Unit SHC 22
Introduction to personal
development in children
and young people’s
settings
SHC 22
Introduction to personal development
in children and young people’s settings
3 credits
4 areas in this unit:
• Understand what skills are
needed by a practitioner
• Think about how they are
performing in the work
setting and agree a
personal development plan
• Make decisions about their
own training and personal
development
• Develop the knowledge,
skills and understanding
that will improve practice.
BIG PICTURE
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Responsibilities of
a practitioner’s role
1.1
A practitioner needs to have the following:
• respect for the principles of confidentiality – all
information given within the work setting should be
treated as confidential, unless the safety or wellbeing of
the child or young person is at risk
• a commitment to avoid gossip about any child/young
person
• an understanding of the need to avoid stereotyping
• a commitment to meeting the needs of children/young
people – all should be treated with respect and dignity
• an understanding of the need to work within the
guidelines of an equal opportunities code of practice
• the ability to work with a child/young person in a way that
does not allow personal preferences or prejudices to
influence them.
Duties and responsibilities
of a learner in the work setting
1.1
•
•
•
•
•
•
•
.
As a learner, you will be assessed on your
understanding of your own role in the work setting. You
will need to know:
What are your duties and responsibilities?
What you are expected to do whilst on work placement.
Which duties have been allocated to you?
Job contract, job description, guidelines?
How to carry out allocated tasks (you must ask for
guidance if you are unsure).
Who you are responsible to and to whom you must
report (line manager, supervisor, teacher etc.)
Research a job in childcare and find out the above
www.nurseryjobs.co.uk
A learner’s role
1.1
Use their
own initiative
showing
consideration
for others
• to deal with incidents
• to respond to safety issues
• to maintain behaviour
according to placement
guidelines
Conduct
themselves
personal
hygiene
appearance
A learner needs
to know how to
Maintain a professional
relationship with the
children/young people in
their care
Manage their
own attitudes
Speak
Speak politely
Use correct
terms
Keeping a Reflective Diary
2.3
• Reflective Diaries are a personal record of all your
experiences (positive and not so positive) throughout
your placement.
• They are used to report your thoughts, feelings and
opinions – not recording the events of each day.
• They can be used to describe and evaluate:
 activities you have provided for the young people or children
 how you have responded to their behaviour
How well do
 how you have communicated with colleagues
you think things
 how you have communicated with parents/
have gone?
carers
What would
 your contribution to teamwork.
you change
next time?
Skills for Work
ACTIVITY 1
In groups of 4
 Each group has a different role working with children and
young people
 Brainstorm in groups of 4- what skills do you need to do
this role?
 What are your responsibilities?
 Record on flipchart paper and feedback
The Induction Process
For those who are newly
recruited, promoted, existing
role is changing
Why is induction important?
Induction Timetable
Example of an Induction Timetable for new employee:
Sarah Smith
(Part time hours: 9am-3pm)
Induction from
2nd January – 4th January
Job:
Nursery Nurse
Date employment begins:
2nd January 2011
Day 1: 2nd Jan
Line Manager: Mrs Jackie Rose
9am: Welcome, tour, orientation, introductions
9.30am: Staff meeting
10.30am: Coffee break
10.45am: Meeting with Nursery Manager/ Line Manager
11.45am: Free
12.00: Lunch
12.30pm: Meeting with Borough Manager, Emma Pollard
1.30pm: Free
2.30pm: Meeting with nursery nurses, Anna and Charmain
Day 2: 3rd Jan: First Aid Course
Skills involved in working with and
caring for children and young people
In pairs, discuss what skills are needed to work with
children and young people. Record your answers
• being able, through experience and with support, to
reflect on experiences and learn from them
• having the confidence and ability to respond to the
individual needs of the child or young person
• gaining an in-depth understanding about each child/
young person and being able to make appropriate
judgements based on this
• being open-minded and prepared to learn from the child/
young person in their care.
Working with others
To work effectively as part of a team, a
practitioner must:
• Show respect to parents and other adults (even
if they don’t agree with their views, they must
respect their wishes and views).
• Be a good team member and have an
understanding of their own role and the roles of
others in the team.
• Communicate effectively with those they work
with – parents, team members and other
professionals.
The Legal Stuff
1.2
There are standards that influence the way a practitioner’s
role is carried out;
• National standards are set to help children and young
people thrive, develop and grow.
• It is important to be aware of the following:
National Occupational
Standards
• describe the values,
knowledge, skills, attitudes and
actions required for a specific
job
• written as statements of
competence.
