This document covers everything about a child's health and well-being. This documents includes 12 assignments from the D criteria all the way to the B criteria.
Explain the process of attachment (D1)
Attachment is when someone has an affection, fondness, or sympathy towards another.
Furthermore, it is not just a connection between two people; it is a bond that involves a
desire for regular contact with that person and the experience of distress during separation
from that person. Most children form a special bond towards their carer. The central theme
of attachment theory is that primary caregivers who are available and responsive to an
infant’s needs allow the child to develop a sense of security. Attachment develops as you
respond to your baby’s needs in warm, sensitive and consistent ways.
According to psychologist Mary Ainsworth attachment “may be defined as an affectional tie
that one person or animal forms between himself and another specific one – a tie that binds
them together in space and endures over time.” Mary also stated that children form deep
bonds with their main carer which allows children to develop stable and trusting
relationships later in life. Also, a lack of quality attachment affects relationships later in life.
John Bowlby described attachment as ‘lasting psychological connectedness between human
beings.’ He believed that early experiences in childhood have an important influence on
development and behaviour later on in life. Due to Bowlby’s work, children no longer had a
series of different nurses looking after them as each work shift changed and an increasing
number of children began to be fostered in family homes rather than placed in large
institutions. His work has helped early years’ workers to settle children into nurseries.
One role of a practitioner is to provide a high standard of physical, emotional, social and
intellectual care for children in the setting. They can do this by encouraging learning and
development through play and teaching. Also by using Imagination to help children learn
and creating a secure environment in the nursery setting. The practitioner can also interact
with the children individually which may help the children feel more secure knowing that
they have someone caring for them.
Another role of the practitioner is to work alongside the parents to support the children.
This is important because the practitioners can look at areas of development and
improvement and discuss it with the parents so they know what they can do to help their
child continue developing further. This then also helps the child. Many parents will find it
difficult to separate from their children. The practitioner’s role is to make this easier as an
upset parent will lead to an upset child.
Finally, another role of the practitioner is to keep the children in the nursery setting happy.
This means they have to be friendly, approachable and compassionate. They also need to
have tolerance and empathy towards the children. This will then result in children feeling
safe in their surroundings and they will feel comfortable enough to go to the practitioner
about anything that is on their minds.
,Fahima Begum
Unit 2 Children’s health and well-being: D2
Explain the role of the practitioner in preparing for and supporting children
during transitions (C4)
Transitions occur when children move on to the next stage of development, such as
changing from primary school to secondary school. Some of these changes are
natural stages which all children face. However, some children experience transitions
that are personal to them and this may happen at any age or stage of their lives. This
type of transition can be caused by family circumstances such as divorce or
separation or problems such as serious illnesses and disabilities.
There are several types of transition children face, including, emotional, physical, and
intellectual that if not correctly handled can have a negative impact on development.
For example, separation or divorce can leave the child feeling angry and confused
and they may feel guilty because they think they are to blame for the situation.
These negative emotions may lead to a lack of concentration at school, or aggressive
behaviours. The practitioner might work in partnership with the parents and a
counsellor so they can talk to the child and figure out how they can improve the
child’s behaviour and concentration in the school. Another transition is moving
houses. The child may have negative emotions towards this because it is a huge
change for them and they may not want to live somewhere new, as they will be
unfamiliar with it. The child may feel devastated and confused because they do not
know why they are moving houses. This could affect their behaviour at home and in
school because they may not know how to cope with such a big change. These are a
couple of examples of unplanned transitions.
An example of an unplanned transition is death. The child may feel emotions such as
sadness and maybe anger because death is very sudden and can come as a shock.
Also, the child may feel very confused and hopeless which may result in them acting
out and not focusing in school or their behaviour might change as they feel lost. If
the child was close to the deceased person they may feel even more devastated and
helpless that they couldn’t do anything about it. A professional can offer counselling
for the child which may help as it allows the child to talk about their feelings towards
the death. The counsellor can give advice and help the child through activities or do
other things to help the child feel calmer. The practitioner may work with a
counsellor to support the child because they can come up with ideas to help the child
and figure out what is best for them. Information on the child’s behaviour may be
shared with the key worker and other practitioners so they can also help the child
and see which areas the child may be struggling in. Furthermore, the practitioner can
do one on one reading with the child and by doing this they may feel more calm and
relaxed and they may open up to the practitioner about their feelings.
, Fahima Begum
An example of a planned transition is puberty. This is a massive change for anyone as
it can be very over whelming especially for a female as they have to go through
periods and maybe suffer with some painful cramps. It is a massive transition for
both genders as their bodies are changing and developing and they also are
maturing. As they go through this change, they may feel a range of emotions such as
confusion, devastation and anger. This may also affect their learning in school and
their behaviour towards others as they don’t really know how to react but as they
get used to it things will get better. The practitioner may work with a therapist so
they can offer group sessions to help those who are going through puberty if they
feel like they are struggling and need some advice and tips. This may help them feel
better about themselves and boost up their self-esteem and confidence. The
practitioner in the setting may share information about the child’s behaviour and
how they are coping during this transition with other practitioners so they can all
input ideas and see what is the best thing for the child. Colouring could be a great
activity for the child as it can be very relaxing which will make the child feel more at
ease.
Unit 2 children’s health and well-being (D3)
There are 13 important needs that need to be met in a nursery setting. Sleep is very
important for the younger ones in a nursery because they need it so they have more
energy and they are more content. A few benefits of sleep are that the child will be
more productive, concentrated and happy. The effect of a child not having sleep is
that they tend to be grumpier, frustrated, upset and they have a lack of energy. In
the nursery, naptime is encouraged by the practitioners. Naptime usually takes place
after the toddlers have eaten their lunch. The role of the practitioner is to set mats
out on the floor with blankets and cushions and then encourage the toddlers to lay
down, close their eyes and relax.
Rest and quiet time are important for children, as they need some time to just do
little and relax. This is a chance for them to calm down after being energetic or
active. Activities such as colouring, circle time, story time and puzzles could be used
for quiet time. The role of the practitioner is to make sure that the activities are safe
and that the children are enjoying it. In addition, to put on some relaxing music in the
background which may feel refreshing and calm for the children. In the nursery, rest
and quiet time usually takes place after the children are back from playing outside.
Outdoor play is important for the toddlers and children as it is good for their health
and it is a chance for them to express themselves. The benefits of outdoor play are
that it is great for physical development and it is a chance for them to explore and
discover new things and gives them the chance to let all their energy out.
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