Safeguarding and Protecting Children in the Early Years

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Contributors
Acknowledgements
Chapter 1 Introduction
	The role and responsibilities of early years practitioners, professionals and teachers
Part 1 Legal and policy foundations, and key safeguarding concerns
	Chapter 2 The recent history of central government guidance about child protection
		The beginnings of the contemporary child protection system
		From ‘The protection of children from abuse’ to the ‘Safeguarding and promotion of children’s welfare’
		Working Together following messages from research: The introduction of the Framework for the Assessment of Children in Need and Their Families
		Working Together in the context of Every Child Matters
		Working Together in the post-‘Baby Peter’ era
		Austerity and the authoritative turn in child protection
		Conclusions
		Further reading
	Chapter 3 The social, legal and practice context for protecting and safeguarding children
		A brief history of child protection: A social phenomenon
		The influence of children’s deaths
		Changing understanding of the family
		A contemporary moral concern – Prevent
		Transnational conventions on the rights of the child: The United Nations Convention on the Rights of the Child
		Transnational conventions on the rights of the child: The European Convention for the Protection of Human Rights and Fundamental Freedoms
		Government and governance
		Professional failings in early years child protection
		Prevalence of child abuse
		Definitions of abuse
		Overarching legislation
		Reflective task: John
		What is harm?
		The context of harm
		Guidance and where to find it
		Effective and critical practice with children, families and carers
		Empowerment in child protection and safeguarding
		Inclusive and critical practice
		Reflective task: Partnerships with parents and carers
		Suspected abuse
		Conclusion
		Further reading
	Chapter 4 Abuse in the early years – children’s experiences of physical, sexual and emotional abuse
		Physical abuse
		Fabricated/induced illness
		Responding to concerns about possible physical abuse
		Sexual abuse
		Responding to concerns about possible sexual abuse
		Emotional abuse
		Definitions of emotional abuse
		Identifying emotional abuse
		Emotional abuse, emotional neglect and consequential abuse
		A framework for categorising emotional abuse
		Responding to emotional abuse
		The abuse of children who are disabled
		Conclusion
		Further reading
	Chapter 5 Neglect in the early years
		Definitions of neglect and the law
		Neglect and poverty
		How many children are neglected?
		Different types of neglect
		The web of neglect
		Pre-natal neglect
		Emotional neglect
		Medical neglect
		Nutritional neglect
		Educational neglect
		Supervisory neglect
		Confronting neglect?
		Addressing neglect
		Conclusion
		Further reading
	Chapter 6 Socialisation and consequential abuse
		Introduction
		Gender and socialisation
		Consequential abuse
		The toxic trio
		Parental learning disability
		Children who are disabled
		Improving outcomes: Building resilience
		Conclusion
		Further reading
Part 2 Everyday practice dilemmas and experiences
	Chapter 7 Safeguarding within the Early Years Foundation Stage
		Introduction
		The EYFS requirements
		Safeguarding in early years settings
		The child as a social being
		Safeguarding and promoting welfare through resilience
		Looking within the child and finding a social being
		Institutionalised practice
		Play
		The role of the key person
		Managing behaviour
		Respect for a child’s identity and the diversity of life experiences
		Documenting the care and learning
		Conclusion
		Further reading
	Chapter 8 Safeguarding children’s health and wellbeing
		What is health?
		Social determinants of health
		Responsibility: Parents (agency) or state (structure)?
		Current issue: Emotional wellbeing
		Reflection on practice
		Current issue two: Healthy weight – healthy nutrition
		Reflection on practice
		Policies relating to positive health and wellbeing
		Discussion – case studies
		Conclusion
	Chapter 9 Safeguarding children from online danger
		The use of online technologies by children in their early years
		Categories of online risk and the model of online danger
		Exposure to inappropriate behaviour and content
		Cyberbullying
		Identifying the victims of cyberbullying
		Mutual online sexual activity
		Stranger activity
		The response of professionals
		Conclusion
		Further reading
	Chapter 10 The primacy of communication in safeguarding
		The impact on staff
		The voice of the child: Listening ears on!
		Communication theory and communicating with parents
		Noise
		Communicating with children
		Conclusion
		Further reading
	Chapter 11 Inter-agency working, observation and assessment
		Policy and practice from 2010
		Conducting observations and assessing children’s needs
		Active listening forms part of good communication
		Power and status in inter-agency working
		Being an advocate for the child
		Inter-agency team working
		Structure and culture of teams
		Team formation
		Conclusion
		Further reading
	Chapter 12 Supervision and reflective practice
		Supervision and the early years
		Examples from practice
		Personal effectiveness, learning and supervision
		Storytelling relationships and models of supervision
		Relation-based, reflective supervision
		Thinking better
		Critical incidents and supervision
		Conclusion
		Further reading
	Chapter 13 Conclusion
References
Index