Risk Management in Childcare Services

Risk Management in Childcare Services Adults are faced with a dilemma: on the one hand, children need opportunity to become competent risk managers; on the other, adults have the responsibility to keep them safe. Critically assess whether this dilemma can be managed within the delivery of services for children. Risk management has become a high concern in childcare services. Increasing changes in policies and procedures to ensure that risks are minimized have resulted into children not been given the same opportunities that we would have had as a child when we were growing up. Over recent years increasing attention has been focused on childcare services to reduce risk and ensure children are kept safe from danger. In this assessment I hope to identify what is risk and looking at how society has changed over the years. I will look at both the dilemmas faced by both parents and children’s services, looking at the how anxiety has changed the thinking of risk management. The subject of risk management is causing great concern in the children’s services. Practitioners face the dilemma of given children opportunities to explore while at the same time ensuring that they are safe. When looking at risk we have to consider what is a risk? We face risks in everyday life from the moment we get up. When heading to work either in the car or walking it is a risk as we may have a car accident or get knocked down. Children from the moment of birth face risk when growing up. A baby may choke on their bottle or a toddler may fall when taking their first steps. The severity of the risk depends on the consequence. In our current society parents have become more anxious when allowing the children to explore and learn about risks. Today’s generation have moved from allowing children the opportunity to experience risk to the extreme where children are protected from risks by not allowing them to have the same challenges and opportunities we would have had at a young age. Stover et al., 2013 evaluates asome very valid reason to why this may have come about. It has looked at how parents have become more anxious on where there child plays or goes and the quality of freedom they have, ensuring they are safe from risk and harm. Over resent years it can be seen how attitudes have changed and children are spending more time under adult supervision play area, non- risk environments or indoors in what is seen as safe and secure, replacing adventures play. Children’s play has moved from the positive play also known as risk play where children developed motor skills, control through physical rick, learn new skills and develop confidence. When looking at comments made during learning guide 13.4 discussing wherediscussing where we played at 11 years of age it can be seen that we were given as children were given more freedom and parents did not have the same concerns about risks as they do today. With growing up in the country side it was normal to take risks and was seen as a safe place for children to develop to their full practical skills. We were rarely questioned about where we played, but rather we had more fears of being caught by our parents and getting in trouble. When looking back on my childhood and growing up with my six siblings, I can also state that we did not have any serious accidents due to the risk play rather than the normal bumps or bruises that every child faces. In today’s society attuides have changed due to growing changes and trends in young children today. They are not allowed to explore the fields or visit friends without adult supervision. It can be even said that children today are not as outgoing and street wiseh but rather spend more time playing with the latest technology or game. Modern technology such as internet and influence of media has escalating fears in parents and therefore made them more curious or is it simply of the mistakes we learned as a child and we are being over proactive? Furedi’s (2001) work on paranoid parenting cited in Gladwin and Collins 2008 cover issues on how these changes result from parents lacking the confidence and rather than set boundaries being their child’s best friend. Are we as parents protecting or children or is it our own fears we have of them facing risks. It can be critically argued that yes while parents are seen to lack confidence in today’s society parents are under a lot more pressure with keeping up with media and how children are exposed today to media trends e.g. Through social media, Facebook, mobile phones. When I was growing my time was spend outdoor with friends creating our own play. It was also taken to my attention the article by Stover et al., 2013 (2013) on how parental responsibility has changed from children not having freedom to protect them from risk, but also society has changed to where children today are seen as ‘human capital’. Children are not given the opportunity to play but rather institutionalising children to education. It can be critically argued that while yes this has been seen over recent years but it has changed around again, that while education is an important aspect of live studies has shown that children need play and the value of play is the developmental stone for lifelong learning. Piaget cited in Springate and Foley (2008) research has an important conclusiontusion to this as he believes that not only the play is important but involving children in risks contributes to a child’s development. As citied in Maynard (2007) ‘Encounters with forest school and Foucault article learning guide 13.3 shows how two different approaches on risk taken in play. When