Engage In Personal Development Essay Example for Free

Engage In Personal Development Essay1.1 Describe the duties and responsibilities of protest work graphic symbolJob description1.2 And 3.1 Explain expectations ab come out own work role as expressed in relevant standards. Evaluate own knowledge, performance and understanding once morest relevant standards. A twenty-four hours in the sustenance at my setting.Arriving at my setting separately day I am required to sign in and note crop up the time. I put my bag in a safe and secure localize so chel aren cannot access. I check the message board and liaise with opposite staff members for either grand up get a lines. We adopt a infant with a food intolerance so I informed the gear up to make them aware the infant was catered for at in all meals during the day. My 1st hour was spent upstairs with the toddlers senile between 2 and 3 age. I therefore checked the planner to see what activities we had for that day. Today I set up the drawing t suitable ensuring there was e nough paper, crayons and chairs available for all the children present. I sit with the children whilst they joined in with the activity. Talking to the children about what they were doing and describing all the different colours, sizes, shapes etc. This was promoting their speech and language festering and using creative skills too. Whilst supervising this activity I decided to complete a on the spur of the moment placard on one of the children as she began to count and sing. I was interacting with all of the children trying to maintain interest. later a short while it was then time to tidy apart all the equipment from the actives in which we encourage the children to serve well too. once the room was tidy we decided to take the children extracurricular in to the garden. Most of our toddlers are able to collect and put on their coats which we besides encourage to do but nigh children are ineffective to get through this at the moment. I helped to escort the children safely down the stairs ensuring they hold on to the vilify and do a head count to make sure all children were present. I performed the outdoor attempt assessment using thedaily check list. The children then are supervised using the toilet and slipstream their hands ready for lunch. I seat the children down at the tables ensuring they piss cleaned their hands and they have equal to(predicate) space to eat. I supply them all with a drink and we sing songs whilst the food is being patelliform out. I have prepared the childs food separately who has the food intolerance ensuring they chance the refine meal. The child is excessively supervised eating to ensure they do not mix foods with the other children. Some children have not developed the skills to cut their own food so I leave alone assist with helping them to do that.Ensuring the meals are cool enough I then give each child a meal and al instructions remind them of good manners by saying interest and thank you. If children do n ot like the meal or try to refuse it I bequeath always encourage them to try it. If I am working alongside the babies the above applies except nigh of the babies are too young to feed themselves and have not yet developed those skills. Babies impart also need help with bottle feeding. I would also prepare the bottle feeds following(a) the glasshouse policy. Ensuring correct formula is mixed and all bottles have been sterilised. Back in the toddler room, a child was try with their food and looked like they was choking. I immediately helped the child by taking the food out of their blab out with my little finger. The child became distressed so I comforted them until they were able to return to their meal. Meal clock are always supervised by all members of staff to help with every incidents like this. all told meal times are recorded in the daily chart.This is where we write down what the child has eaten so we can relay this back to the parents/carers. When the children have f inished their meal I help to clean the children up and get them ready for their afternoon sleep. I assist with the toileting and other members of staff will go by the nappy change routine. The children in the toddler room go to find their own sleep mats with the tutelage 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 forth 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 wake up. As some children are solo allowed a certain amount of sleep, this will help us to know when we have to wake them up. I then check o n the children in the sleep room every 10 minutes with the incite of a timer. When children wake from their afternoon sleep they are always asked to use the toilet. Some children are dysphoric when they awake so I will always comfort them. The afternoon usually consists of taking the children outside for free play. I get all their coats bags etc together and help to put their coats on. On this occasion it was a nice sunny day so I employ 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 numbering each child as they go. They are shortly followed by the children/babies from the small room downstairs and they all play in the same garden.The children ar e supervised with in ratio. As its free play time, I leave the children to play but some children like me to join in with what they are playing with. small fry A is playing with a dolls pram and child B is trying to take that away from them. I intervene and explain to child B we do not take toys from our friends when they are playing with them, its not very kind. Child B is upset so I took the child away and provided them with another toy to distract them from child A. This works very well and child B goes off playing happily alone with the other toy. Child A is also happy and also continues to play. briefly 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 playing. 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 training 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 succeeding(a) day ahead.2.1 Explain the importance of deliberateive practice in continuously improving the quality of service provided. The nursery setting is always changing is so many different ways. We have new children being welcomed in to the setting and then we have children going through different types of transitions. The service we provide must theorise the needs of the childr en and by constantly improving our services we can better meet the need of the children and prolong their development. By constantly reflecting on out practice we can assess where we may be deficient 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 products etc. We have briefed all staff members with knowledge regarding lactose free diet for this child. We have a couple of children who have turned 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 slightly equipped with more age relevant toys and equipment. If we did not reflect on this, it could hinder the development of the younger babies. Everyone makes mistakes they are one way of learning. It is in-chief(postnominal) not to waste you r 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 believe 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 resolve to plenty is linked to what we believe in, what we consider important and what interests us. We may find we react positively to people 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 shape here is Diversity being different people are unique according to their own background, culture, personality, race, any disability, gender, religion/belief, sexual orientation and age.4.1 Identify sources of support for cooking 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, dialogue and relationship-building. It is also to do with the development of self-confidence, self-esteem and self-respect. In my setting there is always support for planning and r eviewing my own development. I have already opted to improve my skills and development with a couple of course receivable 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 team 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 selective 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 pull and encourage further development and to also discuss current work practice. I feel this is highly important. This not only boosts self-esteem but also 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