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E2 and C1C1 E2
Monday, 14 January 2013
Tuesday, 8 January 2013
Bibliography
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Bibliography
Websites
· Peques (2012) A totally independent and stimulating environment[Online] http://www.peques.co.uk/baby/room.php [Accessed: 6th November 2012]
· West Derby Children's Centre (2012) Sensory Room [Online] http://westderbychildrenscentre.co.uk/site/whats-on/sensory-room [Accessed: 6th November 2012]
· Early Years Matters (2012) Positive Relationships [Online] http://earlyyearsmatters.co.uk/index.php/positive-relationships/ [Accessed: 6th November 2012]
· Unicef United Kingdom (2012) Health [Online]http://www.unicef.org.uk/UNICEFs-Work/Our-mission/Childrens-rights/Health/ [Accessed Date 7th November 2012]
· Early Years Foundation Stage Form (2003-2012) Enabling Environments [Online] http://eyfs.info/articles/article.php?Enabling-Environments-64 [Accessed: 7th November 2012]
· Livestrong.com (2012) Factors That Affect the Development of a Baby [Online] http://www.livestrong.com/article/100661-factors-affect-development-baby/ Accessed: 13th November 2012
· Kids Health Centre (2008) Environmental factors [Online] http://www.kidshealth-central.com/environmental-factors.html Accessed: Date: 14th November 2012
· Livestrong.com The Limitless Potential (2012) The impact of parenting styles on children's development [Online]Http://www.livestrong.com/article/541560-the-impact-of-parenting-styles-on-childrens-devlopment/ [Accessed: 20th November 2012]
· Wiki How to do anything (2012) How to recognise signs of abuse in a toddler or baby [Online] http://www.wikihow.com/Recognize-Signs-of-Abuse-in-a-Toddler-or-Baby [Accessed: 5th December 2012]
· Teaching Expertise, Teach, lead and succeed (2009) Early Years- Role of the key person [Online] http://www.teachingexpertise.com/articles/early-years-role-of-the-key-person-2359 [Accessed: 5th December 2012]
· Kinder World Day Nurseries (2012) Daily Routines [Online]
http://www.kinderworlddaynurseries.co.uk/index.phoption=com_content&view=article&id=11&Itemid=10 [Accessed: 5th December 2012]
· Imperial College London (2012) Role of the Key Worker [Online]http://www3.imperial.ac.uk/eyec/staff/keyworkers [Accessed: 5th December 2012]
· LSE Staff and Students (2009-2012) Confidentiality Policy [Online]http://www2.lse.ac.uk/intranet/LSEServices/nursery/regulations/confidentialityPolicy.aspx [Accessed: 5th December 2012]
· Children Act 1989 (No Date) Children Act 1989 Children Act 2004 (Children's Services) Regulations 2005 [Online http://www.careandthelaw.org.uk/eng/b_section2 [Accessed: 5th December 2012]
· HM Government (2012) Working Together to Safeguard Children: Executive Summary [Online] https://www.education.gov.uk/publications/eOrderingDownload/00305-2010DOM-EN-v3.pdf [Accessed: 5th December 2012]
· Yahoo Answers (2009) How care routines can enhance the overall development of babies from birth to 12 months [Online]
http://answers.yahoo.com/question/index?qid=20100514061954AAhIZEq [Accessed: 7th December 2012]
· Mums net by parents for parents (Non Date) Your baby at 12 months [Online]http://www.mumsnet.com/devcal/12-months [Accessed: 11th December 2012]
· What to expect, Pregnancy and parenting, every step of the way (No Date) 14-Month- Old- Child [Online] http://www.whattoexpect.com/toddler/14-month-old.aspx [Accessed: 11th December 2012]
· I Village (2011) Baby's Second Year, Your 14 Month Old [Online] http://www.ivillage.com/babys-second-year-your-14-month-old/6-a-144844 [Accessed: 11th December 2012]
· The Activity Mom (2011) Toddler Activity- Matching Colours with Play Food [Online] http://www.activity-mom.com/2011/11/toddler-activity-matching-colors-with.html [Accessed: 12th December 2012
· 123 help me.com (2000-2011) Cognitive Development and Language Skills Development [Online] http://www.123helpme.com/view.asp?id=141582 [Accessed: 19th December 2012]
· Department for Education [2012] Child Care Act 2006 [Online] http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/a0071032/childcare-act-2006 [Accessed: 19th December 2012]
· CDM Child Development Media Inc (2012) Mary Ainsworth and Attachment Theory [Online] http://www.childdevelopmentmedia.com/mary-ainsworth-and-attachment-theory.html [Accessed: 19th December 2012]
· Gold Crest Day Nurseries (2012) Our Key Workers [Online http://www.gcdaynurseries.com/pages/keyworkers.html [Accessed: 19th December 2012]
- Meggitt (2006) Child Development, An Illustrated Guide, Birth to 16 Years, 2nd Edition, Wooden Ark, Heinemann
- Thornes, N et al (2008) CACHE Level 3 Child Care and Education, Cheltenham
- Pound (2006) How Children Learn, Step Forward Publishing Limited
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There are many different theories that relate to development and the attachment theory.