looking at the forest schools created by McMillians Sister and the video clip 2 on Risk both using a ‘hands off approach allows children the freedom of play and learning to risk manage. Children on the video also have the responsibility of looking after their own health and well-being. Comparing this to our schools today while there has been develops on the importance of play in the child’s development and through the Plowden Report cited in Springate and Foley (2008) we have changed to a play based curriculum like Foucault suggests in learning guide 13.3, teachers still focus on the sense that we must keep our children safe from harm. In my own setting yes we use the hands off approach but will interveneal before a children comes to risk for example when on balancing beams and unsteady we will help rathe r than allowing the child the risk of falling. While Foucault suggests that teachers like to keep power and maintain control through not being allowed to take part in risks and adventures play I have to critically disagree. As an early years leader I feel that it’s not being in control but rather the pressures we have to follow. We are protecting or children from risk and not allowing them the freedom due to the extreme pressures put in place from â€Å"the social care trust regulations (2012) coming from the Children Order (1995) and it could be said we are keep ourselves safe. Like Power (2004) cited in Gladwin and Collins (2008) states it the uncertainty of known what is right and wrong. As practitioners we carry out risk assignments on a daily basis however we still are responsible if something goes wrong. In my own setting children are be given the opportunity in the outdoor area were we have adventurouses play. We have having types of challenges where children can climb and learn how to be safe. Children make mud pies and have learned that it’s important to wash our hand after so they don’t become ill. We have had no serious injuries beyond the usual bumps and bruises which we would expect with any young child. While we do allow this type of play children are limited to the extent of risk play we can provide. We are located beside a lovely glen where the river runs alongside the playgroup, we are unable to have logs untreated in case of infection or children being able to stand on steps to see the river in case they fall. I feel that this is a shame as it limits their ability to explore and learn thorough the natural environment. Unfortunately due to the minimum standards (2012) and regulations we are unable to experience the adventures play in our local woodland where children can experience climbing trees and explore in the natural environment. This is seen as a high risk to children and the safe ratio is seen as too low. I have to critically disagree as it is a rural area and it’s a safe environment but children are being neglected from the experience like the forest schools these risks gain where children learn about keeping safe through the natural environment. It also defines the legal framework of the UNCRC(1989) citied in Foley (2008) where children have the right to play. As pre-school teacher we are inclined to put away the sharp edge object, not allowing children to run and ensuring that benches and tables are bleached to reduce risk. We have to ask ourselves are we preceding the children or ourselves. Do children learn from protecting them or would it not be better to turn risk into a learning experience for children? Lindon (2003) citied in Gladwin and Collins (2008) studies believes that involving children in risk allows the child to understand why we can’t do something and allows them to value the harm it can cause, giving children the values of life and making their own decisions. I feel that while this is vitally important and we should allow our children more risks again it relates back to adults protecting themselves in case of serious injuries. While we are restricted to how much risk we allow our children and have an implication on practice it can be critically argued like Power 2004 citied in Gladwin and Collins (2008) in maintained has come from failure within the health services. While Both social workerss failing the system causing deaths to children e.g. Victoria Climbie (2003) and Baby P citied in Blewett and Foley (2008) and other high profile cases, but also hospitals where deaths have accrued due to lack of services has affected the freedom of our childcare service like playgroup, after schools etc.. and what was seen as good risks have been come into the classification of putting children at danger. These high profile cases have led to government relooking at Legislation. Government published green papers â€Å"Every Child matters† (2003) Lord Laming report identified changes needed introducing the children’s Act (2004) citied Blewett and Foley (2008) in which made developed the child protection register. UNCRC give children the right to grow up in a safe environment free from abuse and neglect. In 1997 New Labour government relooked at the health services and while child protection was still and main concern it also came into play the identification of children ‘at risk’. Through the Assessment framework (DH et AL2000) citied in Blewett and Foley (2008) give more responsibility on practitioners to report any concerns on child protection issues. While this has been a break in the system for safe guarding children and has joined together multi agencies it has left increased concern for childcare services. Practitioners are worried about getting it wrong or likewise missing something. This again results to adult reducing risk to children