Health and Safety Requirements in Nursery Setting

Health and Safety Requirements in Nursery Setting Nomatter Nyawo 1. Analyse the working practices that need to be in place in the nursery setting to ensure that children are protected. The Health and Safety at Work Act 1974 is the primary piece of legislation covering occupational health and safety. Under this act the employers, its workers and individuals being supported have responsibilities to ensure safety is maintained in the nursery. A copy of the act must be displayed in the main communal area of the staff work premises. Working with children is very interesting it is a job that requires consecration and has to be planed very careful, you need personal skills for you to be able to communicate, problem-solving and you must have the ability to work with others. You must have skills to organise and plan activities for the children, you must know the importance of reporting and recording what young children do and how this is used in planning appropriate. How to evaluate your own contribution in creating nurturing and professional servers for the children. The main purpose of legislation is: To ensure the health, safety and welfare of staff. To protect children from risks arising from activities. To control the use and storage of dangerous substances. To control the emissions into the atmosphere of noxious or offensive substances. In nursery and child care setting it has been observed by Ofsted that the most effective way of ensuring that children stay safe is to build activities into the day where adults are able to educate the children about staying safe. It will be good if you seek assistance from the road safety officers who are more experienced in teaching the road safety to the children in an informative and funny way so that the children will enjoy it. A description of the factors to take into account when planning healthy and safe indoor and outdoor activities and services. It is important for the nursery to have security like to have a member of staff monitor the door so that children can be signed in and out as they arrive or depart. This will minimise the risks of parents letting unknown adults into the nursery. 2. Explain the various health and safety requirements that are necessary for children attending the setting and describe the ways in which these health and safety requirements need to be adopted to cater for the differing age groups. The nursery have to ensure that the suitability of adults who have contact with the children promote good health, manage behaviour, maintain records and follow policies and procedures. The provision employs whether paid or voluntary it has a responsibility to any other people who may be affected by its activities and have to have sufficiently aware of and practice safe systems of working in nursery settings the children are put in different groups and these will go like how old they are for example: Babies (6 weeks to 12 months) Young toddlers (12 months to 2 years) Older toddlers (2years to 3 years) Pre-school (3 years to 5 years) Staff should always monitor and maintain health and safety and encourage safe working. Any setting should have clear policies and procedures about all aspects of health and safety. All rooms and equipment used by children and young people should have regular checks to ensure that everything is working well and is safe. Some of these checks are required by law for instance electrical equipment must be checked by a qualified electrician at least once a year. The dilemma between the rights and choices of children and young people and health and safety requirements is identified by the UN Convention on the rights of the child. It identifies that children learn through exploration, making choices and during new experiences. Carers have the responsibility to identify potential hazards and judge if it is safe enough while allowing freedom to experience new learning opportunities. An example of this is to guide and explain the dangers of crossing the road with a child before allowing them to do it themselves. Another example is internet safety. If a child has access to the internet the parental control setting must be used. Children are also at risk of bullying and being contacted by adults who can be a danger to them. A child needs to be warned and advised on what to do should this occur, while being monitored by their carer. In the case of a child being sick at school, for example vomiting the child has to be sent home. The child may take their personal belongings and made to sit in the reception area with a sick bucket as they wait for their parents. The reception should provide a comfortable environment for the child to rest in waiting. If a child has a bump on the head that has caused a large bump or some bleeding again the child is sent home. An ambulance is called if the child has significant bleeding and discomfort or is drowsy. Regular fire drills are carried out to prepare the children so that they don’t panic. Once they hear the alarm they should stop what they are doing and walk out calmly through fire doors and know where to line up. The staff are kept to date regularly of risks. All adults have a duty of care. If a member of staff becomes aware of a risk for example if the gate has been left unlocked, it is their responsibility to make sure it is locked and to make a report to the caretaker or head. The children are also informed regularly of risks during assembly for example if the playground is too icy they are advised to be extra careful or informed if it is necessary to stay in at play times. The Health and Safety Act poster has to display in a prominent place as it details safety advice. A COSHH poster covers advice on dangerous substances and how to prevent injury. Manual handling operations Regulation 1992 supplements the general duties placed on employers and others by Health and Safety Regulations. 