Vygotsky thought said that children learnt through social interaction and their relationships, this was through the social skills that are language. Vygotsky's theory is known as the theory of 'social constructivist theory'. Vygotsky was very interested in children's play; he thought of the idea that play had an imaginative element, which is then beneficial for the children. Vygotsky developed an idea which is known as the 'Zone of Proximal development' which focuses on the idea that adults are able to help children and babies learn and that children and babies will be able to help one another with their learning and development. This concept has been named as the 'Vygotsky tutorial'. Vygotsky used the term 'the zone of actual development to express the tasks that children and babies can do without any help and support from adults, then the term 'zone of proximal development' to show the tasks that children and babies may be able to do but with support and help from adults which means eventually the children and babies will be able to do these tasks on their own. Vygotsky always thought that children and babies should be challenged to do some activates that are more difficult for them, he said this because he thought that this would stimulate them and develop their learning to the next stage and move forward. "The process of offering activities that will slightly stretch children in this way is referred to as 'scaffolding learning" (Thornes, 2008, Page 56). In conclusion Vygotsky said that through scaffolding learning and with challenging activities that is beyond what children and babies can do will mean that children and babies will be able to move on from their actual zone of development to their proximal zone of development. This links to Piaget’s theory and his view that children and babies should get the opportunity to pass through the different stages of their development logically with modest interference.
I have seen that Vygotsky theory is used in setting today. It is being used in planning when practitioners are planning to meet the care and learning needs of all babies and children. Scaffolding is used when practitioners are looking at where babies are with their development, this links to planning because once practitioners have found out what the babies can already do they can then they can look at the next stage which is looking on what practitioners can do to improve their development and challenging babies with challenging activities to move them on to the next stage in their development. Practitioners will then support the babies to help them succeed in their challenging activity in order to help them to be able to do the task on their own to move on to the next stage in their development. Practitioners will help to support babies learning and development by supporting the babies own efforts, helping to enable the babies to gain a variety of skills, the knowledge and the understanding and confidence to be able to move onto the next stage in their development and be able to do different tasks on their own.
