat – soluble vitamin that includes vitamin Del and DO and can affect as many as 2000 genes in the body. It is also important to aka measures to protect children’s skin from direct sunlight in hot or warm weather. We can provide sun hats in our setting although parents do provide their children with a sun hat and put sunscreen on them before they come to the setting particularly if it is going to be a hot day. We provide a canopy outside and have put the home corner underneath this so that the children can play and learn without getting too hot.
If it was of excess heat then we would monitor each child and if they appeared to be too hot we would advise they go inside to cool down as we need to put the health and well being first. The children bring their own drink which they bring into the setting but we would also provide water so that if a child has drank all their drink we provide water and milk so that they would not become dehydrated. If it has been raining and is wet outside we provide waterproofs so that their clothes remain dry, this way they can still get out in the fresh air without getting their clothes wet.
Light is also important to our health because it is linked to hormone regulation and this can affect our sleeping patterns as well as our mood? It is important that children get sufficient sleep as lack of sleep affects our behavior and energy levels, we may find it hard to concentrate and remember and it can affect our balance. It also disrupts hormone regulation in the body. This includes growth and so growth patterns are likely to be disrupted. In our setting we have a book corner where children can go and either sit and look and play with books.
We also have ladybird cushions so if a child feels the need to rest or just sit quietly this area is used for these purposes and is somewhere where a child can go and would be supervised in the classroom area. If they are feeling tired they can have a rest and then go ND play again once they have rested. We also provide healthy snacks in our setting which promotes healthy diet and also helps to educate the children about different types of healthy food. At our setting we provide healthy snacks fruit – apples, oranges, bananas and cucumber. Other foods are carrots, cheese, crackers, soft cheese and water and milk. Restrictions will also share this information to parents and this is put on our notice board each morning for parents to see which healthy snack their child will be having. Children’s emotional wellbeing is linked to their health and babies and hillier can become depressed if they are not given sufficient love and attention. In our setting children are given a key worker, this helps them become familiar with their key person and also their new environment. When a child feels comfortable with their key worker they will feel more confident and happy with their surroundings and in turn will help them to feel safe and secure.
Gradually a child will form an attachment with their key worker and other members of the setting and also make new friends with other children. Parents are encouraged to also help settle their child in by staying with them or a period of time which they feel right for them as this can help reduce any anxieties for both parent and child. As all children are different some children may need a very gradual approach and may take longer to settle so by parent and practitioner working together their child should soon become settled and start to enjoy all the new toys and things they can explore and play with.
Their key worker will work with the child and introduce them to different activities and make observations and create next steps to build and develop their skills. We use The Eleven Scale of Wellbeing to help us track a hill’s progress of wellbeing. By using this scale we can cross check against our observations and when we assess a child. We carry this out two to three times during the whole term and it will alert us if a child does not show signs of moving along the chart. So if they were to be staying around the low area this on the next check we would be need to be looking at why and liaise with our supervisor and manager initially.
See below the chart that we use to help track a child’s well being in the setting. If a child has a key person and have formed an attachment with they will feel secure and happy, if they are having a day where they are feeling unhappy they may just want a cuddle this will help a child to feel that we care, they are cared for and loved. A child will join a small group of children in a setting for morning and end of session group time. The Key worker will use this time to have discussion’s read a story, play a game and sing songs.
This helps the children to form attachments with other children and be able to socialize with other children, it will help them become familiar with other children in their group and gradually give them confidence and help with their development kills. A child will be able to go to their key worker if they need comfort or support which all helps a child’s well being as if a child feels settled and happy then they can enjoy, learn and play make friends in their setting. When a child starts in a setting we ask the parent’s to complete an ‘All About Me’ form about the likes and dislikes or favorite toy.
This information helps us to settle a child into their new environment because we can communicate and talk them about these things they like and don’t like and this will help a child to open up and communicate and gradually feel happier in the setting. We promote hygiene in a setting by making sure toys, table tops and any surfaces are always clean and wash our hands when preparing any food. Children are encouraged to use the toilet when appropriate and always to wash their hands when they have been to the toilet.
We incorporate this message in group discussions and also before children have their snack they are given a token and take this to the wash basin area and bring it back once they have washed their hands. That way the children know they have to wash their hands and we know that they have done this before sitting down to eat their snack. During group discussions with their key workers we also talk about preschool rules which include, ‘No running indoors’ we talk to the children about these rules so they understand why we don’t run inside as this can cause us to have an accident, fall, slip or trip and also hurt another child.
By discussing these preschool rules with the children we are promoting health and well being to the children. We also promote health and wellbeing by carrying out risk assessments and having correct staff ratios. By doing this we are making sure that children are safe and correctly supervised. Any information of a child and heir family is kept confidential and as practitioners we are professional and any information is only known to practitioners unless it needs to be forwarded onto specialists or GAP to help the child and family, we would always speak to the parent before sharing information.
When applicable referrals may have to be made for the safety and well being of a child, additional support may be required to help families going through a very difficult time and by supporting both child and parent we will help to secure positive outcomes so that they can continue with the development within the setting. By using the EYES framework and ‘Every Child Matters’ and Well-being tracker we use different materials and resources, create activities, encourage all children to join in and treat all children as individuals.
Remembering all child learn at their own rate and pace. We make observations and observe a child which helps us to see where a child needs support. We create activities and then plan their next steps. Using a child-centered approach we concentrate on the interests and the needs of each child. By doing this we are giving each child the support and help they need to help them develop their skills and repaper them for their next chapter in their education. Unit 14 (14. 3) 3. Describe the roles of key health professionals and sources of professional advice in promoting positive health and wellbeing for early year’s children and their families and careers. The roles of key health professionals are to provide us with information and general advice to ensure they meet children’s general and individual needs. A Audiologist measures children’s hearing levels and would be used if a parent or practitioner had concerns about a child’s hearing, it maybe that the child is hooting when they talk or showing signs of not communicating.
You would always obtain a parent’s permission before referring a child to another service. Dentist are available to use to promote healthy teeth and gums, they would provide information how to keep teeth and gums from decaying and would advise not to eat too many sweets or sugary drinks as this can cause a lot of problems for young children’s teeth and also affect them when they are older. Dieticians are available to us and work to promote nutritional well- being, prevent food related problems and treat disease.
Dieticians can seek specific training and education on breastfeeding. They can educate parents on technique, what to expect and how to seek continued support. For new parents is best to learn as much as you can about breastfeeding before your baby is born, the dietician is a great source. Dieticians also help and uncover food allergies or food consistories, if your child has chronic symptoms without a clear cause, such as eczema, runny nose, ear infections, nappy rash, diarrhea or constipation, fussiness or aversion to eating, a food allergy or sensitivity maybe investigated.
Dietician can guide you through eliminating food that might be causing these symptoms and also provide a nutritionally complete diet plan this would then be translated to key worker and setting so that we know what foods a child can or should avoid and we would be helping to support their health and well-being. An Optometrist examine children’s eyes and would provide and fit glasses if required this would help a child in a setting as they may have had difficulty in seeing things clearly which would affect their development. It could also affect their behavior as they ay have suffered stress and behavior problems because of this.