Childcare - Activity plans for Health and Safety

The whole early years sector has recently been shaken by the tragic deaths of two young children.  A three year old died in September after becoming entangled in a rope on a slide at York College Nursery and a nine month old baby choked to death at a nursery in Greater Manchester on October 23^rd. Heartbreaking accidents like this serve as stark reminders about the importance of health and safety when working with young children and perhaps provide a good opportunity to review some of the key principles with your learners.

Teaching health and safety can often be challenging. Learners need to know about health and safety legislation and how it applies to the early years workplace, but it can be a very uninspiring topic to undertake in the classroom. It is vitally important to help learners make practical links with their different placement experiences and support them in the process of understanding their own responsibilities.

Health and safety forms a very important component of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce, particularly:

L2:       Unit MU 2.4 Contribute to Children and Young People’s Health and Safety

Unit TDA 2.2 Safeguarding the Welfare of Children and Young People

Unit PEFAP 001 Paediatric Emergency First Aid

L3:       Unit CYP 3.4 Support Children and Young People’s Health and Safety

Unit SHC 34 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings

Unit CYP 3.3 Understand how to Safeguard the Wellbeing of Children and Young People

These units cover a wide range of topics around health and safety, including legislation, safe working practices and dealing with emergencies. The assessment tasks include both knowledge-based and competence-based evidence and this can be supported with class activities, which encourage learners to make relevant links with their placement experience.

For example, the activity “Assessing Hazards” (attached) will encourage learners to investigate the health and safety procedures in their placements and talk to early years staff about the practical implementation. Learners can then share the information with each other in class and discuss key aspects of best practice. This could be followed up by the activity “Design a Webpage” (attached) which the learners could undertake in groups, sharing their ideas and experiences.

The two case studies (attached) offer the opportunity for learners to apply their knowledge in different practical situations and to discuss and reflect on the implications of keeping children safe in early years settings.

The new BTEC National Qualification in Children’s Play, Learning and Development (supported by the forthcoming Collins student textbook) includes a unit on health and safety practice in early years settings, with an emphasis on policies, procedures and risk assessment. To achieve a Distinction grade in this qualification, learners must show that they can:

Assess the ways in which legislation and procedures in early years settings contribute to children's health and wellbeing.

Evaluate the extent to which risk assessment contributes to effective early years practice in a selected early years setting.

Evaluate the extent to which policies and procedures for response to emergencies in early years settings contribute to children’s health and safety.

In the aftermath of these recent tragic deaths, it seems timely to review how critically important it is for learners to fully understand the significance of these criteria.

Activity worksheet 1

Activity worksheet 2

Case study 1

Case study 2

Janet Stearns, Lecturer in Early Childhood Studies, former Lead Examiner for CACHE

Health and Social Care - Suspecting Abuse in Vulnerable Adults

What should care workers do if they suspect abuse?
Most people working in health and social care settings are familiar with the terms ‘abuse’ and ‘vulnerable adult’, but what should a care worker do if they suspect a vulnerable adult is being abused?

Who are vulnerable adults?
A vulnerable adult is a person aged 18 or over who is:

• In need of community care services by reason of their age, or their mental or other disability
• Unable to take care of him or herself
• And is unable to protect him or herself against significant harm or exploitation

This definition includes older people, adults of working age who may have a learning disability, mental health issues or any other condition which makes them temporarily or permanently vulnerable.  It is the inability to protect themselves from significant harm or exploitation that makes individuals vulnerable to abuse.

Abuse is the intentional harm done to another person through mistreatment or ill-treatment, or failing to act to prevent harm.  It affects all groups, all social classes, both genders; all ages; all abilities, all cultures and ethnic groups.  

How might a care worker spot abuse?
It is not easy to identify abuse; being one reason it is so prevalent.  However, there are actions care workers can take to minimise or preclude abuse being inflicted on individuals in their care.

1. Be aware of the potential for abuse.  Is the individual living in an environment where there has been, or is, domestic violence, drug or alcohol misuse, or financial strains?
   