It is important that babies are being given the best quality care standards when their in day care because it is to help ensure that they are being given the right care and learning needs in order for them to develop. It is important that practitioners to make sure they are focused on the outcome for the babies that practitioners are caring for and focusing on their interests. It's important that practitioners are ensuring that they are meeting all babies needs like changing their nappies but making sure they are being changed on a regular basis to avoid the baby getting nappy rash, it important that babies are getting the right amount of food in their day e.g. breakfast, snack, lunch and dinner in order to help them grow and develop in the right way. It's also important that babies get their sleep so they refresh their energy to be able to explore their environment and learning and development through their play. Providing quality care standards for babies is not just about their care and development it’s also a massive part of making sure that the babies are safe in the setting and that they are not going to be put in any danger. It's important that the right safety measures are in the setting to keep babies healthy and safe e.g. locks on doors, cupboards and windows, sharp edges are covered up, plug socket covers etc. It's also important to ensure that practitioners always do a risk assessment before the babies enter the setting to ensure that the setting is safe for the baby to explore and be in. It is important that practitioners are also providing babies with the appropriate learning opportunities and the right toys and equipment that helps provide the right activities that will help babies to learn and develop at the right stage of their development and making sure they are learning new skills, the right knowledge and helping to improve their social, emotional, physical, intellectual and communication skills in order for them to develop. It is also a place where babies will be learning to crawl, walk and talk which will contribute to their development for their rest of their life and to ensure that the babies will grow up to be healthy, safe and secure in their life.
I think Bowlby’s theory is used in practice today when planning. Bowlby’s theory is the theory of attachment. “Children show a marked preference for closeness to a small number of adults and these attachments are a normal and universal part of human development” (Pound, 2006). His theory looks at attachment between a child and their parents/carers. (Meggitt, 2006).
I’ve seen various examples of how Bowlby’s theory of attachment is used by practitioners in settings when they’re creating their planning. In my placement I’ve witnessed some of the children/ babies were upset when their parents dropped them off. The key worker knew what to do to comfort the child making them feel happy, they reassure the child their mummy would be back later, practitioners linked this to planning by thinking about activities they could provide the child with activities that distract and interest them so they wouldn’t be upset when their loved ones left. Another example of how John Bowlby’s theory is used in placement when planning is the attachment between the key worker and the child. I’ve seen this in my placement because I’ve watched and observed the children with their key workers, how the children are happy and they feel safe and cared for by their key worker. This shows that the child/baby has an attachment with their key worker and a trustworthy relationship. A key worker is important for children’s learning that it’s a requirement in the EYFS stating how important it is for children to have a key worker. “Each child must be assigned a key person. Their role is to help ensure that every child’s care is tailored to meet their individual needs to help the child become familiar with the setting, offer a settled relationship for the child and build a relationship with their parents” (Department for Education, 2012).
It is important that the setting you put your baby into is going to help provide the right care and learning needs that will help your baby to develop and reach their full potential. It is important that settings are providing learning opportunities for babies in order for them to progress and move into the next stage in their development. It's important for settings to be safe and secure for babies but they also need to be challenging for babies so that they are learning how to take risks to improve their confidence and self esteem and to encourage them to do tasks and activities on their own so that they are improving their development and reach their full potential. Settings are also environments where babies will form attachments with both key workers and other babies this will help with babies confidence and to encourage them to form friendships and it will also help and support babies when they are learning to talk because the more they are interacting with other babies and key workers and other adults the more they will be using different language and different sounds.
B1
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B1
There are many different reasons why it is important for practitioners to ensure the setting welcomes and provides for all babies and their families.
One reason is putting a system into place that supports baby’s individual needs. It's important that practitioners are always making sure that they are treating all babies equally. It's important that all babies individual needs are being met. Babies will sometimes have different needs from each other and practitioners should be ensuring that they are making sure they are following and meeting these individual needs. Some babies might have to have a bottle all the time and they will need to have a certain amount of ounces a milk each time, so practitioners need to make sure they are remembering to do this every day. Some babies may have cow's milk and then other babies may have formula milk, so it is significant that all practitioners are aware of what milk each baby needs if they have a bottle. This is why its practitioner’s roles to make sure these babies are getting their milk when they need it. Other individual needs babies may need is a certain amount of sleep, in my baby placement some of the babies are only allowed either an hour’s sleep or an hour and a half rather than sleeping until they wake up. So the key workers in my setting have to write down what time the babies go to sleep for all the babies and record it every ten minutes but they have to make sure they are keeping an eye on the time so that the babies that have a set time to sleep don't go over their amount of time allowed. Other examples of babies individual needs may be using certain nappies, a baby in my placement uses the washable nappies where they are washed and used again, babies having certain food's and not allowed to have some foods, in my baby placement some of the babies are not allowed any sugary foods so when the rest of the babies are having the food with sugar in it the other babies will have either fruit or yogurt. So it's vital that practitioners are always ensuring that they are meeting all babies individual needs no matter what they are and ensuring they are doing this at the appropriate times and on a daily basis to ensure that babies care needs are being met.
