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

The enjoyment of the practician in supporting the erudition needs of minorren is they deport to do regular assessments on their phylogenesis and nurture to identify their progress and plan their next steps Beaver, et . al, (2008). The Early long time Foundation Stage (EYFS), (2008) states that the billet of the practitioner is crucial in observe and reflecting on childrens spontaneous play, building on this by formulation and providing a challenging environment which supports specific areas of childrens learning and extends and develops childrens language and communication in their play. follow out appendix ?. Another role of the practitioner is to work professionally and responsibly such as to work as part of the team, work with parents and partners, participate in providing an environment that is welcoming and stimulant and to meet the learning needs of each soul child by providing a range of activities and experiences Tassoni, et . al, (2007). find oneself appendix ?.An other role of the practitioner is to pick up they comply with the codes of practice that protect the employee, these could relate to storage of culture, smoking and exercise of alcohol, recruitment procedures, professional development , workplace conditions such as hazards and temperature, attempt assessments and equality of opportunity Tassoni, et . al, (2007). turn around appendix 2. Following policies and procedures is another role of the practitioner they help practitioners to carry out responsibilities and ensure that everyone in the scenery including children, parents, staff and other professionals remain safe.Examples of policies are Health and Safety policy, lucifer 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 upbeat is at the heart of everything they do and offer learning experiences appropriate to the development stage, interests and learning styles of each individual child Enable early long time training and consultancy, (2010). See appendix ?.Another role of the practitioner is to work with and feign parents, as parents are the people that know their child best and they allow be able to inform you of any particular interests the child enjoys, this provide help practitioners to plan activities and experiences Beaver, et . al, (2008). Appendix ?. Another role of the practitioner is to respecting confidentiality of one-on-one information involving children and their families. To respect confidentiality practitioners need to keep all nformation about 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 recreate unnecessary upset or strain on the entire family Tassoni, et . al, (2007). See appendix ?. Another role of the practitioner is to meet the diverse needs of children see 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 stick out the best start in life.It also says that practitioners need to promote dogmatic attitudes to diversity and difference with all children. Being ruminative is another role of a practitioner, this means thinking 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 imply skills are developed, personal development, more confident benefits f or the child include their individual needs are more likely to be met, practitioners will have a greater understanding of how to support their development Barber and Paul-Smith, (2009). See appendix ?.