EYPs work in partnership with families and professionals in order to safeguard the child and maintain their health and safety at all times. It is important for EYPs to develop professional relationships with parents/carers while the child is in their care; EYPs must organise times to communicate with the parents/carers about the child’s development or any concerns they may have. It can sometimes be difficult for EYPs to communicate with the child’s main primary caregiver as there may be barriers such as: work timings, language barriers and busy times at nursery. It is important that EYPs try to overcome these barriers in order to meet the needs of the child and maintain their safety and well-being. In a child’s early years it is important that the early years setting mirrors the child’s home and home routine in order to make the child feel comfortable and safe.
The child will learn from their mother because they think of their mother as a guardian. The mother will guide the child and he shall follow. Meanwhile, Montessori thinks that a child’s structure is by learning themselves and by improving from their mistakes. To start, Montessori wants the child “not shirk effort, he rather goes in search of it, and with great joy overcomes obstacles within his capacity”. The child will search for the answer and try to overcome the obstacle.
Many would believe children learn and develop best when the ‘key worker’ system is implemented within a provision and when practitioners sustain a positive relationship and work in partnership with parents and carers. This is of importance as a positive relationship where the parents and carers can trust and respect one another, helps to provide an enabling environment for the children. Working in partnership benefits practitioners just as equally as it benefits parents. Parents and carers are the most important people and role models within children lives, however majority of parents have no choice but to work and that’s where our role of early years’ practitioners falls into place. Is it important to remember that parents and practitioners
These guidelines are important so all individuals are aware of how children should be looked after either in the home or a school or other locations. These guidelines were designed to care and support children throughout their life. Professionals and parents should allow children to be healthy and allow children to remain safe in their environments. They should also help children enjoy life and assist them in any issues they may have in order to help them succeed. Professionals and parents should also help make a positive contribution to the children’s lives.
The attachment style that an infant develops with their parent later reflects on their overall person. Bowlby 's attachment theory had vast investigation done by Mary Ainsworth, who studied the interactions between mother and child, specifically, the theme of an infant’s investigation of their surroundings and the separation from their mother. This essay will focus on Bowlby’s attachment theory and Mary Ainsworth’s experiments and findings, discussing their views on the development and importance of attachment in early life. John Bowlby’s primary interest was in the relationship between child and mother or primary caregiver. Bowlby suspected that the earliest relationships formed by children and their primary parent or care giver, have huge impacts on the child’s later life.
Similarly, if possible, a transition should be thoughtfully planned and organised so that the child will receive the appropriate amount of support and are able to do it at their own pace. 2 Furthermore, during transitions the key person has a vital role in supporting children and families. For example, if a new child is starting at nursery they may decide to give them and their family a home visit, where they may: give them photos of the practitioners and the nursery; give them a general introduction (including contact numbers and opening times);
This allows for parents to protect their child’s right to an education and to make sure procedures are being properly executed. These procedural safeguards are so important because they ensure every person within the special education process is being treated fairly and with positive intentions. They enable parents to feel empowered and to play a vital role within protecting their child’s rights and making sure their child is receiving the best supports and services. Without these safeguards, parent’s opinions on what their child needs and deserves could be
In the normal development of every individual, the need to form secure attachments with their parents is present. Developmental theorists have even categorized attachment as a basic need of every human being, (Shaffer & Kipp, 2010). Secure attachments take place when the physical and emotional needs of the child are constantly provided, particularly during the first two years of life. Healthy attachments will make children internalize their parents as figures of trust; this in turn will make them perceive their parents with an image of security, stability, and dependence. Healthy parent-child attachment is necessary to allow the child to develop interdependence and learn to engage in reciprocally pleasurable interactions.
All of them are related to one another. But, among all the above factors, the teacher has the most important role for efficient and quality learning. Markley (2011) stated that Good and qualified teachers are essential for efficient functioning of educational systems and for enhancing the quality of learning. A good teacher and actions to be taken on his part in the classroom play a vital role in provoking effective and efficient learning on the part of the students. Parents trust their children to be taught and educated at school, to be hoped that they will become good and qualified human beings.