It is important that practitioners are always ensuring that they are providing an enabling environment that reflects those that using it meaning that it will help to reflect the baby’s personality and encouraging them to grow in confidence when they are in their environment. Environments in childcare setting help babies to interact with other babies and other adults and to form trusting relationships with them. A baby room should be calming and relaxing for babies, helping them to feel safe and secure in the environment they are in. Environments should be colourful and bright so it’s made interesting and exciting for the babies, this will help babies to show their personalities and it will let them explore and experience new opportunities when they are in a childcare setting. Childcare environments should help babies to be confident to want to do things on their own and to improve their overall development.
Practitioners can show an inclusive approach to babies and their families by showing positive attitudes to both babies and their families. Practitioners can do this by being a role model to babies by showing them and teaching them how to behave and to stop bad behaviour. Practitioners can demonstrate things to babies like how to play with a certain toy or just ways of helping the babies use their imagination. Practitioners should always be showing a positive attitude by smiling at babies and being welcoming to babies and their parents. Practitioners should make sure they are happy when they are around babies so that babies don't pick up bad vibes or end up being bored because staff are not be enthusiastic. Practitioners should always make sure that are always praising babies when they have done something that is good or clever so that the babies can feel a sense of achievement and to know that they can do things on their own without always having support or help from adults. It is important key workers are demonstrating positive attitudes towards babies and their families or they are working with. "Children and their families need to feel that they are valued for themselves, for who they are" (Thornes et al, Page 89, 2008).
If key workers are showing negative attitudes it could lead to them showing discriminatory practice which can affect the feelings of self-worth. Practitioner’s attitudes towards babies and other people will affect the way they will act and behave towards babies, their families and other adults. If practitioners are indicating positive attitudes towards babies and their families it will enable them to feel good and it will help babies and their families to know and understand that they are being valued and to gain and improve their self-esteem. In order for practitioners to show that they are professional and that they are showing positive attitudes is to understand the importance of working with parents and carers, it's important for practitioners to respect their views, opinions and their wishes for their baby, they should also be able to regconise that they are the people that know their baby best and what is the best for their baby. In order for this to happen practitioners need to understand and make sure that they are valuing baby’s cultural background and taking into account their different customs, values and their spiritual beliefs.
In order for practitioners to promote an inclusive approach when working with babies and their families is by making sure that they are valuing diversity. Practitioners need to understand and value that some babies and their families have different beliefs and religions that all practitioners need to respect. Practitioners also need to understand that some babies may have different cultures so them and their families may do things differently like eating different foods, celebrating different festivals and celebrations. This should be taken into account by practitioners and they need to ensure that they are showing diversity in the setting by celebrating the festivals and the different religions, like the Hindu festival, Dwali and other festivals like these, this will show that the setting is showing diversity and so that the baby’s parents feel that their child is being included in the setting and that practitioners are understanding some babies differences. The First step in trying to implement anti-discriminatory and anti-bias practice is to be able to regconise the diversity of our society today and to be able to value this diversity, looking at it as a positive rather than a negative factor. "In order to be able to do this, childcare workers will need to adopt an approach that is non-judgmental when working with families" (Thornes et al, Page 23, 2008). This means that the differences in family styles, beliefs, traditions and most importantly how practitioners are caring for children should never be judged or discriminated as being better or worse and should always be respected. Different families will provide and care for their baby in a variety of different ways and if childcare practice that is anti- discriminatory will ensure they are meeting the needs of all families within a framework that respects them being individual.
