1. Unit 4 Child health
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2. training and development needs partnership working inclusive practice
LO 6: Understand the role of the early years practitioner when supporting children who are chronically ill.
AC 6.1: Describe the responsibilities of the early years practitioner when supporting a child who has a chronic health condition in relation to:
training and development needs
partnership working
inclusive practice
safe working practice
meeting the needs of the child
support for self.
AC 6.2: Understand the role of the early years practitioner when supporting children who are chronically ill.
LO 8: Understand the role of the early years practitioner in relation to health promotion.
AC 8.1: Evaluate the role of the early years practitioner in relation to health promotion.
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3. Write down the definitions of the following words or terms:
LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.1]
Time: 15 mins
Write down the definitions of the following words or terms:
Chronically ill
Acute illness
Terminally ill
Unwell.
Teacher notes:
Learners can use dictionaries or the internet to find meaning for these phrases.
Chronic – persistent or long-lasting, i.e. cancer and diabetes.
Acute – will run its course, i.e. flu and throat infection.
Terminal – cannot be cured.
Unwell – being in poor health.
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4. Training and development needs
LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.1]
Training and development needs
It is important for a practitioner to know and have an understanding of the illness of any child that they are working with. This is especially important for a child with a chronic health condition.
The practitioner needs to know the effects of the condition – will it affect the child’s physical, social, cognitive and emotional needs? Will it involve prolonged or regular absence from the setting?
In order to successfully support the child, and their family, the practitioner must gain the knowledge that they need.
Useful resources:
How chronic health conditions affect children
_families/children_with_chronic_health_conditions.html
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5. LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.1]
Partnership working
When working with a child with a chronic health condition it is likely that the practitioner will be working in partnership with other professionals.
It is important that the practitioner develops appropriate relationships with them. That they share information, make time to meet with them and respect their opinions and advice.
It is the responsibility of the practitioner to listen to and act on advice that they are given.
Teacher notes:
Learners will need to start considering the importance of multi-agency working.
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6. LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.1]
Time: 15 mins
Identify some chronic health conditions that you may encounter with children that you will work with throughout your professional life.
List all the professionals that you may come into contact with and describe their role.
Consider the advantages and disadvantages of partnership working – complete the worksheet provided.
Teacher notes:
Learners should consider conditions such as asthma, epilepsy, cystic fibrosis, cerebral palsy, leukaemia etc.
Professionals could include:
Speech therapist
Signer
Support teacher for the hearing impaired
Support teacher for the visually impaired
Teaching assistant
Social worker
SENCo
Counsellor
Educational psychologist
Behaviour support team
Physiotherapist
Occupational therapist
Play specialist
Health visitor.
Useful resources:
Chronic diseases of children
Explanation of the Team Around the Child (TAC) strategy
Information on multi-agency working
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7. Inclusive practice and meeting the needs of the child
LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.1]
Inclusive practice and meeting the needs of the child
What is inclusive practice?
Inclusive practice enables equal access to the curriculum for all children, regardless of any illnesses or disabilities.
All children should feel special, accepted and safe. It is important that they are listened to.
It is the practitioner’s responsibility to ensure that they differentiate in order to meet children’s individual needs and that they plan for and provide relevant resources to enable children’s learning.
Teacher notes:
Encourage the students to devise their own definition of inclusive practice.
Discuss importance of IEPs and SMART targets.
IEPs= Individual Education Plan
SMART targets = Specific, Measurable, Achievable, Realistic and Time-related.
Useful resources:
Very good website on the importance of inclusive practice
What is inclusive practice? An Australian website
‘Effective Teaching Practices for Students in Inclusive Classrooms’
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8. Consider the benefits from the parents’ perspective.
LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.1]
Time: 15 mins
Discuss the benefits for the child of an inclusive approach – resources, support staff etc.
Consider the benefits from the parents’ perspective.
Consider the benefits for the other children in the setting.
How do these benefits help the practitioner?
What responsibilities will the practitioner have to the parents and the other children, as well as to the child?
How does inclusive practice of a chronically ill child meet the needs of this child?
Teacher notes:
Learners should consider inclusive practice from all perspectives, and evaluate their impact on the role of the practitioner.
Useful resources:
Very good website on the importance of inclusive practice
An Australian website examining the question ‘What is inclusive classroom practice?’
‘Effective Teaching Practices for Students Who are in Inclusive Classrooms’
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9. Safe working practice and support for self
LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.1]
Safe working practice and support for self
When supporting a child who has a chronic health condition, it can be emotionally, mentally and physically draining.
You will need to ensure that you have support strategies in place.
Other professionals that you can turn to for advice and guidance.
Colleagues who are willing to listen and support you.
Access to training and courses.
Specific support for handling and caring for the child.
In extreme cases you may need to talk to a counsellor.
Useful resources:
Websites on support available for adults who care for children with special needs, disabilities etc.