3. Evaluate the procedures required to cover good hygiene and explain how this should be implemented in the nursery setting. This can be presented within a table. Young people are taught to clear and clean up tables before or after meals. They should be reminded about good hands hygiene when assisting with preparation of food and after visiting the lavatory. The general environment should be clean and safe. The equipment must be used and stored safely Working practices must promote the health and safety of children. Every employer should aware of the written statement of safety policy that is required in their setting. The Act also provides for the employee’s protection. The workplace should be safe and not pose a risk to the employee’s health. Safe systems of working should be in place. Adequate substances should be stored and used safely. Appropriate information, training and supervision should be made available for health and safety of employees. Certain injuries, diseases and occurrences should be reported to the Health and Safety executive. The diagram below shows the different types of risks that need to be considered: Physical risks Personal safety risks Security risks Types of risks Emotional risks Food safety risks Fire risks Effective risk management should become automatic as one becomes more experienced. For every activity one plans, they should think about the hazards, the likelihood of the hazards occurring and the control measures. If one sees a hazard as they go about their everyday activities, the simple rule is to deal with it. This can be as simple as moving a toy left on the floor or cleaning up spilt water. Risk assessment forms are used to assess hazards and identify control measures for all activities and outings. The table below shows some examples of risk assessment for two common activities for younger children. Activity Hazard Control measure Junk modelling Use of scissors Sharp points and blades Very young children use round ended scissors. Ensure that children know how to use it. Containers and other material being used They may have held food or unsafe substances egg cleaning fluids Make sure to put the tins in the bin. Cleaning up after the activity Wet surfaces and floors present a risk of slipping Always mop the floors Recent rain Lack of water proof clothing Children should stay in doors 4. Identify and describe what should be included in a first aid kit for a nursery, and discuss why paediatric first aid training for nursery staff is important. There has to be a first aid kit in every class and each MSA should be equipped with a first aid pouch for the playground. Small wounds can be cleaned and dressed outside with phials of purified water and dressed. The teacher is informed at the end of break. For head wounds a cold compressed applied and a letter sent home with the child giving advice on how to care A first aid kit should include: Plasters in variety different shapes and sizes Small, medium and large sterilised Bandages At least two sterile dressings Triangular bandages Crepe rolled bandages Safety pins Disposable sterile groves Seasons Alcohol-free cleaning wipes Sticky tape Thermometer preferably digital Antiseptic cream Distilled water for eye cleaning In the nursery setting, it is important for every staff to know where the first aid kit box is kept and what is in it. A named person should be responsible for checking the kit and replacing missing items although anyone using an item from the kit has responsibility to report this. Ofsted states that it is ‘good practice for first aiders to be reliable and have good communication skills and have the aptitude and ability to absorb new knowledge and learn new skills and the ability to cope stressful and physically demanding emergency procedures. First aid certificates need to be renewed in three years from the completion date of the previous qualification. It is the responsibility of the manager to keep records as regularly reviewed to ensure that staff receive refresher training and when it is required. In the nursery setting a paediatric first aid qualification satisfies Ofsted requirements. Although first aid qualifications are essential paediatric first aid qualifications are tailored to Early Years settings and cover the various situations and scenarios that staff may find themselves in. For example, resuscitation is given on a paediatric resuscitation model instead of an adult one. As part of health and safety at work act 1974 and the associated regulations, if any setting does employ more than five staff it should have a safety policy. The policy should cover emergency procedures in the event of fire, a gas leak, bomb scare and all adults should know what to do. In the case of fire, all doors and windows should be closed and the children taken out of the premises by normal routes. Children should not be left unattended. An urgent call should be made to the fire brigade by dialling 999. Under certain circumstances accidents may need to be reported to health and safety executive particularly if the child is seriously injured, for example a major injury such as fractured limbs, electric shock and unconsciousness. Even a minor accident requires an entry to be made in the accident book. Preventive measures may be as simple as having more adults supervise the children at outdoor play or there may be the need to change equipment or to put further safety protection in a place such as more matting under swings. Bibliography: Penny Tassani, Kate Beith, Kath Bulman and Sue Griffin; Children and young people’s workforce, Early Learning and childcare (Level 3 Diploma), Heinemann, 2010