It is imperative that practitioners discuss with parents/carers and involve them in important discussions when it comes to baby’s development. It is important that practitioners are always communicating with parents about their baby’s development making sure they are feeding back this information to parents/carers every day. In my baby placement they have to write dairy's everyday on what the babies do in their day, one part in the dairy will tell you about what exciting and new things their baby has done in the setting, it will also tell you about what the babies can already do so parents know what their babies can do when in the setting. Parents can then implement this into the baby’s home life. Parents also need to be involved in decision making when babies may be really struggling with their development which then means that they may need some extra help, so parents should be included in the decision on what's the best action to take in order to help support the babies that will need the extra help to ensure they are developing and working towards reaching their full potential.
Another way in which practitioners can promote an inclusive approach when working with babies and their families is by practitioner always ensuring that they are reviewing their policies and procedures on a regular basis this is in order to make sure the setting is safe for children to be in and that is supporting and helping babies with their development. It's also important for practitioners to review their policies and procedures that in order to make sure that the setting is still safe for the babies to be in, ensuring that all staff's CRB's have been renewed to ensure they are safe to be in the setting and that staff are ensuring that babies safety is paramount and they come first. Policies and procedures have to be reviewed to ensure they are still being implemented in the setting. Policies and procedures are in settings to keep babies safe and to stop them from being put in danger or from being abused.
For practitioners to be providing an inclusive approach is by practitioners are always ensuring that they are being reflective in their practice. To become a reflective practitioner needs to develop and extend their own skills, knowledge and understanding of their work with babies. Practitioners also need to think about what they like to do in their childcare setting and what they don't tend to enjoy that much, this will help practitioners to understand and work out what their strengths and weaknesses are. Once they have done that practitioners can then reflect on their own practice to see what they are good at and what they may need to improve to make them the best possible practitioner as they possibly can in order to care and support babies with their care and learning needs and their development. A Reflective practitioner is someone that will learn from their own experiences and that will adopt their practice using critical analysis.
Emily Reeves
Site Number: 643:00
Pin Number: 10/681373
E7 and D1
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E7 and D1
There are many different reasons why settings should have well planned care routines as well as the key worker system.
One reason why it’s important to have well planned care routines is in order for babies to understand routines and so they have an idea on what to expect each day in their routines. Routines helps babies to experience consistency which means they will be doing the same sorts of things in their routines each day like having their nappy changed throughout the day, having their bottle, having breakfast, snack, lunch and dinner, having a sleep and getting to have some time to have free play. Routines will also offer babies stability, this means that the babies can feel safe and secure in a setting and knowing that this will be a place that is stable and that they will be coming to very often.
Routines will help to enhance babies overall development, this will happen by focusing on SPICE, where key workers will offer support and help the babies to develop in their
Physical development
For example encouraging them to stand up and to try walking, social development e.g. encouraging them to interact with other babies and encouraging them to share.
Newborn to 1 Month
· Baby's will start to develop their fundamental reflexes that they will need to grow up and survive, this will include the sucking, swallowing, coughing, gagging, elimination, grasping, blinking and startling.
· "Hand, arm, leg, and rooting movements are all reflex motions" (The Best Chance, No Date).
· At this age babies will a lot of the time clench in their fists.
· Their eyes will not yet be fully coordinated which means they may appear to cross.
· At this age babies will not yet be able to organise their own hands and eyes to work together.
· "Focuses eyes at 18 to 45 cm" (The Best Chance, No Date).
Intellectual development
For example providing the baby's with challenging experiences which will encourage them to use their intellectual development because they will have to think about what they are doing as well as concentrating.
· At this age babies will be able to watch an object that is about 12-15 inches away from them, particularly if it's moving slowly from one side of their felid of vision to the other side.
· Baby's will start to investigate their own hands and fingers by starting to move them in different directions.
· At this age babies will start to show a preference for when they hear their mother's voice.
· They will be able to start to differentiate different smells and tastes. You may find that they will favor sweet tasting liquids and will also withdraw from unpleasant smells.
Social and Emotional development
Encouraging babies to show their emotions and just making sure their happy
· At this age baby's will be able to sleep commonly between 17 and 19 hours a day. But this will be done in a series of short sleeping patterns.