in their care to not only protect the children but themselves. While this is the case it has been equally as important for these changes to happen as children today are more aware of what is right and wrong. Stanger danger has become a focus in child education Scott et al. (1998), cited in Gladwin and Collins, (2008), points out it is such a big worry when the objective risk is so tiny clearly demonstrates the distortions of popular risk perceptions. While this has had great impact on making children more aware the NSPCC have campaign on ‘underwear rules’ has been of great impact in terms of abuse as it also someone makes children aware that a person we know can also cause use harm. Therefore as adult we have to empowering children to speak out about abuse whenever it is within the family or by people they know and trust. In conclusion to looking at risks and what is seen as risk management it can be seen that while society today has left more concern for both parents and practitioners there has been tremendous work done in this area. While we still face the challenges of known how fear we can provide opportunity for children to be confident learner, creative and learning from their mistakes and being able to explore freely under supervision but without the direction of the adult, we have to also look at our work as practitioner. Sandseter Hansen (2012) identifies some relevant points where it is seen how practitioners look at how risk decisions are made by the adult as they are managing their own anxieties rather than the risk. Policies and procedures preducces are in place to help safeguard ourselves, but as practitioner we have to be able to define what is a safe risk and when does it become a danger. It can be seen that a lot more work is done with children through different school programmes like the school bus in learning guide 13.3 it gives children the opportunity to learn about risk taken and making the right decisions in life. As disused earlier this will help with parent’s anxieties about their children. Professionals working in partnership with other agencies and organisations will help to ensure the safe guarding of children. Bibliography Springate D Foley P (2008) ‘Play Matters’ in Collins, J and Foley P (eds), Promoting Children’s Wellbeing’ Bristol, The Policy / Milton Keynes, The Open University. Gladwin M Collins J (2008) ‘Anxieties and Risks’ in Collins, J and Foley P (eds), Promoting Children’s Wellbeing’ Bristol, The Policy / Milton Keynes, The Open University. Blewett J Foley P (2008) ‘Staying Safe’ in Collins, J and Foley P (eds), Promoting Children’s Wellbeing’ Bristol, The Policy / Milton Keynes, The Open University. KE312 Working together for children Activity 13.3 KE312 Working together for Children Video clip 2 Journals Stover, S. (2013) ‘Odd alliances:Workingtheorieson unintended consequences ofearlychildhoodeducation in Aotearoa, New Zealand’ .Australasian of Early Childhood’ vol.3, no p4-8. 5p. Available at http://www.open.ac.uk/ Sandseter, Beate E, Hansen.(2012)Restrictive Safety or Unsafe Freedom? Norwegian ECEC Practitioners Perceptions and Practices Concerning ChildrensRiskyPlay. Child Care in Practice., Vol. 18 Issue 1, p83-101. 19p. Available at http://www.open.ac.uk/ Internet http://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rule/the-underwear- Sinead Bartley (C6449275)Page 1

History, but goes deeper to touch on matters

It is not customary for there to be exchanges between us concerning my growing interest in art and my consequent enrollment in an art school. I however hope not to offend you, not by sharing what has become so intimately entwined with my heart.I’m not going to amuse you by attempting a funny portrait of you, but discuss a classic that I recently encountered, and that does not only touch your favorite subject, Â  History, but goes deeper to touch on matters of humanity, of war and the fight against such atrocities as happened on the Third of May, 1808. I have been careful enough, dear, to attach a photo of the portrait for you.Franscisco Goya, the artist who created this masterpiece is considered a key figure in the word of paintings. On this painting he created the background of a dark early morning, in which a Church stood.Goya tells of the dark evil that surrounded the mass execution that occurred that morning, an atrocity against humble and innocent human beings. This is i mplied by the presence of a church, and demonstrated by one of the victims in the middle ground.Talking of the middle ground, you have seen the desperate faces of the victims displayed against the light from a lamp. You must, as well as I did, wonder about the genius that Goya was: What is this source of light? How can it exist in front of such seemingly horrible executioners? He crafted it so carefully that we do not have to see the faces of the executioners!After all, he must have wanted us to focus on the victims who suffer the violence, not the perpetrators, therefore raising that humane part of us to protect the harmless of the society who’ve been pitted against the armed ruthless dictators of the world.The foreground is very dramatic. The firing soldiers are killing one victim after another in cold blood. Goya must have been very skilled in his conception of principles of design, especially how he has used light to communicate his message, yet all this is done on a canv as, just (106*137 inches) Fairly large for a painting, but the depth of meaning it carries cannot be exhausted, not by time or space.I have hereby just given you a glimpse of what art we study in school and the thoughts that cross my mind as I engage the books.

