Childhood Social and Legal and Health is - n0ak95

7/23/2019 Childhood Social and Legal and Health is - n0ak95

1/19

Childhood Social and Legal and health issues.

Part one:

Evaluation of a range of factors inuencing and impacting on childrens

health and wellbeing to include the following.

Famil Structure: !nemploment" #nance" health food" securit of

famil home.

Communit:

Culture

Education and $ealth

Social services

Social Status %iscrimination.

Social status can a&ects humans in man was" including developmentacross the life span in pschological and phsical health.

'n phsical $ealth there are a higher li(elihood of sedentar life andchronic illnesses and in most of the cases with negative pschologicalhealth outcomes" $igher rates of attempted suicide" cigarette smo(ing"

and engaging in episodic heav higher levels of aggression

)ll famil members living in povert are more li(el to be victims ofviolence. *acial and ethnic minorities who are also of lower SES are at anincreased ris( of victimi+ation

Famil Structure if parents are not wor(ing or dont have enough mone

all famil will feel a sense of insecurit because without mone man

things can happen. ,here are man e-penses in a house and more if there

are children . Parents must pa for %octors" boo(s" heating" food etc.

$ealth food is often e-pensive and not all families can a&ord right now

that.

,he social and economic circumstances where a child is born and raise

has a signi#cant importance. 'f a child is living in povert heshe can

su&er poor health" low educational level and low aspirations. 't is more

di/cult the access to health" etc.

)bout securit and famil home children living in a troubled famil are

li(el more prone to poor outcomes . Some e-amples are harsh and


2/19

neglectful parents and to be abused in childhood. Povert is a reliable

predictor of child abuse

Communit 0hen 1children are living in bad neighbourhoods there e-ist

a substantial ris( of Emotional and behavioural problems. 0e all come

from di&erent cultural bac(grounds and ignorant people might insult a

di&erent culture.

Education might be a&ected because a child needs help and beingencouraged about their studies . 't is ver hard to get a place in societand studies and education are essential nowadas the social status mighta&ect children in Poor linguistic (nowledge and poor grades.

Social Services might be an stigma for the child if heshe is living in a poor

neighbourhood and no one in its famil wor(ed before or all famil have

been receiving bene#ts the child will never felt the necessit of doing

something to improve hisher life. Social Services also can help in tough

times with di&erent social policies.

%iscrimination:

Refection in how personal cultural identity attitudes and values

can potentially impact on bias discrimination and prejudice within

ECCE settings. Your refection should include denitions o the

ollowing.

Bias prejudice discrimination anti !discrimination and

anti! bias o minority groups.

Children toda have a lot of information nowadas. 'n media the can seepic( up notions about ethnic minorities. 'f a child doesnt have e-perienceof #rst hand its opinion about minorities depend completel on thesources of information or people around himher opinions about theseminorities.


3/19

'f a child is not inuenced b the media or other people opinions heshewill never have a negative opinion about di&erent races or features.

2a(e the children awareness of we all come from di&erent bac(groundand all we are di&erent is ver important in the earl ears education.

)dults wor(ing with children must be trained about diversit and be awareof the fact that sometimes there are man di/culties involved forminorit groups.

3egative messages might a&ect the normal develop of the child. Peoplewor(ing in childcare settings pla an active role against discrimination andmust help to develop a positive sense of identit to all children if childcarewor(ers help children can see the 1di&erent4 as normal in an environmentfree of stereotping and labelling. 'f some incidents happens in the ECCEsetting anti5racist training should be considered.

,he #rst step to promote an inclusive environment is the develop ofguidelines for ECCE settings about diversit issues and a diversittraining.

't is also ver important for childcare wor(ers to develop a positiveattitude about values and ethnicities from all over the world and ma(e acurriculum approach based in diversit.Some parts of the curriculum must be based in a 2ulticultural approachand celebrate the di&erence and this will help to eliminate pre6udice and

overcome discrimination. ,his will help to an intercultural approach inorder to avoid discrimination.

,he anti5bias approach 7 ,his is focused to avoid discrimination andstereotping helping to ever child to grow up con#dent and with anidentit with a positive outloo( towards diversit. 't also helps to developcritical thin(ing and s(ills to defend oneself in di/cult situations.

