Table Of ContentChild Care
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(cid:21) (cid:21) (cid:21) (cid:60) (cid:106) (cid:94) (cid:89) (cid:90) (cid:21) (cid:105) (cid:100) and Education
Placements on
Child Care and
Education
Placements
Christine Hobart
Jill Frankel
Series Editor: Miranda Walker
(cid:54) (cid:21) (cid:69) (cid:103) (cid:86) (cid:88) (cid:105) (cid:94) (cid:88) (cid:86) (cid:97) (cid:21) (cid:60) (cid:106) (cid:94) (cid:89) (cid:90) (cid:21) (cid:105) (cid:100)
Child Care
and
Education
Placements
2nd Edition
Christine Hobart
Jill Frankel
Series Editor: Miranda Walker
Text © Christine Hobart, Jill Frankel and Miranda Walker 2002, 2009
Original illustrations © Nelson Thornes Ltd 2002, 2009
The right of Christine Hobart, Jill Frankel and Miranda Walker to be identified
as authors of this work has been asserted by them in accordance with the
Copyright, Designs and Patents Act 1988.
All rights reserved. The copyright holders authorise ONLY users of APractical
Guide to Child Care and Education Placementsto make photocopies of pages
29, 33, 60, 64, 65, 103, 166 and 171 for their own immediate use within the
child-care context. No other rights are granted without permission in writing
from the publishers or under licence from the Copyright Licensing Agency
Limited. Further details of such licences (for reprographic reproduction) may
be obtained from the Copyright Licensing Agency Limited, of Saffron House,
6–10 Kirby Street, London, EC1N 8TS.
Copy by any other means or for any other purpose is strictly prohibited with-
out prior written consent from the copyright holders. Application for such per-
mission should be addressed to the publishers.
Any person who commits any unauthorised act in relation to this publication
may be liable to criminal prosecution and civil claims for damages.
First Edition published in 2002 by Nelson Thornes Ltd
This edition published in 2009 by:
Nelson Thornes Ltd
Delta Place
27 Bath Road
CHELTENHAM
GL53 7TH
United Kingdom
09 10 11 12 13 / 10 9 8 7 6 5 4 3 2 1
Acatalogue record for this book is available from the British Library
ISBN 978 1 4085 0483 3
Illustrations by Jane Bottomley
Page make-up by Northern Phototypesetting Co. Ltd.
Printed and bound in Spain by GraphyCemsrnwall
CONTENTS
About the authors v
Introduction vi
Acknowledgements vii
1 The role of placements 1
■How placements are selected ■What you will gain from
your placements ■What the placements gain from having
students
2 Types of placement 11
■Care at home ■School-based placements ■Full-time day
care ■Sessional provision ■Out-of-school care ■Hospitals
3 The preliminary visit 27
■Preparing for placement ■The first visit ■The local
environment ■The role of the supervisor
4 Settling in 37
■Afamily placement ■Group care ■Registration of Settings
■Policies and procedures ■The daily routine ■Things to do
when there is nothing to do ■Difficulty in settling in
5 Coursework while on placement 55
■Observations ■Keeping a diary ■Activities and routines
■The role of the supervisor
6 Communication 68
■Communicating with adults ■Communicating with babies
and young children ■Reading to children
7 Play and learning 82
■The Early Years Foundation Stage curriculum ■The National
Curriculum ■Planning activities ■Working with babies
■The role of the student
CONTENTS iii
8 Health and safety 98
■Safety in the placement ■Personal health and hygiene
■Children with HIV (Human Immunodeficiency Virus)
9 Providing food and drink 110
■Ahealthy diet ■Feeding babies ■Special diets ■Emotional
and cultural influences ■Food hygiene ■Mealtimes
10 Understanding children’s behaviour 125
■Factors that influence behaviour ■Common types of
challenging behaviour ■Growing independence
■Managing unwanted behaviour
11 Child protection 135
■Definitions ■Recognition ■Procedures ■Professional
behaviour ■Helping children to protect themselves
12 Parents in placement 147
■Parents in placement ■Different family types ■Various
child-rearing practices ■Naming systems
13 Succeeding in placement 157
■Professionalism ■Anti-bias practice ■Assessment in
placement ■Stres s in the placement ■Leaving your placement
Resources 172
Index 175
Notes 180
Blank pages to record the following: 175
Notes on observations ■Notes on activities ■Meetings with
supervisors ■Weekly timetable
iv CONTENTS
ABOUT THE AUTHORS
Christine Hobart and Jill Frankel come from a background of health visit-
ing and nursery education. They worked together in Camden before
meeting again at City and Islington College. They have worked together
for many years, training students to work with young children and have
written 12 books encompassing all areas of the child-care curriculum.