Cultural Assignment

Organizational Communication I struggled with this assignment and I found it very difficult to determine cultural body language movements for the African American culture. However, what I found is over the years the African American culture has blended with the white American culture. There are historical facts regarding slavery and how that impacted the African American culture. Through art, music, and dance the African American’s found their outlet for self expression. Today a lot of black Americans hold onto their own culture through their interactions at church, which includes enthusiastic singing; this is an expression of their culture. It’s quite fascinating and uplifting attending services at an African American congregational church. African American Body language and cultural issues: They carry themselves in a way that exhibits strength. African dance moved north from the south. Families are brought together through food. Soul food – plays an important role in the African American culture and traditionally these foods are high in fat. However, over the years they have tried to remove trans- fats from their diets. African Americans observe ethnic holidays alongside traditional holidays. We now have black history month which focuses on the lives and history of African Americans. They will refer to each other as sister and brother – even though they are not related. It is used as a sign of respect. The salutation â€Å"mam† is also used in some cases as a sign of respect. Families often include extended families living under one roof. Hispanic body language and culture issues: A simple toss of something can be considered insulting. If you need to give something to someone don’t toss it – walk over and hand it to them. Stupid – is considered a huge insult. Gringo – is not an insult – just means foreigner. The hand gestures come here – means you are romantically interested in that person. Hugs and kisses – Hispanic culture is very emotional. Family ties include parent, grandparents, sisters, brothers, and children. Different holidays – Christmas is celebrated on the 24th and the Santa celebration is done on the January, 7th. They don’t celebrate Halloween or Thanksgiving. Touching – they will hold hands without thinking about it. Differences between Latin (Hispanic) culture and African American The term â€Å"Hispanic† is used in the United States to describe all people of Latino and Spanish descent. It is a broad ethic classification including individuals who originated from the Dominican Republic, Spain, Puerto Rico, and about 20 to 30 other regions. According to the federal guidelines, Hispanics are classified as white Hispanic or black Hispanic. Our federal government doesn’t recognize Hispanic as a race, only an ethnicity. If you ask a Hispanic child what is your race he/she most often will tell you Spanish, or Hispanic; he/she will very rarely say white. However, the federal guidelines do recognize African American or black as a race. The two cultures are different, yet very similar. They both have extended families who they share their living quarters with even though they are not really related. Hispanics like close quarters; they like touching, hugging, and kissing. It is not uncommon for Spanish woman to hold hands. They are considered to be a very sensual population. African Americans also believe in the extended family concept. I have the benefit of working with both Hispanic and African American individuals and I find through personal experience that Hispanic individuals are very upbeat, friendly, emotional, and very touching. They want to be physically close to the individual with whom they are speaking. In addition, the African American individuals I work with have some of the same cultural characteristics; however, they are a little more reserved. Both cultures are close to family, both treat their mothers with the highest respect, and they both gather around food. Every party no matter how small has an enormous amount of food. And, I believe individuals in both cultures to be hard working and just trying to hold on to some of their individuality and stay true to their heritage.

Explain How Groups Can Influence People in Positive and Negative Ways Essay

Being part of a group can give an individual a sense of security, a boost to their self-esteem and a feeling of belonging. They may see themselves as being part of an ‘in-group’. Being part of a group that is seen as being better than others (an ‘in-group’), can create a bond between the members. People of different races or religions, or rival gangs, would be seen as being the ‘out-group’. The sense of security and bonding with the other members can come from having people around you that are working with you, and knowing that you have somebody looking out for you if and when things go wrong. Having people depending on you in a leadership role can give boost an individual’s self esteem. There are many negatives that can come with being part of a group also. Peer pressure and the feeling of having to conform in ways in which may seem inappropriate, could cause members to go along with decisions and behaviour made, so that they fit in even though they know the outcomes won’t possibly be the best ones. The pressure to conform in front of other members of a group was apparent in an experiment carried out by Solomon Asch in the 1950s. It showed how members of a group will go along with decisions that others make even though they know that it’s not necessarily the correct choice. A small group were shown a picture of a line and then asked out of three other lines, which one was the same length. Several members of the group deliberately gave the wrong answer. They had been influenced by the experimenters. The results showed that the level of conformity grew when the answers were said out loud. The level of conformity decreased when the participants were asked to write down their answers in private. The members (not in on the experiment) clearly felt that they needed to conform with the rest of the group, whether it was because they didn’t want to seem stupid or they just felt pressured into agreeing a nd not being the odd one out. During the 1950s and 1960s an experiment carried out by Muzafer Sherif et al (1961) took a group of boys from a summer camp and divided them into two groups. The boys interacted well at first, working together and behaving in ways that would be expected, until they set up a tournament type competition. The behaviour between the groups very quickly turned negative with name calling, hostility and aggression. Within the groups though, the level of solidarity was extremely high between the boys. Once the experimenters intervened and introduced activities that encouraged the groups to work together again, the boys were able to cooperate well and any bad feelings were forgotten. This experiment shows how peer pressure clearly had quite an influence on the boys’ behaviour as the aggression felt towards the other group clearly wasn’t personal as the negative behaviour was quickly forgotten once the experimenters took control. It seems more so that one member, possibly the boy seen as the ‘leader’, made a move, quickly the rest of the group’s behaviour changed one by one escalating to such hostilities. The members of the individual groups would have felt as though they were the à ¢â‚¬Ëœin-groups’ and probably felt a sense of security in that they had others working with them and the self esteem of the ‘leader’ would have risen significantly. Another example of how being part of a group can have it’s negatives and positives is the story of Dorinne Kondo (1990). She was a Japanese American woman who, having lived all her life in America, goes to Japan to study. There, she stays with a Japanese family, the Sakamotos. Kondo finds it hard to conform from the start of her visit and she feels she is being judged for looking Japanese but not acting in the correct manner or being able to properly communicate as she didn’t speak the language. After spending time and helping out with the family she is staying with, Kondo gradually learns the way to do things to suit the Japanese culture. After she gets praise from Mr Sakamoto himself for greeting him with a bow in the traditional manner and when her teacher praises her flawless performance at the tea ceremony, Kondo will no doubt have had a boost to her self esteem and possibly a bonding with the Japanese women. The negatives seem to out-weigh the positives during Kon do’s time in Japan though as she struggled with the fact that women are seen as being below the males and having to bow down (literally) to them. She felt obliged to take on the ‘daughter’ role during her stay and a feeling of peer pressure to perform as a Japanese woman, even though it wasn’t necessarily the way she would act in her life in America. In conclusion being in a social group (the boys from the Robbers Cave experiment) there seemed to be more positives as the boys felt they had others on their side and lots of back up when things turned bad. Their self esteem would have been pretty high and the bond between them all would of grown as the time went on. Kondos story, which showed more of a cultural group, had more negatives as she really felt the pressure to conform to suit her cultural group and setting.