,he anti5bias approach came from the belief that all we are the same with

the same rights " libert and 6ustice. ,he anti5bias approach is the moste&ective wa to address the causes of pre6udice or discrimination. ,heimplementation of this approach might be di/cult but ver positive.%iscussion on both the causes and e&ects of discrimination andstereotping.


4/19

Bias " 'nclinationor pre6udicefor or against one person or group"especiall in a waconsidered to be unfair.

#rejudice " Preconceivedopinionthat is

not basedon reasonor actuale-perience

$iscrimination",he un6ustor pre6udicialtreatmentof di&erentcategoriesof people"especiall on the grounds of race" age" or se-

antidiscrimination"8pposedtothe un6ustand pre6udicialtreatmentof di&erentcategoriesof people.

http:www.o-forddictionaries.com

anti bias o minority groups",he anti5bias approach 7 ,his is focusedto avoid discrimination and stereotping helping to ever child to grow upcon#dent and with an identit with a positive outloo( towards diversit. 'talso helps to develop critical thin(ing and s(ills to defend oneself indi/cult situations.

%ssessment o statutory regulations and national practice

guidelines which relate directly to the ECCE setting.

Since the mid59;s" there has been man policies from the statutor

and non5statutor bodies related to the ECCE settings

2an government departments have now a role and responsibilities in the

ECCE services.

. ,he 3ational Childcare Strateg developed the conte-t of the !3

Convention on the *ights of the Child in 9


5/19

%epartment of Finance>

%epartment of $ealth and Children>

%epartment of )griculture and Food>

%epartment of ?ustice" E@ualit and Law *eform> A= Buestions of Bualit

%epartment of )rts" $eritage" aeltacht and 'slands>

%epartment of Education and Science>

%epartment of Enterprise" ,rade and Emploment>

%epartment of Social" Communit and Famil )&airs>

%epartment of the Environment>

%epartment of ,ourism" Sport and *ecreation>

%epartment of Finance>

%epartment of )n ,aoiseach D%?EL*" 9:99.

'n the earl 9;s" were about promoting e@ualit at wor( for women with

a strong commitment but to put this theor into practice has been not

ver successful.

Bualit provision items were named such as accessibilit" catering for

special needs" continuit of care etc.

For the develop of this guidelines mone it is necessar but b a lac( of

coordination between agencies there is not enough support to parents

with e@ual opportunit to a&ord a childcare for their children and the

levels of parental involvement are low.

,he di/cult here is the coordination between agencies and put into

practice those guidelines is a challenge. 3ature of care and @ualit

education are the (es ingredients in this process.

So" the service is ver fragmented. %epartments acted with good will in

order to ensure the best ECCE services but communications amongst

departments is not ma(ing this eas.

,his good will from the departments is a good platform to build and create

all the reections on the 3ational *eview of Polic.

So" right now" 3FB" is providing a relevant information and frames in the

promotion of @ualit in all ECCE services in 'reland. will provide a relevantconte-t for the promotion of @ualit


6/19

'mpact of legislation on earl childhood care and education settings to

include relevantcurrent legislation and good practice.

&he 'mportance o %nti!$iscriminatory(%nti!Bias #ractice )iving

E*amples o +ow 't 's %pplied in #ractice with Children and Carers

)nti5discriminator practice help to raise awareness and participation in

the local communit of children and their families. 't is necessar in all

childcares setting when wor(ing with children help all of them toac(nowledge the changes in societ. ,owards this e@ualit and fairness

could be implemented because children learn about behaviour in the earl

ears.

,he curriculum in the childcare setting must show all the cultures of the

children in it. Positive reinforcement with images of di&erent races or

disabilities will help to promote an anti5bias view of people from di&erent

ethnics.

't is mandator to the wor(ers in the setting to create an environment

acceptable to everbod in there regardless of the bac(ground the come

from through this everone will feel welcomed" valued and have access to

all services in the setting.

For disabilit children all facilities must be put in place to accommodate

heshe so the child wont feel the di&erence to an other children.

Some e-amples of this are:

,o create a diversit environment through the non5bias teaching

children to be open to all cultures as the wor(ers do.

,o set a time ever wee( were di&erent cultures being e-plained

and accepted as ever da life. ,his will help to their personal"

social and emotional development.