How Significant Was The Reichstag Fire For Germany

How significant was the Reichstag Fire for Germany? In Germany 1933, the Nazis viewed the Reichstag building as a symbol of the Weimar Republic, which was something they loathed. On February 27, 1933, the Reichstag building was set ablaze by an unknown criminal. The criminal framed for the heinous act was Dutch communist Marinus van der Lubbe. He was later executed for committing the crime. It was later found out that the fire was not set by the Dutch communist, but by Hitler’s henchmen. He ordered them to start the fire and frame it on a communist to strike fear to every German civilian. He also spiked even more fear by saying this was part of a communist rebellion1. One of Hitler’s main goals was to stop his communist competition. He already had help from the Reichstag Fire striking fear into citizens lives so nothing much more was needed. Hitler still took measures anyway by killing anyone who dared to go against or challenge him. The first time this was done was on a historical night called â€Å"Knight of the Long Knives† which took place June 30, 1934, to July 2, 19542. Many today thought of this time as a historical purge for Hitler and his henchmen. On that night, most SA leaders were murdered as well as Rohm3 . By killing off one of the strongest groups in Germany, fear was struck in the public s eye of Hitler and what he was capable of. Another strong individual in Germany was Paul von Hindenburg, German president, who upheld the country for many years.Show MoreRelatedThe Main Effects Of The Reichstag Fire1621 Words   |  7 PagesWhich was more important to Hitler, the Reichstag Fire or the Enabling Act? Both the Reichstag Fire and the Enabling Act contributed to Hitler becoming â€Å"Der Fuhrer†. Though would the Enabling Act have been attainable if it were not for the Reichstag fire? I doubt many of the events that followed the fire would’ve occurred if the Reichstag building was still intact. 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The Reichstag Fire, as it was called, can be observed as one of the most significant events in the formation of Nazi Germany through its pivotal role in the reduction of civil liberties of Germany’s citizens and the emergence of a near dictatorial regime within the Weimar RepublicRead MoreThe Nazi Regime Essay1748 Words   |  7 PagesThe most important reason why there was little opposition towards the Nazi regime was because of its use of propaganda. In order to do this I will explain how the Nazis actions and the events leading up to the war prevented opposition. During the pre ww2 era and particularly in the 1930s Hitler focused a lot of his attention on the propaganda surrounding himself and the policies of his Nazi party. A massive propaganda campaign was launched which aimed to convince theRead More‘Nazi Consolidation of Power in 1933 Was Primarily Due to the Use of Terror and Violence.’ How Far Do You Agree with This Judgement?1537 Words   |  7 Pages‘Nazi consolidation of power in 1933 was primarily due to the use of terror and violence.’ How far do you agree with this judgement? The Nazi Party’s rise was to an extent due to the use of terror and violence, however there were limitations with this as the party was not strong enough to exert this. Their consolidation of power in 1933 was also enabled by their means of legality, and Hitler becoming Chancellor in January 1933. This rise to power was viable due to numerous factors; Hitler’s ownRead MoreNazi Consolidation of Power in 1933 Was Primarily Due to the Use of Terror and Violance. 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However, after the events and actions taken to consolidate their power the Nazis grew stronger and became invulnerable for the time they were in power. Luck played an extremely significant role in the contribution to the Nazi consolidation of powerRead MoreHow did Nazi Propoganda Help Hitler Condolidate Power1397 Words   |  6 PagesNazi propaganda help Hitler consolidate power in Germany (1933-1938)? To determine the extent to which Nazi propaganda was the key in Hitler’s consolidation of power, this report will identify the key factors that helped Hitler consolidate power and adjudge how big of a factor propaganda was in comparison to the others. Consequently, the report will include of a conclusive statement to answer the research question to whether or not Propaganda was a major factor to Hitler’s