Engage In Personal Development Essay

1.1 Describe the duties and responsibilities of ingest trim roleJob description1.2 And 3.1 Explain expectations about testify bring in role as expressed in relevant standards. value let knowledge, performance and understanding against relevant standards. A day in the life at my setting.Arriving at my setting distributively day I am required to sign in and note pour d feature the clip. I put my bag in a safe and secure location so nipperren female genital organnot access. I resist the message board and liaise with contrary staff members for either principal(prenominal) updates. We pee a peasant with a diet intolerance so I informed the cook to wanton away them aw ar the child was catered for at on the whole repasts during the day. My 1st hour was worn-out(a) upstairs with the toddlers aged between 2 and 3 years. I hence checked the planner to see what activities we had for that day. Today I set up the drawing table ensuring there was copious paper, crayons and chairs available for alone the children present. I sat with the children whilst they joined in with the activity. Talking to the children about what they were doing and describing any in all the diverse colours, sizes, shapes etc. This was promoting their speech and language training and using creative skills too. Whilst inadvertence this activity I decided to complete a pitiful contemplation on one of the children as she began to count and sing. I was interacting with all of the children seek to maintain interest.After a short while it was then prison term to tidy away all the equipment from the actives in which we abet the children to serve well too. erst the board was tidy we decided to take the children outside in to the garden. more or less of our toddlers ar able to pick up and put on their coats which we as well encourage to do but some children are unable to achieve this at the moment. I serviceed to escort the children safely down the stairs ensuring t hey hold on to the rail and do a brain count to make surely all children were present. I performed the outdoor risk ratement using the mundane check list. The children then are supervised using the toilet and slipstream their hands spend a penny for lunch. I seat the children down at the tables ensuring they take on cleaned their hands and they bind adequate space to eat. I supply them all with a drink and we sing songs whilst the food is cosmos dished out. I dumbfound prepared the childs food separately who has the food intolerance ensuring they receive the correct meal. The child is besides supervised alimentation to mark they do not mix foods with the different children. Some children take a shit not unquestionable the skills to cut their own food so I allow for care with helping them to do that.Ensuring the meals are cool enough I then give each child a meal and ceaselessly remind them of goodish manners by saying interest and thank you. If children do not li ke the meal or essay to refuse it I will always encourage them to try it. If I am working alongside the babies the above applies except some of the babies are too young to feed themselves and have not moreover developed those skills. Babies will excessively need help with bottle feeding. I would also prepare the bottle feeds following the nursery policy. Ensuring correct formula is manifold and all bottles have been sterilised. Back in the toddler get on, a child was struggling with their food and looked like they was choking. I immediately helped the child by taking the food out of their mouth with my little finger. The child became brainsick so I comforted them until they were able to return to their meal. Meal measure are always supervised by all members of staff to help with any incidents like this. All meal times are save in the daily chart.This is where we write down what the child has eaten so we flush toilet relay this back to the parents/carers. When the children h ave finished their meal I help to clean the children up and get them ready for their good afternoon eternal rest. I assist with the toileting and other members of staff will go through and through the nappy form routine. The children in the toddler room go to find their own cat sleep mats with the aid of their name and picture tag. Most children will remove their own footwear but again some have not yet developed those skills, so I will help. Some children have their own comforters which I put out for them and I help to get them moody to sleep with gentle patting. Once the children are asleep, I ensure the room monitors are on and working, make sure the room temperature is ok and all the children have their own blankets and they are safe. I then record each child in the daily sleep chart. This chart is for ours and parents benefits.We record when they sleep and when they charge up up. As some children are unless allowed a original amount of sleep, this will help us to know w hen we have to wake them up. I then check on the children in the sleep room every 10 minutes with the aid of a timer. When children wake from their afternoon sleep they are always asked to use the toilet. Some children are hard put when they awake so I will always comfort them. The afternoon usually consists of taking the children outside for shift play. I get all their coats bags etc together and help to put their coats on. On this occasion it was a subtile solariseny day so I utilize their own sun cream following the nursery sun cream policy. I ensure they have sun hats and the sun cream is applied liberally. Before we go outside I take 4 children at a time down the stair and reiterate the importance of holding the hand rail. A head count is once again recorded and an outdoor check is done following the outdoor risk assessment. The toddlers are escorted outside figuring each child as they go. They are shortly followed by the children/babies from the circumstantial room down stairs and they all play in the same garden.The children are supervised with in ratio. As its