'nvite to di&erent bac(grounds families to e-plain their cultures and

beliefs.

,o promote student or wor(ers e-change from another countrieswould be a good idea. ' can see this in m wor( practice ever


7/19

Frida. Children are ama+ed with someone from another countr.

Part two:

Comprehensive overview o e*isting e,uality provision on the

setting.

Completed Chec-list highlighting current provision in theollowing areas

acilities within the setting. /Building E,uipment in out0

'f the building is new all e-tensions and alterations must compl with the

law and regulations and compl with the Fire Safet Certi#cate and all the

pre5school regulations.

,he premises for the children have to be in safe and stable condition with

all #tted and in clean hgienic condition. ,his include the wor( and pla

e@uipment.

) cleaning schedule must be formulated to ensure the regular cleaning of

areas of ris(" utensils" e@uipment and wor( surfaces.

Suitable and safe heating" conducts of ventilation and lighting should be

within the premises with all the cleaning materials separated.

8utdoor and pla area must be clean from ha+ards.

#lay E,uipment

)ll stu& to pla have to be suitable" clean " hgienic and non5to-ic. )ll

tos and e@uipment should #t into the following:

'maginative pla.

2anipulative pla

Creative pla.

Phsical Pla

$elp to develop the language.

&he ollowing must be incorporated li-e a wee-ly activity"


8/19

Social S(ills.

)ppreciation of 3ature.

)rts and Crafts.

Free pla.

't is also necessary to have

5 Buiet corner.

5 8pportunit for mess pla

Rest 1 #lay acilities

,he owner of a pla school service must ensure facilities for the children

to rest and facilities to pla indoor and outdoor during the da.

0hen sleeping it is necessar alwas monitoring the children and the

must sleep in safet mattresses and cots.

Behavioural 2anagement

Corporal punishment is forbidden and behaviour in pre5school services

must be corrected in a constructive manner.

3anitary %ccommodation

't is recommended that 0Cs" potties and wash hand facilities being child

si+e with adult supervision provided. Potties must be alwas disinfected.

4appy Changing

) separated and ventilated area must be provided.

ire 3aety

)ll Pre5school providers must have a person trained in #re safet.

Fire precautions must be ta(en.

*egular inspection of the premises for #re safet.

3o smo(ing polic.

Fire drills revised regularl and recorded in record boo(.

Cop of #re safet in Pre5school and all sta& must be familiar with its

contents.


9/19

Smo(e detection sstem in place and regularl chec(ed and written in

the records boo(s.

E@uipment should be in place and regularl chec(ed b a compan and

recorded.

Fire e-its free of obstructions.

3ta5 %wareness /e,uality policy training0

#olicies and procedures in relation to E,uality

%e#nition of E@ualit: E@ualit is not alwas about treating everone

the same 7 it is about treating people in such a wa that

the outcome for each person can be the same. ,his means putting

things in place to support people to achieve similar outcomes.

http:www.intercultural.iecontentwhat5e@ualit

'n the world all children and adults have the right to be treated e@uall.

$owever" in 'reland man families are e-periencing ine@ualit and

e-clusion. E@ualit in the earl ears or in a childcare setting is related

to:

)ender"*egardless if the child is a man or a woman.

Ethnicity")re the uni#ed features as a culture" religion and

language. DGlac(" white" )sian" )fricans etc. in a Pla School and

earl ears minorit should be encouraged and to be valued
http://www.intercultural.ie/content/what-equalityhttps://www.pre-school.org.uk/practitioners/inclusion/535/early-years-settings-gender-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/448/early-years-settings-race-and-ethnicity-q-ahttp://www.intercultural.ie/content/what-equalityhttps://www.pre-school.org.uk/practitioners/inclusion/535/early-years-settings-gender-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/448/early-years-settings-race-and-ethnicity-q-a


10/19

$isability",he %isabilit )ct" =;;H provides for assessment of

children and sets out the criteria for entitlement to services under

that )ct. ) child with a disabilit ma be assessed under this or the

EPSE3 )ct. ,here is a program called the Childcare 'nclusion

Programme and this program help to develop the code of goodpractice for the inclusion of disabilit children in the communit and

childcare settings. ,his program is based in %ublin and support

childcare service to ta(e a right approach to ensure the participation

and full inclusion of disabled children providing speci#c training and

support.