•
•
•
•
Regulations
The Children Act 2004
The Health and Safety at Work
Act
The Care Standards Act 2000
The Data Protection Act
Standards that influence the way
a practitioner’s role is carried out (2)
1.2
National Minimum Standards
such as the EYFS welfare requirements:
• safeguarding and promoting children’s
welfare
• suitable people to look after children
• suitable premises
• suitable environment and equipment
• organisation and documentation.
Codes of Practice, Policies and Procedures relevant to each
setting.
•TASK PAGE 19 (textbook)
Working to meet the required standards
1.2
• In every setting, there will be expectations of how a
practitioner should work and conduct themselves.
• Many settings are regulated and inspected – they have
to comply with certain standards.
• These standards set out the principles and values which
ensure that the young people/children in the setting get
the best possible developmental opportunities.
What are the codes of practice and which standards
are followed in your work setting?
Our Beliefs, values and attitudes
1.3
• How do our beliefs, values and attitudes affect our
everyday lives?
• Exploring our attitudes and values, discuss in pairs,
textbook page 20
• Children and young people learn moral values by
example and imitation.
• Attitudes towards others are based on beliefs and
feelings about the world.
• It is important for children and young people to have
positive role models so that they can learn to imitate
positive behaviour and attitudes.
How can you ensure
that your personal
attitudes or beliefs
will not affect the
quality of your work?
Personal attitudes and beliefs
1.3
It is important to make a conscious effort not to allow personal
values to negatively affect a practitioner’s work.
His/her own
strengths
and weaknesses
What a
practitioner
must be
aware of
This self awareness will
enable the practitioner
to identify his /her own
personal attitudes and beliefs.
His/her own values
Where have they
come
from?
His/her own
learning
needs
Where have they
come
from?
Knowing Yourself
• Personal attitudes
• Self awareness
• Non judgemental attitude
• Task
Write in your books:
What are your skills, strengths and weaknesses?
What do you know about yourself and what do you enjoy
doing?
Self Awareness
• Is self awareness important for self development?
• Watch the following video clips and answer the
questions on the worksheet:
• http://www.youtube.com/watch?v=Wpc_M2qI74&feature=related
• http://www.youtube.com/watch?v=vA2cDV4K9jg
Reflective practice
2.1 & 4.2
It is important to reflect on
and review your work with
children and young
people.
You might wish to:
•
•
•
•
•
What went well and why?
What did not go well and
why?
What might have been done
differently?
What have you achieved
and what do you still need
to work on?
•
•
Set yourself some goals/
targets
Keep a record of your of
your thoughts and ideas
Talk things over with
another learner / friend
Your assessor will expect you
to explain why all this helps.
You will need to say how it has
• increased your knowledge
• developed your skills
• advanced your practice.
Assessing own knowledge, skills and
understanding
2.2
• A learner needs to reflect on their own practice and to
consider how far their own knowledge, skills and
understanding meet the standards expected. Are there
any gaps?
Appraisals
Your manager
will help you
to identify areas
where you are doing
well, areas for
improvement
and give you support in
developing your skills,
knowledge and
expertise.
Ways
of
reflecting
Keeping a
Reflective
Diary
Self-evaluations
How far do you
think your skills
knowledge and
understanding
are meeting the
standards?
Sources of support for own learning
and development
3.1
Support for your learning and development is very
important and may be provided by people within your
work setting and by outside agencies.
training provided in-house
staff
meetings
sources of
support
discussions with staff team
training by outside
agencies
appraisals
internet
e-learning
Which of these are formal and which are informal?
Personal Development Plans
A personal development plan is a document that
maps out how a person can develop skills and
make progress. A personal development plan will:
• Help a learner to take responsibility for their
own professional development.
• Increase a learner’s awareness of their
strengths and weaknesses.
• Motivate a learner to develop their own skills.
• Help a learner to decide what training they
require.
Agreeing a Personal Development Plan
3.2
• You will not have to draw
up your plan on your own
– your manager/
supervisor will help you.
• You do not have to take
sole responsibility for
agreeing your plan.
• Your supervisor, line
manager, parents, carers
and advocates can
contribute.
Creating a personal
development plan
• Identify your skills,
strengths and
weaknesses.
• Decide which areas you
want to develop.
• Create a plan.
• Discuss your plan with
others.
• Put your plan into action.
• Review your plan.
Writing a Personal
Development Plan
3.3
Working with your tutor/placement supervisor, decide on:
• Your targets – what do you want to achieve in your
learning, work and personal life? How will you know
when these targets have been met?
• The actions you will take (action points) to achieve your
targets.
• The dates (deadlines) for completing your targets.
• The help and support you will need.
• Details of who will review your progress and where and
when this will take place.
• Complete your PDP!
Review
State one thing