Birth to Three
What is birth to three? Birth to three is a program set up for infants and toddlers (ages newborn to 36 months) that have developmental delays and disabilities. This program is a community-based program that is known statewide across and across the United States. Birth to Three promotes and supports a family-centered approach to intervention of the early years in childhood. The program is big on uniformity when it comes to the interventions available across the state, which also involves education, health, and social service systems. (Human Services-Community Programs Division.(n.d.), 2014.) Birth to Three program has a certain requirement that the child needs to meet for him/her to be deemed eligible, those requirements
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Birth to Three Coordinators
When talking about Birth to Three coordinators the Malta World NGO Forum once said, "Taking care of the best interests of the child, as set out in the Convention on the Rights of the Child, must not be seen as a threat to the family, but as a challenge for society." (as cited in Hanssen, E., Zimanyi, L., & Consultative Group on Early Childhood Care and Development, H. M. (2000). Birth to Three Coordinators are the ones that find the appropriate and supportive ways of helping with the child’s growth and development from birth to 3 years of age. However, the job of being a Birth to Three coordinator is not an easy one in which there are multiple challenges they face when caring for the children as well as helping the parents through everything. Difficulties they face range anywhere from the starting point of establishing the base or the fundamentals for later learning, dealing with the lack of development for programs that are made for children under the age of 3, with lack of development most of the established programs are mainly focused on the survival of the child and not the stimulation the child needs, and lastly they deal with supporting the parents and their families since they are the ones that provide the direct support to the child. (Hanssen, E., Zimanyi, L., & Consultative Group on Early Childhood Care and Development, H. M. (2000). With all these challenges these coordinators face the starting point is first finding
There are many social, economical and cultural factors that impact on the lives of children and young people. In my role as a Young Carer’s Support Worker, I work with a number of families living with the consequences of these factors. Every Child Matters (ECM) aims to improve the outcomes and life chances of every child and young person, therefore, it is important we understand and do all we can to help them achieve the 5 outcomes of the ECM, stay safe, be healthy, enjoy and achieve, make a positive contribution, and, achieve economic well-being.
In order to apply theories and models of child development to support children’s development we must get to know each individual child by building a good relationship with the children through play, communication and answering to their personal needs. Observation and assessment is also key so that we know what each child is capable of and what they are working towards/could be encouraged towards. Good communication with parents is also beneficial as it helps the carer to see what the child is doing at home and to identify if there are things they do or don’t do at nursery that is different from home. It also helps to work out ways of encouraging development at home and at nursery.
Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to
The place I observed was the Infant Development Program in their preschool program called Stepping Stones Preschool in Lock Haven, PA. I observed in one of their three to five year old preschool programs that is held on Monday, Wednesday, and Friday afternoons from 11:30am to 2:30pm. This particular classroom had two head teachers; Mrs. Kate and Mrs. Lisa. The teacher call their students Owls this is because their class name is Owls. When they want to get the kids to listen to them or they want to get their attention a teacher will say “Owls Owls Whoo Whoo” and the kids will say “Owls Owls Whoo Whoo”. Another thing the teachers will also refer to the students as friends. In this classroom there was four boys and four girls. I observed two
Striving to provide high quality childcare provisions that support children’s development to reach their potential.
* Babies and young children are vulnerable and very dependent on their parents and carers. Therefore as well as provide and children’s learning and development it is also essential that we support the physical care, keep them safe and meet their nutritional needs.
It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.
The aim of the organization (red hut day nursery) was to carry out high standards of care from children age from 3 months to 5 yrs old. Whilst following the curriculum guidelines of early years foundation. The role of the organization was to care for children within their responsibilities whilst the Childs parents or carer has left them in the organization care. Policies such as ensure every child is treated fairly and equally depending on that Childs needs in order for their needs to be meet , was expected of all staff members to conduct themselves in such away . the role of each staff member was to ensure that
1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.
The idea of multi-agency working is to support all aspects of a child’s development and therefore the aim of the collective
The Pre-Birth to Three document that I work with highlights that responsive and caring adults are essential for babies and young children to develop and thrive. Practitioners must be aware of attunement which means having the skills needed to enable them to tune in to babies and young children. This determines needs by close observations of the sounds, movements, expressions and body language displayed. We already know that babies are born ready to make connections with the outside world and we must be ready to read these signs in order to develop the skills needed to interact with the wider community. This is something that I have at the forefront of my mind whenever I am working with the children. I am an avid believer that
Following this, several programmes and frameworks were later implemented into all establishments that worked with children, and these included “Every Child Matters” services, planned around children’s and young people’s needs and the improvement of the five key outcomes which contribute to their well-being: be healthy, stay safe, enjoy & achieve, make a positive contribution and achieve economic well-being. There was also the implementation of the Common Assessment Framework (CAF) system which enables multi agencies to access and add information about a child’s needs. The CAF is used at the earliest opportunity when it is highlighted that a baby, child or young person may need help in their lives in order to progress. It is used when there is concern about a child, or agencies have recognised a child has additional needs, that require further exploration and a multi-agency response. The assessment provides further information and understanding of the child’s circumstances.
Daniel, B., Wassell, S. and Gilligan, R., (1999) _Child development for child care and protection workers,_ Jessica Kingsley
One of their programs is called “Child Survival”, in which includes educating mothers or primary caregivers on providing critical care to children both before and after the child is born, including the
In a study conducted by Ezpeleta and colleagues (2012), the association between the different dimensions of operational defiant disorder symptoms and how they can predict comorbidity of other DSM-IV disorders was analyzed. The primary objective of the study was to focus on 3-year-old preschoolers and how the different dimensions of ODD symptoms, which include irritability, headstrong, negative affect, oppositional behavior, and antagonistic behavior, can be displayed in children and produce the likelihood of specific disorders that are linked with specific symptoms. The hypothesis was that irritability and negative affect symptoms were correlated with emotional disorders such as anxiety disorders, headstrong symptoms were linked with ADHD, oppositional and antagonistic behaviors were linked with disruptive disorders, and antagonistic behavior with mood disorders.