National Parent Partnership Network
Contact a family – website for families with disabled children
I CAN – children’s communication charity – support for children in developing speech, language and communication skills
Charities
Mencap – supports parents, carers and children with a disability
Friends of Bright Eyes (FOBE) is a registered charity which provides support for children with special needs and disabilities, their families and carers
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10. Potential effects of ill health of children on the family
LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.2]
Potential effects of ill health of children on the family
Having a child is never easy, but if a family has a child who is chronically ill they may:
Feel guilt – always wondering whether it was it something they did
Feel anger – towards the illness or the medical system
Be exhausted – their child may need 24 hour care
Be emotionally drained – having to deal with multiple hospital visits and receiving news of prognoses
Be scared – worries about the future.
Useful resources:
Managing stress for parents whose children have chronic or acute illness:
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11. Common stresses and worries
LO6 Understand the role of the early years practitioner when supporting children who are chronically ill [AC 6.2]
Time: 15 mins
Research the support available for families of chronically ill children and identify:
Common stresses and worries
Support agencies or organisations available.
Useful resources:
Managing stress for parents whose children have chronic or acute illness:
NHS support for premature babies
American Kids Health
Contact a family – family support site
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12. The role of the early years practitioner
LO8 Understand the role of the early years practitioner in relation to health promotion [AC 8.1]
The role of the early years practitioner
The practitioner has a professional responsibility to minimise ill health in children.
They should comply with relevant legislation and follow the policies and procedures of the setting.
They have a responsibility to meet the needs of the child and should always be aware of the rights of the child.
Practitioners have a responsibility to educate children, provide a good role model and ensure that the environment is clean and hygienic.
Useful resources:
Managing stress for parents whose children have chronic or acute illness:
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13. The role of the early years practitioner
LO8 Understand the role of the early years practitioner in relation to health promotion [AC 8.1]
The role of the early years practitioner
Practitioners have a responsibility to:
educate children, e.g. on how and when to wash their hands
provide a good role model, ensuring that you wash your hands after changing nappies, handling animals and before preparing food
ensure that the environment is clean and hygienic, always dispose of waste promptly and appropriately, regularly disinfect toilet areas
record and report any cases of illness
ensure that you are doing what you can to prevent cross-infection
liaise with parents.
Useful resources:
Managing stress for parents whose children have chronic or acute illness:
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14. LO8 Understand the role of the early years practitioner in relation to health promotion [AC 8.1]
Time: 15 mins
Devise a daily checklist of good practice, including things that a practitioner should do or look out for in order to promote good health.
Present your checklist as a poster to put up in the setting as a reminder to practitioners.
Ensure that it is eye-catching, colourful and attractive, as well as informative.
Teacher notes:
Learners should begin to consider what good practice is.
The last two websites below are about preventing a flu pandemic, but the advice they provide is relevant for preventing the spread of other infections.
Useful resources:
Useful posters, publications and resources on health and hygiene issues for childcare professionals
Daily Health Check form – downloadable PDF file
‘Morning Health Check – Signs to Observe’ and ‘Daily Health Check – Listen, Look, Feel, Smell’ – links to downloadable PDF files
School Action Kit – links to downloadable files
‘Stopping germs at home, work and school’ – information on preventing an influenza outbreak
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15. What can the practitioner do to promote health awareness?
LO8 Understand the role of the early years practitioner in relation to health promotion [AC 8.1]
Time: 15 mins
What can the practitioner do to promote health awareness?
Plan an activity to promote health awareness – this could be something to encourage teeth cleaning, awareness of sun safety, or education about how to prevent the spreading of germs.
Your activity can be aimed at practitioners, parents or children.
Teacher notes:
Discuss the importance of the practitioner’s role in educating adults as well as children.
Learners will need to decide who their activity is aimed at before they start to plan it.
If it is aimed at other practitioners or parents, it could take the form of a leaflet, poster or PowerPoint presentation.
For children it will need to be a ‘hands on’ activity – for example, experiment with an egg to see how teeth are affected by the sugar in cola drinks.
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16. Will the time of the year have an impact on infectious diseases?
LO8 Understand the role of the early years practitioner in relation to health promotion [AC 8.1]
Time: 15 mins
Will the time of the year have an impact on infectious diseases?
Should settings with a free-flow policy revise this during the cold, wet wintry months?
Should the setting take any action during the warm summer months?
Consider your answers to these questions – why have you answered as you have?
Teacher notes:
Learners may wish to discuss these questions or debate them.
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17. Have thought about why the practitioner should work to promote health.
In this lesson we:
Have looked at the role of the practitioner supporting children who are chronically ill.
Have considered the support that these practitioners will need through training and partnership working.
Have discussed the benefits of the inclusive approach and the impact on the practitioner.
Have thought about why the practitioner should work to promote health.
Have considered which routines help to keep children safe and healthy.
Have researched how the practitioner can try to minimise ill health.
Have considered good practice and devised a checklist for practitioners.
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18. Ensure that you know what your responsibilities are.
Ask your supervisor if you can see any relevant policies – infectious illnesses, administering medicines, health and safety etc.
Highlight all the areas where the practitioner’s responsibilities are clearly set out.
Ensure that you know what your responsibilities are.
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