   
2. Share any concerns they might have that an individual is being abused.  Things to look out for include:
   - Physical abuse: burn or scald marks, bruising or unexplained bone fractures and other injuries
   - Psychological and emotional abuse: poor or a loss of confidence, or appearing frightened or worried.
   - Material and financial abuse: possessions going missing or being ‘borrowed’, not having any money or another person having access to their bank account
   - Neglect or omission: is the individual clean and dressed appropriately for their age, gender or the weather? Are they hungry or showing signs of dehydration or malnutrition?
   - Sexual: are they in pain sitting or walking with a strange gait?
   - Discriminatory: are they being treated with the same consideration as other people of a different ethnic or cultural background, or because of their sexuality?
   - Institutional: do any of the above occur in a hospital, care home or other institution where they are living or being treated?
   
   
3. If a care worker suspects abuse they should record their suspicions and tell someone – usually their line manager
   
   
4. Make sure that any reporting is followed up.  Ask if it was investigated
   
   
5. Most importantly, do something – don’t just do nothing if you suspect abuse 

John Rowe works for the Open University and has a wealth of practice experience in health and social care settings.

Further Education and Adult Learning - Children and Young People's Workforce: Fun with puppets in the EYFS

The final report on the review of the Early Years Foundation Stage (EYFS) is due to be published in April this year. One of the key proposals involves a change from the current 6 areas of learning to 7 areas, split into 2 groups: “prime” and “specific”.

The 3 PRIME areas of learning would be:
• Personal, Social and Emotional Development (PSED)
• Communication and Language (CL)
• Physical Development (PD)

The 4 SPECIFIC areas of learning would be:
• Literacy (L)
• Mathematics (M)
• Understanding of the World (UW)
• Expressive Arts and Design (EAD)

Highlighting Communication and Language as a prime area, distinct and separate from Literacy, represents a significant change and emphasises the importance of effective communication with children. This is a very important component of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce.

Particularly:
Level 2
Unit TDA 2.7 Maintain and Support Relationships with Children and Young People
Unit SHC 21 Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings

Level 3
Unit CYP 3.5 Develop Positive Relationships with Children, Young People and Others Involved in their Care
Unit SHC 31 Promote Communication in Health, Social Care or Children’s and Young People’s Settings

Young students can often struggle with the concept of appropriate communication with children, for a variety of reasons, including:

• they often feel self-conscious or silly when communicating with young children, particularly babies
• they may have different experiences of communication with significant adults in their own lives 
• their lives can be dominated by electronic communication and social networking, often to the detriment of real, face-to-face communication

The attached sheet (Communicating with Children - download this here) can be a useful starting point for your students to reflect on their practice in placement and share examples with each other. Communication techniques can be further explored by using practical diversions like puppets.

I have recently been involved in teaching a group of single, teenage mums with their babies. We have been focusing on developing strong attachment relationships, the importance of playful communication and parent/child interaction, (giggling, tickling games, blowing ‘raspberries’ etc.). The young mums were all extremely self-conscious and very resistant and the session seemed doomed to failure. As a last resort, I decided to help them make simple puppets, which they could then use to communicate and interact with their babies. This made a world of difference and by the end of the session, the young mums were playing and laughing with themselves as well as with their babies.

Your students can easily make simple puppets in the classroom, using socks, gloves/mittens, cardboard or paper plates and craft sticks. Some examples can be found at:
http://www.teacherhelp.org/puppets.htm
http://montessoribyhand.blogspot.com/2008/02/puppets-on-stick.html
http://www.eduplace.com/hac/pdf/puppet.pdf

Your students could then use their puppets to communicate playfully with each other and think about how they might use puppets to communicate with children in their placement or work setting, for example:

• to communicate with a baby
• to encourage a shy child
• to comfort a child who is upset
• to use at story time with a group of children

Students could use this experience both to help them generate evidence and prepare for practical assessment in the real work environment at different levels, for example:
L2: Unit SCH 21 (AC 2.2 and 3.2); Unit TDA 2.7 (AC 1.1 and 1.2)
L3: Unit SHC 31 (AC 2.3 and 3.3); Unit CYP 3.5 (AC 1.2 and 1.3)

Janet Stearns
Lecturer in Early Childhood Studies, former Lead Examiner for CACHE

Health and Social Care - What care workers can do when consent is witheld

Why is consent sometimes withheld, and what can care workers do to establish consent?

This blog expands on issues around consent that candidates studying Levels 2 and 3 of the Health and Social Care Diploma, BTEC Health and Social Care, Dementia Care units and other courses relevant to the field of health and social care will encounter.

What is consent?
Consent is giving permission to do something. In health and social care settings it usually means that the individual gives consent to take part in an activity or to accept some kind of care or treatment.