· "Is alert 1 out of every 10 hours" (The Best Chance, No Date).
· Baby's will take pleasure in being rocked and held.
· Babies will start to show early characteristics of their individual personality.
· At this age babies will start to regconise their primary key carer.
· "Persistent crying can start at about 2 to 3 weeks" (The Best Chance, No Date).
Communication development
For example getting them to try and say some words depending on how old they are. All of these things will help to give babies a small understanding of development.
· At this age babies will mostly communicate by crying but they will occasionally make some other noises.
· "Communicates with smiles, gazes, and crying" (The Best Chance, No Date).
· Baby's will start to expand their preferences for positive sounds e.g. they might settle or become still when they hear music or noises that they recogonise familiar voices.
· They will now be able to turn in the right direction of a voice that they recogonise.
· "Small cooing begins and responds to voices" (The Best Chance, No Date).
1-4 Months
Physical Development
· When babies are faced down they should now be able to lift their head and chest up and then looks both ways.
· "They move their arms and legs in a squirming fashion and kick their legs" (Development Milestones from Birth to 12 Months, No Date).
· Baby's will now be able to start to keep their hands open.
· They will now center their eyes and be able to track a moving object or their carer.
· They can now wrap their fingers around an object when it is put in their hand.
· "Lifts head about 45 degrees while lying on tummy" (The Best Chance, No Date).
Intellectual Development
· At this age babies will be able to move their heads in the direction of different colours and the changing in lighting.
· They will now be paying attention to people voices and looking at them all the time.
· They will start to investigate the environment around them by putting things into their mouths.
· At this age baby's will reach towards the sound of toys that make noises.
Social and Emotional Development
· At this age baby's will now be able to act in response with a smile when someone else smiles at them.
· "Your baby’s personality becomes more obvious" (The Best Chance, No Date).
· Baby's will now be able to play games which include peek-a-boo with their carer.
· Babies will get pleasure from being lightly ticked and jiggled.
· When a baby is crying and they hear a familiar voice it will soothe them and they will stop crying.
· "Persistent crying usually peaks in the second month" (The Best Chance, No Date).
Communication Development
· At this age baby's will start to make cooing and gurgling noises, mainly when a carer is talking or smiling at the baby.
· "Gurgles, coos, and squeals exhibits motions" (The Best Chance, No Date).
· Baby's will now cry when they want something.
· They will now be able to laugh and it may be loudly.
· At this age baby's will now be able to connect sounds with objects and physical activity.
· "Looks at mother’s or father’s face when they talk" (The Best Chance, No Date).
4-8 Months
Physical Development
· At this age baby's first teeth may start to come through which causes gum swelling and irritation.
· "They begin to purposely reach for things by coordinating their hands and eyes" (Development Milestones from Birth to 12 Months, No Date).
· Baby's are now able to hold their bottle on their own while feeding.
· With help baby's will now be able to hold a sitting pose. They will also be able to bounce up and down if they are being held in a standing position.
· Baby's are now able to turn over on their own when they are on a flat surface.
· "They may scoot backwards while on their stomach before they can crawl forward" (Development Milestones from Birth to 12 Months, No Date).
Intellectual Development
· At this age baby's will be able to look forward to being fed which means they may open their mouths when they see food in sight.
· "They start to copy the expressions or movements of carers, such as waving" (Development Milestones from Birth to 12 Months, No Date).
· Baby's will now be able to focus on an object and then reach for it.
· Baby's will now begin to search for things that have been dropped or are not there anymore.
· At this age they may not be able to focus on only one toy at a time.
Social and Emotional Development
· At this age baby's will now have a strong attachment to and they will want their primary carer.
· "They regconise their regular caregivers, family, and their reflections in the mirror" (Development Milestones from Birth to 12 Months, No Date).
· Baby's are now able to understand that they are different and separate from their carers.
· Baby's may now be starting to show some anxiety when they are in company of unknown adults.