%ge",his is applied to people over 9I

Religion(belie"Everone has the right of its own beliefs

3e*ual orientation" a" lesbians" transgender" bise-ual. Etc.

3ocio!economic status")ll children have the same rights

regarding where the come from or social status.

)ll children services must be orientated to promote e@ualit andde#ant discrimination and pre6udice.

) sta& member will be nominated to deal with all the e@ualit and

discrimination issues.

,he service will ma(e training about e@ualit available to the person

and ensure that person can underta(e this wor( e&ectivel.

.,he childcare setting must have up to date all information about

E@ualit legislation.

,he childcare setting must participate in promoting e@ualit.

,he childcare setting must have a polic and procedure about howto proceed in case of discrimination.

,he childcare setting must review the training needs and organise

courses to increase awareness of sta& and others to e@ualit.

Compliance with legislation.
https://www.pre-school.org.uk/practitioners/inclusion/449/early-years-settings-disability-and-special-educational-need-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/450/agehttps://www.pre-school.org.uk/practitioners/inclusion/451/early-years-settings-religion-and-belief-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/452/early-years-sexual-orientation-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/453/early-years-settings-socio-economic-disadvantage-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/449/early-years-settings-disability-and-special-educational-need-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/450/agehttps://www.pre-school.org.uk/practitioners/inclusion/451/early-years-settings-religion-and-belief-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/452/early-years-sexual-orientation-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/453/early-years-settings-socio-economic-disadvantage-q-a


11/19

Employment " )ll wor( places must have a diversit and e@ualit

and diversit polic in order to compl with the E@ual Status )ct

=;;; and =;;J and the Emploment E@ualit )cts 9< and =;;J

E,uality : E@ual Status )ct" =;;; Emploment E@ualit )ct" =;;J

provide the guidelines together with the 3ational Childcare

Coordinating Committee D 3CCC . ,he guidelines helps to

understand and (now diversit in ECCE settings providing e@ual

treatment to everone.

+ealth and saety" !nder the Child Care )ct 99 the $SE is in

charge to ensure the health safet and welfare of all children in the

ECCE setting. 'nspections are ta(en under the Childcare Pre5school

services number two and the =;;I regulations and the amendment

regulations of the same ear D =;;I

Building and planning ",his is under the Guilding Control )ct" 9;

Guilding *egulations" 9A K =;;; Guilding Control *egulations"

9A K =;;; ,echnical uidance %ocuments" 9A 'n Grief: )ll

materials used must compl with the law and it is necessar a #re

certi#cate

#6%44'4) RE)76%&'843 " Local overnment DPlanning K%evelopment )cts" 9I59 Local overnment DPlanning K

%evelopment *egulations" 9J59A )pplies to everbod

involved in the building.

. Child5minders catering for up to si- children are e-empt from

planning regulations.

$ata #rotection: Freedom of 'nformation )ct" 9A" %ata Protection

)ct 9


12/19

'f the service is a limited compan it will compl with the Companies

)ct for ta- purposes and have to do the annual accounts .

,he emploer is the responsible for the deduction of ta-es from the

emploee and give that mone to the *evenue 8/ce .

)ll childcare services must prepare ever ears its accounts andbalance for the *evenue o/ce. ,here are services to advise in

professional guidance and accountant or registered )uditors.

4ational 2inimum 9age %ct =;;; :,his act provides the minimum

rate of pa for emploees this is A.IH per hour from 2a =;;H. 'f

the person is under 9< it would be H.I per hour and since the age

of 9< in the #rst ear the emploee is entitled to I.9= and I.


13/19

Gulling is not an spontaneous act" it is a pre meditated act and it

occurs in children from H ears.

Role o the 2anager"

'n a Childcare setting it is responsibilit of the manager to implant

an anti5bulling strateg and to ensure all sta& compl with it and

(now how to deal with a bulling incident.

,he manager must ensure that all children learn about bulling is

completel wrong and bad behaviour

,he manager must ensure that everbod has training about how to

deal with incidents of bulling.

