PRINCIPLES OF CHILDCARE PRACTICE

Principles of Childcare Practice

Principles of Childcare Practice

Task 1

Introduction

UK is home to 2.5 millions of children under 3 years. The organization of their care is often a challenge for their parents, especially when working late. Different types of nurseries, day nurseries, kindergartens, nursery assistant, nannies, baby-sitting, au pair, or even part-time parental leave or the one who wants to take the time to devote to her child… forms are not lacking.

But each has special characteristics - mostly legal - advantages and disadvantages, and especially the question of the greater or lesser availability or scarcity, or its cost, when it is not both at once. On this page, parents will find most of what they need to know before choosing a form of child care.

Many parameters characterize and distinguish different types of care for children when they are given to others by their parents. The most distinctive concerning where and organization:

whether the child is kept in the homes of parents (or that of an individual) or the child is kept out of the home;

whether the child is kept alone (or with siblings and in) or it is with others.y

Political Values of Childcare Practitioner

Sarata (1979) recounts the primary months of first paid work as a lonely time where "the employees find it tough to request aid for themselves and often relegate concerns and frustrations to another time" (p. 27). The starting employees' inability to articulate their concerns often limits their capacity to get the kind of gaze support needed in the early stages. As Sarata remarks, "maintaining a supportive air for consideration will not habitually be easy because a new worker's preoccupation with rudimentary methods will be less than intriguing to more experienced employees" (p. 33).

Another locality facing the novice progeny and youth care worker is the development of a methodological understanding of the agency purposes, principles, methods, directions, government, and power organisations, and an comprehending of how these purposes are related to their own role. As Fassett (1978) noted, "discovery of these realities without adequate preparations has had devastating consequences on numerous of our new, keen and creative talents" (p. 54). However, the new practitioner is seldom aware of, or prepared for, these realities when commencing employment.

Another area facing the novice child and youth care worker is the development of a thorough understanding of the agency functions, policies, procedures, rules, politics, and power structures, and an understanding of how these functions are related to their own role. As Fassett (1978) noted, "discovery of these realities without adequate preparations has had devastating effects on many of our new, eager and creative talents" (p. 54). However, the new practitioner is rarely aware of, or prepared for, these realities when commencing employment.

Social Values of Childcare Practitioner

VanderVen (1979) recounted beginning progeny care employees as having "a feeling that administrative activity and principles really erect a barrier to the spontaneity and flexibility they feel the young kids need and they can supply" (p. 104) That is, the place taken by the bureau may seem antithetical ...