· At this age baby's will respond negatively when a toy is taken away from them.
· "Your baby’s personality becomes more obvious" (The Best Chance, No Date).
Communication Development
· At this age baby's will now babble in a rhythmic fashion.
· "They imitate sounds not related to speech, such as lip smacking and tongue clicking" (Development Milestones from Birth to 12 Months, No Date).
· A baby will now be able to recognise their own name.
· Baby's will now be able to carry out simple, one word requests including "wave" and "eat".
· At this age babies will repeat the same sounds over and over again.
· "Begins extended vowel sounds, e.g. “ah” (The Best Chance, No Date).
8-12 Months
Physical Development
· At this age baby's can manage to drink from a cup with a little help from an adult.
· "They are able to eat cereal, raisins and different finger foods on their own" (Development Milestones from Birth to 12 Months, No Date).
· Baby's can now manage to reach for objects using one hand.
· They can now sit up on their own.
· Baby's at this age can now crawl on the stairs and on flat surfaces.
· "They can walk while being supported by someone else" (Development Milestones from Birth to 12 Months, No Date).
Intellectual Development
· At this age baby's will now imitate the movements of what their carers do.
· They can now show that they can see things far away by pointing at them.
· Baby's are now able to react to simple instructions.
· When a baby is given another toy they will automatically drop the other toy.
· "They start to understand how to use common objects, such as a comb to comb hair or a spoon to put food in their mouth" (Development Milestones from Birth to 12 Months, No Date).
Social and Emotional Development
· At this age babies will always try to make sure they keep their carers in sight because they like them near them.
· Baby's will now grow to be attached to their favourite toy or blanket.
· "They begin to show assertiveness by pushing away a carer or by shouting" (Development Milestones from Birth to 12 Months, No Date).
· "They may show separation anxiety, such as crying when a caregiver leaves" (Development Milestones from Birth to 12 Months, No Date).
· Baby's may now share their belongings with other baby's.
· At this age baby's will now be able to understand the word "no" and what it means.
Communication Development
· At this age baby's will now be able to imitate words that are spoken or sounds that are made by their carers.
· Baby's at this age may speak their first words.
· "They can show they agree or disagree by nodding or shaking their heads"(Development Milestones from Birth to 12 Months, No Date).
· Baby's will now be aware of what their carers name is and then react to it when it is called.
· At this age baby's will begin to interact verbally with their carers.
· "Baby's can say "longer and more varied sounds (“ga‑ga, dada, papa”)"(The Best Choice, No Date).
Routines will offer children security because it's important that a setting is secure and that it is safe for babies e.g. locks on windows and making sure that doors are closed at all times. It is also important that babies feel safe in the setting and that they feel secure in their surroundings, it's also important that the babies are never put in any danger or put at risk. Routines give babies independence to explore their environment and to experience new and exciting things that will help them to develop, routines will also be meeting babies care needs.
Routines and the key person system will link to their home life, this is because when babies are at home they care needs are being meet e.g. being fed, having sleep, having their nappy changed, having a bottle and having chance to play, this is what they do in a setting. So key works are helping bring babies home life into the setting in order for the babies to feel more at home and feel comfortable and happy in the setting and it will make them feel like they’re at home. It's the same with the key worker system because key workers are like babies second mum/dad and they are the people that look after them, meet their care needs and help improve their development, babies also have a loving and secure relationship with their key worker and they will trust them like they trust their parents. Key workers will make sure baby’s needs are meeting and making sure they are always development and trying to meet their full potential. Key workers need to make sure they keep the babies safe and secure.
