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Relationship building with children, young people and adults
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Explain how the service assists parents and carers to prepare for their roles and fulfil their responsibilities.
The Formal Service FACS delivers services to disadvantaged individuals, families and communities across New South Wales. It aims to enable and assist those who are vulnerable to participate in social and economic life and build stronger, more sustainable inclusive communities. The service assists parents and carers to prepare for their roles and fulfil their responsibilities through three key program areas - prevention and early intervention, child protection and out-of-home care. The Prevention and Early Intervention program aims to assist parents and carers to prepare for their roles and fulfil their responsibilities by supplying
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As a result, this diverse range of resources offered by FACS enables parents and carers to prepare for their roles and fulfil their responsibilities as it offers advice and support on almost any family orientated situation. For example, the funding of childcare assists parents/carers experiencing financial difficulties to still provide their child with an early education opportunity. Furthermore, this funding assists parents/carers to gain employment and provide for their family as they don’t have the added pressure of paying for childcare. These are examples of opportunities that would not be available without the assistance of FACS. FACS further provides educational resources which assist parents/carers in preparing for their roles, by informing of the development of children and parenting skills and a parents responsibility to meet all aspects of wellbeing of the dependant and a duty of care. Therefore, it is evident that the services of FACS plays a vital role in assisting parents and carers to prepare for their …show more content…
The only common limitation on the service achieving this is in specific remote and rural areas of New South Wales. This is due to inconvenience of location and lack of major towns/cities nearby to initiate services that will be widely used. However, FACS aims to overcome these limitations by providing a variety of internet resources for parents/carers and dependants, as well as Parent Line (a 24 hour phone line for parents/carers with children aged 0-18). FACS is committed to the prospect that strong relationships between carers and those being cared for provides the foundation for maintaining a satisfactory level of wellbeing. Without nurturing experiences in a dependants early life, children's wellbeing may be decreased as they face large hurdles. These hurdles can be made worse by a wide range of factors such as complex or unstable family structures, economic hardship, homelessness or sub-standard housing, parental substance abuse or mental illness. Thus, FACS believes that the rights and wellbeing of the dependant must always come first and provides a range of services to ensure that those who are being cared for have all aspects of wellbeing met (emotional, economic, cultural, physical, spiritual and social). To successfully meet the needs of those being cared for, FACS offers the
...are struggling in. They should also keep reports and do some research before placing children in different homes. Failing to follow the service policy can put a child into a lot of danger because you can’t give a child to a person who isn’t supportive at all. Their job is to protect and support families with the issues that they are facing in their everyday lives.
P1: To outline why children and young people may need to be looked after away from their families.
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
Sims, M. (1994). Early Child Development and Care. Education and care: Revisiting the dichotomy, 103(1), 15 - 26.
...10) K101 An introduction to health and social care, Unit 4, 'Developing Care Relationships', Milton Keynes, The Open University.
Since 2008 referrals, assessments, investigations, and the number of children with protection plans have significantly increased. Help available for children and families is being reduced, and as a result of budget cuts, children's centres and Sure Start programmes are closing (June 2013).... ... middle of paper ... ...
Listening to and involving children and young adult in delivering of services, and respond to their concerns.
To many outsiders, the foster care system may appear to be a safe haven for those children that are abused or abandoned by their birth family. This is correct, but the system with which it is based, has many flaws. A background check is mandatory for all foster parents, but a test to see if a child 's temperament matches that caregiver 's parenting style, is not. Now, this is seen as a minor issue, but there is not enough evidence to support this. Plus, there are many other, much worse reasons, why the system is not perfect. Altogether, the foster care system and a multitude of its rules are flawed and may actually be negatively affecting foster children.
To add on, families will have a better understanding of the programmes and will be able to differentiate and choose the best quality education and care services for their children.... ... middle of paper ... ... Early childhood professionals leading today and tomorrow. Marrickville, NSW: MacLennan & Petty.
The Early Years Foundation Stage is a term defined in Section 39 of the British Government’s Childcare Act 2006. The EYFS covers a set of welfare requirements and a set of learning and development requirements which must be followed by providers of care for children below five years old (Early Years Matters, 2012). The EYFS sets the standards that all early years’
ii. A clear framework for local safeguarding boards for monitoring local services effectiveness. iii. Guidance aims to help professionals understand what they need to do and what they can expect of one another in order to safeguard/keep children
Demonstrate a strong understanding of current Australian early childhood education and care reform agenda in Australia since 2007. The Australian ECE and care reform agenda was initiated, in 2007, due to a concern for the wellbeing and increasingly poor outcomes for children in several key areas. Evidence confirmed the importance and impact of a child’s health, well-being, development and learning in the early years, therefore the need for an NQF and NQS was initiated. The impact of social change over recent decades has shown families struggling to function and aid in their child’s development.
Commission for Social Care Inspection (2005) Making Every Child Matter, Commission for Social Care Inspection
By listening to what families, children and young people perceive their needs to be and working to adapt their services in order to cater or counteract some of the problems that arise when the wellbeing of the individual is being affected is what practitioners aim to achieve. Several agencies in UK worked together to improve children and young adults welfare such as Teachers, Social workers, Foster carers, Children safeguarding team, etc…Using Activity 2.9 ( Open University 2014 ) as an illustration, the narrator explained about Connors story, a young boy who has been place into foster caring. As a young child, Connor had probably experienced ambivalent, avoidant and disorganised patterns of attachments before his current placement which might have an impact on his behaviour. The foster family had concern that if Connor had to leave them, this could lead to further problems. Agencies working within Connors welfare such as Children social workers should adapt the fact of Connors relationship with the foster family does not impact on his wellbeing. Practitioners need to work in accordance of children and youth people diversity as well. Diversity can help to begin to overcome inequalities in society, which be might be a positive outcome or a negative outcome. Practitioners must firstly identify the assumptions they make about people so that they can make sure that they treat everyone with respect.
Care and education have become a part of children’s daily lives in Ireland and England outside the home in childcare services. The Early Years Foundation Stage (EYFS) is the statutory curriculum framework for children up to the age of five in England. It was first introduced in 2008 and on the 1st of September 2012 a new revised document was published. Aistear, published in 2009, is Ireland’s first early year’s curriculum framework for children from birth to six years of age. A curriculum framework is a scaffold or support for the development of a curriculum that can be used in childcare settings. A curriculum framework can also be used in partnership with parents when developing a curriculum. This paper will compare and contrast these two curriculum frameworks in relation to philosophy, content, pedagogical practices and expected/targeted outcomes for children. Due to the limits of this paper, it will only be possible to develop an overview of the similarities and differences.