Christine is an external examiner for CACHE.
Miranda Walker has worked with children from birth to 16 years in a
range of settings, including her own day nursery and out-of-school clubs.
She has inspected nursery provision for Ofsted, and worked at East Devon
College as an Early Years and Playwork lecturer and NVQ assessor and
internal verifier. She is a regular contributor to industry magazines and an
established author.
ABOUT THE AUTHORS v
INTRODUCTION
In the experience of the authors, there are no basic guides offering help
to child-care students working with children from birth to 16 years on how
to achieve success in training placements and work experience. New stu-
dents often do not understand what is expected of them. Despite detailed
preparation by college tutors, the practical work, routines of the placement
and the expectations of supervisors often prove daunting. In our view, the
more knowledge and information that students can obtain the more read-
ily they can settle into a professional team, enabling them to contribute
sooner to the work, gaining skills and competences quickly.
This book is designed to be user friendly, describing certain aspects of
each type of placement so that students can easily understand the struc-
ture and routines of where they are placed. We have created a chart to
show most types of placements, detailing staff ratios and qualifications, age
range of the children, cost of child-care, inspection arrangements, the cur-
riculum, hours of work and the number of weeks the various placements
are open. It would be impossible to cover every single placement so we
have left room for students to enter any variation they find in their par-
ticular placement.
The theory of child-care and education will be taught by tutors in cen-
tres and covered by other texts. We have concentrated on the everyday
skills students will need and how to apply these skills in a practical way.
Most chapters will contain the following features:
■ Check lists
■ Charts
■ Case studies
■ Good practice
■ Activities.
Wehave used the female gender for the child throughout the book as
this is less confusing than changing gender every chapter.
vi APRACTICALGUIDETOCHILD-CARE AND EDUCATION PLACEMENTS
ACKNOWLEDGEMENTS
The authors and publishers would like to thank the following people and
organisations:
1 Angela Dare and Margaret O’Donovan for permission to use the chart
on page 111.
2 West Thames College tutors and supervisors for permission to adapt
the handout on pages 51–53.
3 Suzanne Pye and Susie Sainsbury, Voice for the Child in Care, Chris
Satterthwaite, Leslie Frankel, and the Margaret McMillan Centre for
permission to use the photographs produced in the book.
4 Cynthia Isaac, Anne O’Brien and Ruth Jno Baptiste for reading the
manuscript.
5 The Controller of HMSO and the Queen’s Printer for Scotland for per-
mission to reproduce Crown ©copyright material under Class Licence
No. C01 W 0000195.
Every effort has been made to contact copyright holders, and we apolo-
gise if any have been overlooked.
The authors would also like to thank the students they have taught over
the years and the training supervisors who ensured their success.
ACKNOWLEDGEMENTS vii
1
THE ROLE OF PLACEMENTS
This chapter covers:
■ How placements are selected
■ What you will gain from your placements
■ What the placements gain from having students
As a student on a child-care and education course you will be spending
some of your time in a variety of establishments, working with groups of
children from the age of 0–16 years.
If you are on a course leading to a professional qualification, the train-
ing placement forms an integral part of the course; and you will be
unable to gain the qualification if you are deemed unsatisfactory in your
practical work. If you are on one of the introductory courses, such as the
Provide opportunities
to put theory into
practice Develop practical
Develop
and personal
communication skills
skills
ROLE OF THE PLACEMENT
Develop a
Make career
professional
choices
approach
Develop knowledge Understand the
and understanding role and purpose
of the development of education, health
and needs of children and social services
from birth to 16 years provision for children
THE ROLE OF PLACEMENTS 1
