Explain Expectations About Own Work Role as Expressed in Relevant Standards

1 January 2017

Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e. g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole.

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Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the expectations that are to be done in placement at a relevant standard is to supervise the children this plays a big role in child protection Act and health and policy.

Practitioners should always watch the children closely to prevent and reduce the severity of injury to children. Children often challenge their own abilities but are not always able to recognise the risks involved. Practitioners need to supervise children and identify any risks and minimise injury. Keep is also a relevant way that ensures practitioners are kept to speed with standards as they are reviewed regularly and must reflect KEEP (the key elements of effective practice)

Keep provides framework for the practitioners to understand what effective practice looks like, formulate their self-development plan and to reflect on their work. KEEP has been developed alongside and is consistent with the common core of skills and knowledge for the children’s workforce, which sets out the six areas of expertise that everyone working with children, young people and families should be able to demonstrate effective communication and engagement with children, young people and families, child and young person development, and safeguarding and promoting the welfare of the child or young person.

As a practitioner it is important to reflect practice continuously to improve the quality of service provided. Reflection means if when you are teaching and you notice something wrong you change it straight away, or for the next time. Practitioners should always be self critical of past lessons and picking out on not only the good parts, but also parts of a lesson that didn’t go so well.

For example in order for the practitioners to improve in their practice they could prepare a reflective journal, this would help them by reflecting back on what they did in the perivious lesson and if an activity didn’t go so well the practitioner could think of different strategies of improving the activity or planning a different activity, but on the similar topic and also providing different recourses in order to improve the activity.

Also practitioners and staff members should not assume that their work place will automatically inform them about new developments, changes and updates which affect their work, practitioners must be prepared to be active in maintaining their own knowledge base and to ensure that their practice is in line with current thinking and new theories. Practitioners could this by incorporating an awareness of the needs to update their knowledge constantly into all of their work and activities by using resources such as the internet, journals, and libraries or other professional development, e. . training, and to check their awareness of new developments in their work and to work with other professionals e. g. there might be a child who has got a disability e. g. hearing problems and the practitioners could work with a professional to support the child’s needs.

Also in order for the practitioners to improve their work with children and their families they should consider to be sensitive and non-judgemental. “The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation”.

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