,he manager must set a climate of understanding and support with

all people involved in the Childcare Facilities and it might avoidbulling incidents. 0hen people feel the belong to a friendl

communit bulling is less li(el to occur

&he role o sta5

Sta& must ta(e bulling ver seriousl and help to prevent

incidents. ) record of incidents of bulling must be recorded and

shared with the manager.

'f sta& see someone being bullied the must all that the can do to

support the bullied person . 'f a child is bullied in a continuous

period of time the must inform parents. .

'n ever incident a form must be completed. *ecord of the bulling

incident must be recorded.

&he role o parents

Parents that suspect that their child is being bullied must contact to

the ECCE manager.

Parents have the responsibilit to support anti bulling policies and

encourage their child to be good.

Parents must help their child to develop social s(ills in support of

societ and ECCE ethos.


14/19

Part

Clear recommendations to e,uality proo the setting.

' thin( educate in diversit it is necessar nowadas. For e-ample" under

the E@ual )ct could be a good idea e-plain bos how to pla dolls and

have tos of all gender available to all the children.

%olls" boo(s" dressing up clothes must represent di&erent cultures and

bac(grounds. ' thin( it would be also important thin( about di&erences in

abilities" wa of learning" beliefs and disabilities.

't is important that the E@ual 8pportunit police be seen in the entr of

the setting. )lso childcare wor(ers might see how other parents interact

with children from di&erent bac(grounds. G everone if a Childcare

setting is wor(ing following the guidelines in diversit and e@ualit it

might be seen with 6ust loo(ing around at what is available and displaed

and whether if the children are being treated e@uall.

,os and e@uipment will be chosen based in e@ualit.

Posters and pictures displaed must show a positive image towards all

the world.


15/19

Goo(s must meet the needs of all children" regardless gender ages and

abilities reecting the man lifestles in societ

&wo recommendations or e,uality proong the ECCE setting in

each.

acilities within the setting

3ta5 %wareness Compliance with legislation

%ctivitiesunderta-en Codes o #ractice.

3ta5 %wareness"Goo(s5pictures of di&erent cultures" s(in colour"

disabled people" femaleroles eg. male nurse" female #re #ghter. posterson wall" dolls of di&erent races.

acilities within the setting"2aterials for wheelchair user. %isabled

toilet.

Compliance with legislation"admission polic to everbod in the

area to appl. 2essages to parents in di&erent languages. allow people

from di&erent countries to appl.

%ctivities 7nderta-en"all holidas and festivals celebrated not 6ust

Catholics. 0ee(l or monthl meetings to (now di&erent cultures.


16/19

Codes o #ractice"E@ualit of pa to all wor(ers . )ll children services must

be orientated to promote e@ualit and de#ant discrimination and

pre6udice.

Evaluation o the relevance o policies and procedures which saeguard

children within ECCE settings in relation to e,uality and how such

procedures should be implemented in the ECCE setting.

Children need inclusive practice in concepts about ethnic identit

because this is good for their self esteem and help to reduce the levels

of depression so the policies and procedures to safeguard children are

the following: 'n the world all children and adults have the right to be

treated e@uall. $owever" in 'reland man families are e-periencing

ine@ualit and e-clusion. E@ualit in the earl ears or in a childcare

setting is into the E@ual Status )ct.

Gender:Regardless if the child is a man or a woman.

Ethnicity:Are the unified features as a culture, religion and language. (Black, white,

Asian, Africans etc. ) in a Play School and early years minority should be

encouraged and to be valued

Disability:he !isability Act, "##$ %rovides for assessment of children and sets out

the criteria for entitlement to services under that Act. A child with a disability may be

assessed under this or the &PS&' Act. here is a %rogram called the hildcare

nclusion Programme and this %rogram hel% to develo% the code of good %ractice for

the inclusion of disability children in the community and childcare settings. his

%rogram is based in !ublin and su%%ort childcare service to take a right a%%roach to

ensure the %artici%ation and full inclusion of disabled children %roviding s%ecific

training and su%%ort.,he programme will be sustained and mainstreamed

through a ,raining the ,rainers Programme which will be an ongoing

resource within the region.

