Dce Unit 6
E1.Collate evidence which describes the role of the practitioner in working towards a healthy lifestyle and environment for children.In this section I will cover the role of the practitioner in working to provide children with a healthy lifestyle and how it is really important of making sure that the child gets everything they need to stay healthy.
There are many different ways the practitioner can promote a healthy lifestyle and this can be done through: Activities children can do to understand and gain a healthy lifestyle: Reading books
Role play- farm shop Physical games- running, riding bikes and scooters and soft play area Spending time washing hands after going to the toilet, before eating or after sneezing Brushing your teeth (not all settings do this but some do to encourage children to be able to brush their teeth on their own) Singing songs that can help children to understand about healthy foods and not healthy. It is important not to tell children that crisps and chocolate is not good for you because they may not want to eat it.
There is no good or bad food it is just a case of balancing the child’s diet so it is part of the practitioner’s role to provide healthy snacks and meals to ensure that they are getting their five-a-day. Having tick charts can be a good way to promote a healthy lifestyle. By ticking off each day what the child has had to eat can encourage them to eat more healthily. Daily exercise- children like to run around but for those who like to sit quietly, the practitioner should plan activities to include those children so they are getting the exercise they need in order to have a healthy lifestyle.
E2. Provide information about legislation which supports the rights of children to a healthy lifestyle. Here are some legislations that support the rights of children: LEGISLATION DESCRIPTION Human Rights Act 2000 This act was designed to give children the same rights as adults. United Convention on the Rights of the Child This act seeks respect that children have a right to and deserve. Safeguarding Vulnerable Groups Act 2006 This act is designed to make sure that adults working with children and other vulnerable groups are vetted not just in childcare but also in other organisations.
Childcare Act 2006 This act incorporates the welfare standards with which all settings with children under the age of eight use the Early Years Foundation Stage (EYFS). Control of Substances Hazardous to Health Regulations (COSHH) This act states which substances which can make people ill or injure themselves must be stored and used in the proper manner. Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995 This act requires the recording of any accidents or illnesses at the setting or work placement.
E3. Provide information about a range of factors which may affect children’s health and well-being at differing times in their lives. Factors that affect the health of children: Poverty Stress Pollution Housing Unsafe environments Low birth weight Smoking Drug and alcohol misuse during pregnancy Lifestyle Families and community Illness and disability Most of these factors have a negative factor on a child’s health but some of them can have a positive effect. For example a child’s lifestyle can make a huge difference to his health.
If a child is eating a well-balanced diet then the child’s health would be a good one because he is getting all the nutrients and vitamins he needs. And it a child is very active the child can benefit from this because as they grow older the exercise they have done while they are young will enable them to do a lot more things when they are older. E4. Include evidence of the effects of these factors on children’s health. These are the consequences that the factors stated in E3 that affect a child’s health: Smoking
Smoking during pregnancy can result in the child being smaller, having a low birth weight and the child is more likely to suffer from asthma when they are older or at a very young age. Poor housing Poor housing can affect children’s health through dampness, over-crowding and infestation of insects and other vermin. Poverty If people are living in poverty they will not be able to require adequate housing which will then affect their health as mentioned above. Department of Health states that “families living in poverty are less likely than other families to access health and other supportive services.
In addition to this children will be more susceptible to obesity tooth decay and unnecessary injury”. Some children may already be exposed to diseases but are not diagnosed until something happens to trigger it. E5. Include examples of different routines for children which will maintain a healthy lifestyle. All children need a routine otherwise they will get really confused and it may cause them to be distressed. Below is an example of a routine for a one year old. TIME ACTIVITY REASON RISKS 9:00 Arrive and meet and greet 1:1 settling. Time for parents to talk to key person and to discuss any changes.
Builds social and emotional development Opportunity to learn more about the child No risk 9:30 Registration Builds social development No risk 9:45 Play time whilst adult carries out observations one that child or others. Builds PSED, CD, KUW, PD and CLL. Depends what activity the child is doing also depends on the development area Toys being damaged and the child hurting himself 10:15 Snack time sits with other children Stays healthy and builds social development Possible risk of choking on food 10:30 Outside play Builds PD, KUW, PSRN, CLL, PSED and CD. Could fall over; hurt themselves on the toys outside. 1:00 Choosing- does whatever the other children do Lets the child decide on what she wants to play with (child-initiated) Toys could be damaged or broken. 11:30 Sleep/read stories Relaxation No risk 12:00 Lunch time Stays healthy and builds social development Risk of choking on food 12:30 Sleep/story time Relaxation No risk 1:00 Play- outside or inside (child initiated) Builds PSED, CD, KUW, PD and CLL. Toys could be damaged or broken 1:30 Soft play with Builds CD,KUW, CLL, PSRN, PSED, and PD.
Child falling off and hurting themselves 2:00 Play- whilst adult carries out observation Builds PSED, CD, KUW, PD and CLL. Allows the practitioner to plan activities the child can do. Toys broken 3:00 Home time Spends the rest of the day with parents No risk It is really important that a routine is followed with any child because it keeps them safe, promotes a healthy diet, allows time for the child to exercise whether it is through play or physical activity, keeps the child stimulated, allows them to have times of sleep and rest, promotes hygiene, builds a child’s independence and it shows the child love and affection.
Not all children follow the same routine so the practitioners need to plan and put together routines for children who have specific needs so they will not be left out otherwise they could develop self- esteem and self-confidence problems when they are older. (ref E8) E6. Include descriptions of TWO activities which are suitable to use with children to promote a healthy lifestyle. There are many activities for children that enable the practitioner to promote a healthy lifestyle. For example, at placement I have come up with an activity promoting hygiene.
I have noticed that some children do not like to use soap so the activity I have come up with an idea that allows children to make their own soap that they can use to stay hygienic and prevent germs. It also gives the children a sense of independence and ownership. Below is a recipe for making soap. Instructions Set a kitchen vegetable grater into a large bowl, and give it to your child. Show her how to grate a white or light-colored bar of soap into the bowl. You’ll need one cup of soap shavings. Ask her to split the shavings into four smaller bowls. Give your child a bowl of warm water and a spoon.
Have her to dip the fingers of one hand into the water and shake it into one of the bowls of soap shavings. Add several drops of liquid food coloring, and ask her to stir the mixture. Add more coloring drop by drop to deepen the shade until she’s happy with it. Have her scoop the blob of soap out of the bowl and knead it into a ball. Ask her to knead, pinch, pull, stretch and generally mess with it until it’s pliable with the consistency of Play-Dough. If it’s too stiff, add a few more drops of warm water. Show your child how to pinch off small pieces of the soap dough ball and form them into shapes.
Roll a ball of dough into a cylinder about ? -inch thick or a little larger to make a fat crayon for pudgy fingers. Encourage her to create silly animals, geometric shapes or anything else that she can think of. Press some of the dough into the cells of ice trays for some uniformly shaped soap crayons. Line a cookie sheet with paper towels. Arrange the completed shapes on the towels with space in between them. Put the sheet of soap shapes and the ice trays into the freezer for 10 minutes. Remove the cookie sheet and the ice trays from the freezer. Pop the crayons out of the ice trays and add them to the shapes on the cookie sheet.
Set the tray of soap crayons in a cool, dry spot for two days to harden and dry thoroughly. When doing an activity with children the practitioner must be aware of each individual child’s needs and capabilities. For example, some of the children may not like the feel of the soap in their hands when in the stage of molding it together so when I come to do this activity I will put out spoons so the children have the choose whether they want to use spoons or not. This way none of the children will be left out just because they did not like the feel of the soap. This way I am showing a diverse and inclusive practice. (ref E8. )