Working with Children1

Working with Children

Career Assessment
Introduction

I do believe that the career assessment is accurate and this essay will demonstrate my knowledge on what I know regarding how to be children’s helper. First, I will assess the career assessment.

All of the careers that were related to working with children I came out “best” at. The qualifications that are required for this position are a minimum of a high school diploma or equivalent and/or a bachelor’s degree related to a field that involves working with children, such as a subject as child and youth worker. I do believe that the career assessment is an accurate reflection of my career strengths; however they also do not take into account the current work that I am doing as a hairstylist which also involves strong customer service skills. Many questions on the skills assessment were not related to customer service skills and these skills are still important when it comes to working with children as well. Even as a children’s helper, I would still need to tend to the needs of a child and as my young clients, ensure that I am meeting their needs and also pleasing their parents through my work as a children’s helper. The career assessment did not account for this.

The following are some of the more detailed duties that I would like to do in order to work with children:

Building on Every Child’s Abilities (Children with Special Needs)

Child care providers must build on every child’s abilities. Identifying children’s strengths and building on them, rather than focusing on their weaknesses and disabilities are important to the child’s success.

Here’s how to build on the child’s strengths:

Be a good role model. Be your best at all times and the child in your care will also be at their best.
Try to spend quality time with the children in your care. Listen to their needs and help them to feel important with all of your words and actions.
Remember that you lend a secure environment to the children so they will grow and develop. Award them when they show how capable they are.
Instill good values in the children in your program, such as telling the truth, working hard and respecting others.
Encourage the child in your program to be good citizens both inside in the program, as well as outside in the community.
Embrace the compassion, love and fairness in the children in your program and ignite it to blossom.
Support the child’s quest for identity and individuality, while at the same time understanding their role in group dynamics.
Respect the child’s uniqueness. The child in your care may be Muslim, Jewish, Hindi or Christian. The child in your care may be black, white, red or yellow. The child in your care may be a boyish-boy, a boyish-girl, a girly-boy, or a girlish-girl. Respect all of these differences in the child in your care.
Prepare the child in your care to be an important member of society when they grow up by always encouraging their dreams – even if they change day-by-day.

Considering that as a child care provider, you may spend even more time with the child than their parents do – you play a key role in developing the child’s strengths.

Checklist for Physical Activity (Casual Care)

Child care workers play a pivotal role in the healthy physical development of a child. Children need different activities and creative toys that are useful to them, plus good interactions with you and their peers.

Key words to keep in mind are Motivation, Opportunity, Variety and Equipment, Encouragement and Enthusiasm. This is known as the M-O-V-E formula which assists children during physical development.

Here is a checklist for making sure that coordination and balance is developed in early childhood:

Between birth to three months – a child should be able to focus on you and look at you. Their eyes should follow you. The baby’s head should move. The baby should wave their arms and kick well. The baby should position well for breast-feeding and bottle-feeding.

From three to six months – a child should move their arms and head with control and direction. They should be able to grasp toys. Their eyes should be able to follow objects that move out of their sight. The child should be able to hit two objects together that are held.

Six months to 12 months – a child should be able to turn their head and eyes with control. Their reach and grasp for objects should come easily. They should be able to play patty-cake. The child should be able to stack items on top of each other. Using the thumb and forefinger, the child should be able to hold objects.

From 12 to 18 months – a child should be able to climb onto the sofa or into a chair. The child should be able to push moving toys around. The child should be able to scribble. The child should be able to play peek-a-boo. The child should be able to drink from a cup. The child should be able to grasp and use a spoon.

From 18 to 24 months – a child should be able to jump in one spot, enjoy their senses, have hand-eye coordination, take off clothes, and assist in simple program tasks.

From 2- to 3-years-old – a child should be able to maintain their balance, use a spoon and fork, do creative things such as dance and art, draw shapes and lines, build structures with more than eight blocks.

From 3- to 5-years-old – a child should be able to dance, draw, hold a fork or pencil with three fingers, use a toothbrush and floss, and change their own clothes.

From 5- to 7-years-old – a child should be able to have good balance, left or right handedness develops, draw figures and patterns, solve puzzles and games, tie their shoes, play a musical instrument.

Toy Storage

When it comes to storing toys, show the children how to pick up after themselves, as well as the proper storage bins and areas for their toys. This will help to encourage responsibility in the child.

Supporting Children with Special Needs and Their Families (Children with Special Needs)

You, as a child care provider, play a vital role in working with parents and supporting them with their children. It is important to focus on the family, rather than the child with a special need. Here are some suggestions on how to work with parents to get the best from their child:

From the moment the child arrives at the school, be ready to assist the parent/s with having the child leave the vehicle they arrived in. You can schedule the times with your workflow with the driver or the parent/s.

Write progress reports about the child and make sure to share them with the parent/s on a daily basis.

Find out from the parent/s how the child is doing at home.

Ask the parent/s what are some of the child’s favourite toys and books while they are at home so you can help to create the most welcoming environment while the child is away from home. The child may even want to bring some of these items with them to the program.

Encourage the parent/s to use picture dictionaries to improve language development.

Promote visual charts with the parent/s to use with their child.

Discuss with the parent/s about the child being in sports and other camps during the time they are away from the program.

Get suggestions from the parent/s on anything their child needs to make your services even better for them.

If you sense that a child in your care has a special need that has gone undiagnosed, discuss with the parent/s that they should see a doctor. Remind the parent/s that diagnosed challenges do get better with support and time.

References

Anon. (February 6, 2010). Influence of Parents on a Child. Web: Freelance Online Research

Papers.

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Berk, L.E. (1989). Child Development. Boston, Mass.: Allyn and Bacon.

Clare, L., and H. Garnier. (2000). Parents' goals for adolescents diagnosed with developmental

delays in early childhood. Journal of Early Adolescence, 20(4), 442-446.

Families Supporting Families. (2007). O P E R A T I O N A d a p t I o n: 2007. Web: Australia.

Hammet, C.T. (1992). Movement Activities for Early Childhood. Champaign, Ill.: Human

Kinetics.

Kakonge, D. (2015). Children’s Helper. Online: Lulu.com.

Kristensen, N. (2001). Basic Parenting Focus Issue: Motor Development. Minneapolis, Minn.:

Family Information Services.

Malina, R.M., and C. Bouchard. (1991). Growth, Maturation, and Physical Activity. Champaign,

Ill.: Human Kinetics.

Oesterreich, Lesia, M.S. “Toys and Equipment.” National Network for Child Care. Web.

February 6, 2010.

Payne, V.G., and L.D. Isaacs. (1987). Human Motor Development: A Lifespan Approach.

Mountain View, Calif.: Mayfield.