It is important that baby’s individual needs are being met by both planned routines and by the baby’s key worker. It's important that when babies have routines that their individual needs are being met. Daily routines are designed beforehand to make sure they meet the needs of each individual baby in a setting as well as providing a reasonable and stimulating day that allows time for babies to sleep and relax. "Meal times and nappy changing times provide ideal opportunities for interaction and for picking up the meaning of words and gestures" (Kinderwold Day Nurseries, 2012). It is important that key workers let babies follow their own interest and to let them explore what's in their environment. Key workers should be carrying out activities with their key children that have already been planned, this will give key workers a chance to talk to the babies and interact with them. There are many advantages of using the key worker system; one reason is that they will create good relationships with the baby's parents and with the baby to. Having the efficient communication with staff and parents in order to be able to recognise and deal with any problems that might arise to do with one of the babies, e.g. their development, health or safety. Having the key worker system would make it easier for key worker to observe a smaller group of babies by have key groups in order for them to recoginse the baby’s developmental stages and then to plan for this in order to support them to develop further and progress to the next stage in their development.
Routines will help babies to learn to predict what is to happen next, once children get used to their routine after to being at a setting for a certain period of time they will start to realise what is going to happen next in the daily routine for example they may know it is lunch time or a certain meal of the day when the table cloth is put out of the table, In my baby placement the children would come to the table when they saw that the table cloth was being put on the table, if the baby could walk they would sit on the chair themselves. The babies always knew it was sleep time after lunch and some of them would start to get tired and when you laid them down to sleep most of them would go to sleep by themselves.
Routines and the key worker systems benefits babies in Early Years settings because it's a chance for key workers form relationships with the baby’s parents. When they have this relationship they can then work with the baby's parents in order to work together in order to make sure the baby is development at the right stage for their development and supporting the baby with any problems they may be having e.g. struggling to walk, eating habits, sleeping etc In my baby placement there was a baby that was partly blind in one eye so she needed more support from her key worker in order for her to be developing at the right rate. Her key worker worked with her parents to contact another professional that could come into the setting and do activities with the baby in enhance their development and to help improve her eye. So every few weeks a lady would come in and carry out activities with the baby that helps her eyes to work, the lady would put toys in front of her eyes for example she put a light up wand in front of her eyes and the lady was trying to get the baby to follow the wand with both of her eyes but focusing on the eye that she is partly blind in. I found that the baby was really concentrating and trying hard to follow the wand so it showed that she was using her bad eye as best as she could so from this it showed that to work the professionals were doing was helping the baby's eye.
Having routines and the key worker system will help and support children with their confidence and trust. Routines helps babies with their confidence because they more they get used to their routine the more they will become confident about what happens in their routine everyday which means they will begin to feel secure and safe in their environment. Key workers as play a big part in babies confidence and try because they are the people that help encourage babies to be more confident by getting them involved in activities, encouraging them to play with other babies, giving them attention and interacting with them, giving them love and making them feel wanted. All of things help babies to have trust in their key worker and they will feel comfortable and enjoy being around their key worker which will then bring out their confidence in order for them to be able to develop and reach their full potential and receiving the care needs they require.
Routines can enhance baby’s development from birth to 12 months in some many ways. The overall development of babies can be supported during care routines because as well as providing babies with food and drink, meal times in general can be an enjoyable and it will help to stimulate the social and emotional development of babies because babies will show different emotions when they are eating they may smile and look happy when they are enjoying their food but they may have a sad face or an upset face when they don't like their food. Babies will also be making noise because it is showing that they are trying to speak, in my placement when the babies are out the dinner table they will be making different sounds and they will be very noisy, they will also be trying to talk to each other when they are eating and also when they are playing with the toys. Routines will enhance the development of babies because it will help them to gain more independence and be able to do things on their own e.g. feeding their bottle to themselves from 10 months, washing their hands if they are a year old, feeding themselves with a spoon rather than using their fingers etc. Routines will give babies a sense of security because without this babies may feel distressed and upset because some babies find it really hard to settle in a setting when their parents leave this, in my baby placement there was this one baby and he cried quite a lot of the time and he tended to always want to be with one member of staff all the time, if that member of staff then left him he would then cry until they comforted him again because when babies feel secure and safe they are more than likely to be able to detach themselves from their parents/carers because they feel safe and comfortable around that staff member, so that's why it's important that babies feel safe and secure in their setting in order for them to develop their learning and care needs.
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