Explain How Own Working Practice Can Affect Children and Young People’s Development.
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4.1 – Explain how own working practice can affect children and young people’s development.
My own working practice can affect children and young people’s development if I don’t follow the policies and procedures to the setting. For example if a child is in danger and decides to come to me (student) and speak about his/her personal situation then I should be able to follow the procedures in keeping the child safe as any other qualified practitioner should. I shouldn’t go to any other practitioners that are available in the room or outside the room, I should go to the safeguarding officer, but before going to the safeguarding office, I should write down everything the child is telling me in their own words for proof, as well as dating, timing and signing the paper. By not following the procedures of the setting, I could affect the child’s or young person’s development, as they won’t be able to concentrate on anything else other than the danger they are in. The child/young person has trusted in me to help and support them and I haven’t done anything to stand beside the child/young person then they will not be able to trust anyone else in telling them about their situation. As Meggit C states ‘It is important to develop the skills of being a reflective practitioner. By reflecting on your own practice, you can evaluate the contribution you have made to the support of children and young people’s development, and you can seek ways to improve your practice’ (2011, pg. 104). It also relates to issues surrounding positive practices and negative ones e.g. being rude, impatient, disrespecting parents and carers, not caring, ignoring, dismissing, failing to report concerns etc. and maybe how you use your own childhood experiences to influence the way you work professionally, may be positive or negative. It can help your...
My own working practice can affect children and young people’s development if I don’t follow the policies and procedures to the setting. For example if a child is in danger and decides to come to me (student) and speak about his/her personal situation then I should be able to follow the procedures in keeping the child safe as any other qualified practitioner should. I shouldn’t go to any other practitioners that are available in the room or outside the room, I should go to the safeguarding officer, but before going to the safeguarding office, I should write down everything the child is telling me in their own words for proof, as well as dating, timing and signing the paper. By not following the procedures of the setting, I could affect the child’s or young person’s development, as they won’t be able to concentrate on anything else other than the danger they are in. The child/young person has trusted in me to help and support them and I haven’t done anything to stand beside the child/young person then they will not be able to trust anyone else in telling them about their situation. As Meggit C states ‘It is important to develop the skills of being a reflective practitioner. By reflecting on your own practice, you can evaluate the contribution you have made to the support of children and young people’s development, and you can seek ways to improve your practice’ (2011, pg. 104). It also relates to issues surrounding positive practices and negative ones e.g. being rude, impatient, disrespecting parents and carers, not caring, ignoring, dismissing, failing to report concerns etc. and maybe how you use your own childhood experiences to influence the way you work professionally, may be positive or negative. It can help your...