consolidation of powerRead MoreThe Weimar Republic Failed As A Result Of Many Significant And Underlying Factors1619 Words   |  7 PagesThe Weimar Republic failed as a result of many significant and underlying factors. The problems included politics, economics, and the popularity of the Nazis along with the effect of the Great Depression. However, besides all these faults that appeared after the establishment of Germany’s first Democracy, Weimar was handicapped from the beginning due to the effects of the First World War. Alongside the repercussions of the war , the Treaty of Versailles further lowered the chance of success for theRead MoreThe Effects Of Censorship On The World Essay1749 Words   |  7 Pagesa variety of situations was not only expected of theatre but also other aspects of their metropoliantin life, shop windows became more and more extravagant and advertisements became more colourful to fulfil the need for an over stimulant diet (JeJelavich 24). Even what the working class and bourgeoisie were consuming at the time was a sugar thus stimulate based diet. Around the turn of the century â€Å"many observers of German culture concluded that a new performing art was needed†(Jelavich 26) it

Essay about Social Media is Free Speech Gone Mad - 1063 Words

Social media is â€Å"media for social interaction, using highly accessible and scalable communication techniques. Social media is the use of web-based and mobile technologies to turn communication into interactive dialogue.† The notion of freedom of speech is â€Å"the right to express information, ideas, and opinions free of government restrictions based on content and subject only to reasonable limitations.† Social media rapidly travels virally, thus magnifying issues so that they are more exaggerated than they would be through conventional media. How do we ensure that this technology benefits society and does not create a scenario which is of detriment to us – how do we prevent â€Å"free speech gone mad†? Athlete’s use of social media highlights a†¦show more content†¦Athletes commonly use sites such as Facebook and Twitter to connect to their fans. These ‘authentic interactions’ directly with fans has an ‘accumula ted influence’ effect causing a larger than life profile that can promote the player and the product the player represents. This method of communication has had a beneficial and detrimental impact on the careers of players and their sponsors. â€Å"All it takes is one wrong tweet, even if it is taken out of context from the actual meaning behind it, to tarnish a player, an organisation, and a sponsor’s image.† Pittsburgh Steelers American football running back Rashard Mendenhall recently logged into Twitter and expressed his position on the death of Osama Bin Ladin who was responsible for the 9/11 attacks. Mendenhall wrote â€Å"What kind of person celebrates death? Its amazing how people can HATE a man they have never even heard speak. Weve only heard one side...† The recent almost empathetic attitude towards Osama Bin Ladin led to Rashard Mendenhall losing his endorsement deal with Champion athletic brand. 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Given the record of men s violence against women, abusive attitudes and speech, relentless sexism in high culture and the mass media, it s not hard to justify the notion that men have no place at all in the women s movement. Yet, while we undeniably live in a sexist culture, men are far from monolithic in support of its sexism. There are significant resources among men that can be tapped for the resistance. Some men want to support feminism, andRead MoreOprah1648 Words   |  7 Pagesforces that she encountered. Oprah Winfrey tells the life story one of Americas richest and most successful show business personalities. When Oprah Winfrey told her 49 million viewers, It just stopped me cold from eating another burger! about the Mad cow disease, she wouldnt know it would cost the beef industry $12 million. Texas cattlemen tried to sue Oprah for causing this such massive downfall, but she would. Oprah Winfrey was once a constantly abused thirteen year old girl. 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It brings reason, order and social acceptability to the otherwise uncontrolled and potentially harmful realm of biological impulses (Guerin 128-31). Freuds theories have launched what is now known as the psychoanalytic approach to literature. Freud was interested in writers