It is important to remember that:

• It is a legal requirement that consent is established before any intervention or care-giving activity takes place
• Establishing consent is one way care workers can demonstrate they respect the individual and the individual’s personal dignity
• The process of establishing consent is instrumental to developing trust between care worker and the individual 
• The individual is more likely to want to take part in an activity they have given permission for

Consent can be given in a number of ways: verbally, in writing or through actions.  The individual might also allow another person to do something with or to them, perhaps by raising an arm to be supported when dressing, and thereby imply consent.  Informed consent is given when the individual understands what they are consenting to.

However, it is not always possible to readily establish informed consent, and in some circumstances, consent might be withheld.  

Why would consent be withheld?
Individuals might withhold their permission for an action to be performed because care workers:

• Do not understand the individual’s needs, condition or capacity to make decisions 
• Do not have the relevant information or be able to impart information in a form that is understandable to the individual
• Do not themselves understand available options, and potential or actual risks to the individual

What can care workers do to establish consent when it is withheld? 

1. Ensure they understand and act on understanding of the health status or condition of the individual
2. Ensure they understand the individual’s needs and preferences
3. Ensure they understand the individual’s ability to make decisions
4. Ensure they have available the relevant information in a form that the individual can understand
5. Ensure they themselves understand the information and options open to the individual
6. Listen to the individual and observe for other responses 

Conclusion
Consent is giving permission for something.  Sometimes permission is withheld but there are actions that care workers can take to establish consent where it is withheld.  These actions are in keeping with an approach to care that respects the individual, improves care and sits securely within the legal framework for practice.

John Rowe works for the Open University and has a wealth of practice experience in health and social care settings.

Further Education and Adult Learning - Children and Young People's Workforce: Using Persona Dolls

PERSONA DOLLS IN ACTION: EQUALITY AND DISCRIMINATION

In the aftermath of the Stephen Lawrence murder trial, issues around equality and discrimination have once again become a focus for attention in the media.

Children’s service workers have a duty to help children and young people develop inclusive attitudes and this is a very important component of both the Level 2 Certificate and Level 3 Diploma for the Children and Young People’s Workforce. 

Specifically:

L2:       Unit TDA 2.7 Maintain and Support Relationships with Children and Young People

Unit SHC 23 Introduction to Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings

L3:       Unit CYP 3.7 Understand how to Support Positive Outcomes for Children and Young People

            Unit SHC 33 Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings

A good starting point is to help your students understand their own perspectives and to think about how they view others. As we all know, this is potentially a very sensitive issue, but an important one to address if students are to fully understand the nature of inclusive practice. The wordsearch attached can be a useful opening prompt for discussion. (Answers available separately here).

Practical classroom sessions are a fun and valuable way of helping your students both to develop their understanding and demonstrate their competence in the real work environment. Persona dolls have been used for many years as a playful tool to help young children learn about diversity and individual differences and they can be equally valuable for students in helping them to prepare evidence for assessment.

The Persona doll website (http://www.persona-doll-training.org/ukhome.html), has some very useful information, including example scripts for stories to use with the dolls and a wide range of links to other sites relating to anti-discrimination and inclusive practice.

Dolls from  www.persona-doll-training/org

Your students could work in groups to develop their own Persona doll story dealing with a particular aspect of discrimination (eg. race, gender, or even bullying). An example story is given on the attached information sheet or use examples from the Persona doll website.

Students could then share their stories and discuss how they might be used with children in the real work environment. Some students may have already encountered Persona dolls in their placement or work setting and could be encouraged to share their experiences with others in the group. Some of the stories might be developed and the students could practice telling their stories in a simulated “circle time” using a puppet or large soft toy in place of a Persona doll if necessary.

Encourage your students to think about questions they might ask the children, for example “how do you think teddy feels now?” or “how could we help teddy to feel better?” . Students should also be prepared to respond to some of the children’s comments, for example “my dad says you should always hit people back” or “boys who cry are sissies”.

At different levels, students could use the evidence generated here to support their assessment for:

L2: Unit SCH 23 (AC 2.2 and 2.3); Unit TDA 2.7 (AC 3.2 and 3.3)

L3: Unit SHC 33 (AC 1.1 1.2 and 1.3); Unit CYP 3.7 (AC 4.1)

Janet Stearns
Lecturer in Early Childhood Studies, former Lead Examiner for CACHE