A1 – Include a Reflective Account of the Role of the Practitioner

The role of the practitioner in supporting the cultivation take ins of children is they have to do unfluctuating assessments on their development and acquisition to identify their progress and plan their next steps Beaver, et . al, (2008). The Early long time Foundation Stage (EYFS), (2008) states that the role of the practitioner is crucial in observing and reflecting on childrens get outing play, building on this by planning and providing a challenging milieu which supports specific beas of childrens learning and extends and develops childrens language and communication in their play. design appendix ?. another(prenominal) role of the practitioner is to work professionally and responsibly such as to work as part of the team, work with p arnts and partners, participate in providing an environment that is welcoming and stimulating and to meet the learning needs of each individual child by providing a range of activities and experiences Tassoni, et . al, (2007). See appendix ?.Another role of the practitioner is to ensure they comply with the codes of practice that protect the employee, these could tinct to storage of information, smoking and consumption of alcohol, recruitment procedures, professional development , workplace conditions such as hazards and temperature, riskiness assessments and equality of opportunity Tassoni, et . al, (2007). See appendix 2. Following policies and procedures is another role of the practitioner they help practitioners to delight out responsibilities and ensure that everyone in the setting including children, parents, staff and other professionals remain safe.Examples of policies are Health and prophylactic policy, Equal Opportunities policy, Behaviour Management policy and Child Protection policy Tassoni, et . al, (2007). See appendix ?. Another role of the practitioner is to make sure children well-being is at the heart of everything they do and offer learning experiences appropriate to the development stage, inter ests and learning styles of each individual child Enable early years breeding and consultancy, (2010). See appendix ?.Another role of the practitioner is to work with and involve parents, as parents are the people that hunch their child best and they will be able to inform you of any particular interests the child enjoys, this will help practitioners to plan activities and experiences Beaver, et . al, (2008). Appendix ?. Another role of the practitioner is to respecting confidentiality of private information involving children and their families. To respect confidentiality practitioners need to keep all nformation close a child and family safe and should stored in a locked filling cabinet or on a password protected computer, this is to ensure that no information is disclosed, if information about a child was to be disclosed it could bring unnecessary upset or strain on the entire family Tassoni, et . al, (2007). See appendix ?. Another role of the practitioner is to meet the div erse needs of children slang appendix 51. The DCSF, (2008) states that practitioners should meet the needs of each individual child by delivery personalised learning, development and care to help children get the best start in life.It also says that practitioners need to promote controlling attitudes to diversity and difference with all children. Being pondering is another role of a practitioner, this means intellection about effective you have been in planning activities or communicating with parents. By being reflective practitioners will be able to think about how to repeat something that has worked well or how to improve for next time Tassoni, et . al, (2007). See appendix ?.Being a reflective practitioner makes you aware of their strengths and weaknesses and identifying what they could do differently. There are many benefits of being a reflective practitioner for both themselves and the child some include skills are developed, personal development, more confident benefits f or the child include their individual needs are more possible to be met, practitioners will have a greater understanding of how to support their development Barber and Paul-Smith, (2009). See appendix ?.