free play time, I countenance the children to play but some children like me to join in with what they are acting with. Child A is playing with a dolls pram and child B is trying to take that away from them. I intervene and justify to child B we do not take toys from our friends when they are playing with them, its not very kind. Child B is bowl over so I took the child away and tenderd them with another toy to purloin them from child A. This works very well and child B goes by playing happily alone with the other toy. Child A is also happy and also continues to play. Shortly after another incident happened where a child has fallen and bumped their head. As I comfort the child I asked another staff member to get a cold compress. This is applied to the child for 10 minutes whilst still trying to comfort the child.The head bump is not too bad and the child soon calms down and returns p laying. I then completed an accident form following nursery policy. This is then signed by the parent when the child is collected. During the afternoon, parents/carers come to collect their children. I greet the parents and explain what their child has been doing throughout the day, taking the development off the daily record sheet. We usually have a short chat with the parents/carers about the childs day and will also take interest in their day too. We have a goodrelationship with our parents/carers and this also helps us to get to know the parents/carers and children too. After all the children have gone home, we tidy round and ensure the nursery is ready for the next day ahead.2.1 Explain the importance of pensive practice in continuously improving the quality of service provided. The nursery setting is always changing is so legion(predicate) different ways. We have new children being welcomed in to the setting and then we have children spillage through different types of tra nsitions. The service we provide must ponder the needs of the children and by constantly improving our services we goat better meet the need of the children and domiciliate their development. By constantly reflecting on out practice we can assess where we may be lacking in skills or knowledge and we can update these regularly to keep our services up to date and as supportive to the children as possible. A good example on reflective practice is, we have a child that has developed an intolerance to milk, dairy farm products etc. We have briefed all staff members with information regarding lactose free diet for this child. We have a braces of children who have off- profound 2 years and have completed the transition upstairs to the toddler room.This meant we have more babies downstairs in our tiny room and the room has been more or less equipped with more age relevant toys and equipment. If we did not reflect on this, it could hinder the development of the younger babies. Everyon e makes mistakes they are one way of checking. It is important not to waste your mistakes, so if something has gone wrong, make sure you learn from it. Discuss problems and mistakes with your supervisor, and work out how to do things differently next time.You can use reflective skills in order to learn from situations that have not worked out the way you planned. It is important that you consider carefully why things turned out the way they did and think about how you will ensure that they go according to plan next time. Talking to colleagues and supervisors is equally useful when things work out really well, as it is important to reflect on success as well as failure. If you reflect on why something worked, this will make it more likely that you can repeat it. Information interpreted from http//www.pearsonschoolsandfecolleges.co.uk/2.3 Describe how own values, belief systems and experiences may affectworking practices What we intrust in, what we see as important and what we see as acceptable or desirable is an essential part of who we are. The way in which we respond to wad is linked to what we believe in, what we consider important and what interests us. We may find we move positively to mass who share our values and less warmly to people who have different priorities. As a professionals, we are required to provide the same quality of support for all, not just for those who share our views and beliefs. The key term here is Diversity being different people are unique according to their own background, culture, personality, race, any disability, gender, religion/belief, sexual predilection and age.4.1 Identify sources of support for planning and reviewing own development. Personal development is to do with developing the personal qualities and skills that everyone needs in order to live and work with others, such as understanding, empathy, patience, communication and relationship-building. It is also to do with the development of self-confidence, conc eit and self-respect. In my setting there is always support for planning and reviewing my own development. I have already opted to improve my skills and development with a couple of course due to start in December 2014. You need to have these goals in mind What you are trying to achieve? How you are you going to achieve it? How you will be able to tell when you have achieved it?Its also helpful to further your development by asking other aggroup members, duty manager and managers. We have a fantastic team who are very helpful and are ready to give any help and advice to anyone who needs it. At my setting there are many text books, magazines and brochures with vital information I can look through if I feel need some extra information in a certain topic of interest to further my development. We also have regular appraisals to guide and encourage further development and to also address current work practice. I feel this is extremely important. This not only boosts self-esteem but als o gives management a chance to reflect on your work practice and if there is any further development training needed. Ref http//www.pearsonschoolsandfecolleges.co.uk