Ema 1st Attempt...I Retook
- Submitted by: Aimie
- Views: 906
- Category: English
- Date Submitted: 01/17/2014 01:13 AM
- Pages: 22
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Ethical Statement
I confirm that I am currently meeting the pre-requisites for E105 as set out in the pre-registration information for students and have valid Agreement with Confirmer Forms.
For this EMA I have only used material drawn from the settings identified on my employer Permission Agreement Forms.
In the TMA’s and in completing this EMA I have adhered to the E105 ethical guidance by
• I have approached and sent out a letter to the parents in both my settings, informing and explaining to them the studies that I am undertaking and the need to observe and involve their children in activities set out by me.
• Providing the opportunity for staff, parents and children to ask any questions about what I was doing also informing them of the right to withdraw at any time if they wished to do so.
• Gaining informed consent from the parents – consent form filed in my PEF folder
• Gaining informed consent from the children by telling them what I was doing and why, and asking them if they were happy for me to observe them.
• Changing all names within the assignments so that the individuals cannot be identified.
Part 1
Introduction
One view of team work is mentioned by Rodd (2006, cited in p 61) as ‘effective leadership and collective responsibility – that is team work’ it is this that I base my foundation on how a team can promote children’s safeguarding and welfare. When using the conceptual analysis method as described in activity 4.29 to analyse documents such as the Every Child Matters (ECM) principle cards (DfES 2003) and the Early Years Foundation Stage (EYFS) (DfEs 2007) statutory requirements. I found that these gave me the most information on how it is recommended that settings should meet these requirements for example looking and aiming around children’s physical and emotional well-being.
I will be discussing how the well-being of children can be met and how a team can work...
I confirm that I am currently meeting the pre-requisites for E105 as set out in the pre-registration information for students and have valid Agreement with Confirmer Forms.
For this EMA I have only used material drawn from the settings identified on my employer Permission Agreement Forms.
In the TMA’s and in completing this EMA I have adhered to the E105 ethical guidance by
• I have approached and sent out a letter to the parents in both my settings, informing and explaining to them the studies that I am undertaking and the need to observe and involve their children in activities set out by me.
• Providing the opportunity for staff, parents and children to ask any questions about what I was doing also informing them of the right to withdraw at any time if they wished to do so.
• Gaining informed consent from the parents – consent form filed in my PEF folder
• Gaining informed consent from the children by telling them what I was doing and why, and asking them if they were happy for me to observe them.
• Changing all names within the assignments so that the individuals cannot be identified.
Part 1
Introduction
One view of team work is mentioned by Rodd (2006, cited in p 61) as ‘effective leadership and collective responsibility – that is team work’ it is this that I base my foundation on how a team can promote children’s safeguarding and welfare. When using the conceptual analysis method as described in activity 4.29 to analyse documents such as the Every Child Matters (ECM) principle cards (DfES 2003) and the Early Years Foundation Stage (EYFS) (DfEs 2007) statutory requirements. I found that these gave me the most information on how it is recommended that settings should meet these requirements for example looking and aiming around children’s physical and emotional well-being.
I will be discussing how the well-being of children can be met and how a team can work...