A Feminist Critique Of Bluebeard - 1565 Words

Tom Cox September 20, 2015 ENGL 2370 A Feminist Critique of Bluebeard In 1979, Angela Carter wrote â€Å"The Bloody Chamber,† a retelling of Charles Perrault’s famous children’s fairytale, â€Å"Bluebeard.† Like â€Å"Bluebeard,† Carter tells the story of a wealthy aristocrat with a sadistic compulsion to murder his wives. In the tale, the Marquis entices the female protagonist into entering a forbidden room. In doing so, the Marquis sentences the female protagonist to death for her apparent disobedience. However, the female protagonist escapes a certain death when she is rescued by her mother. Now, although â€Å"The Bloody Chamber† parallels â€Å"Bluebeard† in plot, they are fundamentally different from each other. Charles Perrault’s â€Å"Bluebeard† is a tale that critically highlights female ignorance, and warns against the danger of female curiosity. Above all though, Perrault attempts to highlight these female flaws to be both inherent and unchangeab le. However, using the same fundamental plot, Angela Carter rather writes about the oppressive realities of the institution of marriage. More specifically, Carter highlights the female narrator’s ignorant and romanticized notion of marriage, and its ability to manipulate her into an oppressive marriage. In doing so, Angela Carter directly refutes Charles Perrault’s notion that females are inherently flawed. Carter rather suggests that society’s distorted and ignorant perception of marriage facilitates female oppression. Therefore, Carter rootsShow MoreRelatedThe Sexual Content in Angela Carter ´S the Bloody Chamber1684 Words   |  7 Pagesthem in the modern day. Carter has taken seven fairytales whose â€Å"latent content† she says were â€Å"violently sexual†, (qtd by Robin Sheets, â€Å"Pornography Fairy Tales and Feminism† 642). The stories include a variation of classics fairytales such as â€Å"Bluebeard†, â€Å"Beauty and the Beast† and â€Å"Little Red Riding Hood† with sometimes more than one version of the same original tale, for example â€Å"Wolf-Alice† and â€Å"The Company of Wolves†. In re-writing these fairy tales Carter has given the new versions a specificallyRead MoreAnalysis Of Angela Carter s The Bloody Chamber 1756 Words   |  8 Pagesdepictions of femininity. Angela Carter manipulates old-fashioned fairy tales in order to subvert conformist gender roles like submissive wives and male dominance. (Makinen, 1992) While Carter receives commendation for her work, Patricia Duncker critiques her as well, for maintaining traditionally told tales that female relationships are doomed to rivalry and competition. Duncker basically analyses the story, ‘The Snow Child’ and then promptly states that Carter does not explore the masculine desire