Age:his is a%%lied to %eo%le over *+

Religion/belief:&veryone has the right of its own beliefs
https://www.pre-school.org.uk/practitioners/inclusion/535/early-years-settings-gender-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/448/early-years-settings-race-and-ethnicity-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/449/early-years-settings-disability-and-special-educational-need-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/450/agehttps://www.pre-school.org.uk/practitioners/inclusion/451/early-years-settings-religion-and-belief-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/535/early-years-settings-gender-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/448/early-years-settings-race-and-ethnicity-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/449/early-years-settings-disability-and-special-educational-need-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/450/agehttps://www.pre-school.org.uk/practitioners/inclusion/451/early-years-settings-religion-and-belief-q-a


17/19

Sexual orientation: ay, lesbians, transgender, bi-seual. &tc.

Socio-economic status:All children have the same rights regarding where they come

from or social status.

How to imlement it:

A childcare setting is mandatory to follow always an anti/discriminatory %ractice to

%romote e0uality of o%%ortunity and valuing diversity for children and their families.

he childcare setting must %rovide an accessible and safe environment in which all

children can grow u% and in which all contributions are valued.

he childcare setting must %raise and value the contribution of all families in order to

understand e0uality and diversity.

he childcare setting must %rovide %ositive non/stereoty%ing information aboutgender roles and different family structures nowadays, celebrating the diversity.

he childcare setting must im%rove the knowledge and understanding of all issues

about %romoting e0uality and valuing diversity.

he childcare setting must eliminate all discriminatory actions1

he childcare setting make inclusion of all through all of the activities of the setting1

o %romote good relations between all communities.

Critically refect on how personal cultural identity attitudes and values

can potentially impact on bias discrimination and prejudice within ECCE

setting and identiy one own personal e*perience cultural bac-ground

attitudes and values.

' thin( people alwas fear what the dont (now. )s a foreigner living in 'reland '

must sa that onl twice ' had an episode of discrimination and honestl" ' did

not care at all.

0hat ' can see is people with a normal educational level accept people from

abroad without @uestioning so education about e@ualit and diversit must be

mandator module and class for everone.

0hat ' can see now in the place where ' am doing m wor( practice is there aretwo little Spanish girls. ' ever seen an discrimination or something di&erent
https://www.pre-school.org.uk/practitioners/inclusion/452/early-years-sexual-orientation-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/453/early-years-settings-socio-economic-disadvantage-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/452/early-years-sexual-orientation-q-ahttps://www.pre-school.org.uk/practitioners/inclusion/453/early-years-settings-socio-economic-disadvantage-q-a


18/19

towards them but there is a 1positive discrimination4 for the fact that the are

Spanish with di&erent bac(grounds and the are full accepted when ' can see

how their famil are not accepting the 'rish costumes at all.

For e-ample" the are never in class at the praer time and the are not wearing

uniforms because in Spain nobod is wearing it.

2 leit motiv here is 1'n *ome do as *omans do4 and ' dont care at all. 2an

times" we tal( about discrimination or racism when living in a di&erent countr

but ' also thin( we dont reali+e that for e-ample" here in 'reland" there are rules

in School and while ou are living here ou have to follow them and if ou dont

li(e" it is simple" go bac( to our countr again.

' can see the real e&orts of man people tring to integrate foreigners and there

is no wa. 0hat ' can see is man people ta(ing advantages with the word

1%iscrimination4 when" honestl" integration and e@ualit is a thing from the

locals and people coming from abroad. 0e are a team and we have to wor(together.

Part J: ,horough implementation plan for recommendations


19/19

2ethod of implementation for one recommendation for each of the following

areas

Facilities within the setting.

Sta& )wareness

Compliance with legislation. )ctivities underta(en.

'denti#cation of persona learning needs and how to assist others in identifing

learning goals within the conte-t of the social legal and health framewor( for

ECCE settings.

*eection on how the above could potentiall impact on wor( practice within an

ECCE setting.

'dentif was in which the role of a practitioner could be developed. ,his should

include:

Care of themselves.

E-ploring personal learning needs.

Pursuing training and development in the conte-t of the social" legal and

health framewor(.

'nclusion of a reective account of role as a practitioner and use of this reection

to assist others in the multidisciplinar team in identifing learning goals in the

conte-t of the social legal and health framewor(.

Documents

Childhood Social and Legal and Health is - n0ak95