There are many reasons for working in partnership with other professionals or people inside or outside of the setting. The most important reason for this is to meet the needs of the child, working with partnerships supports this because it allows for smoother transitions, continuity between partners and building relationships with the child’s parents or carers to learn more about the child as parents know the children best. To extend on this, some benefits of working in partnerships with children are also salient when properly safeguarding the child, for example keeping up to date with what is happening outside the setting. This is especially important in cases with vulnerable children, learning more about their home life through shared information, …show more content…
It allows you to understand home life which is important when considering children’s cultures, beliefs, likes and dislikes which are important to include in activities to encourage children to participate and build their development. We have daily chats with parents which build this repertoire and benefit us because parents feel more involved when we discuss what they have done and enjoyed during the day. They may also share information about why a child has had an upset day which gives us a better understanding and supports the child’s wellbeing with better context, this is especially important with vulnerable children or those who are experiencing unexpected transitions such as a family bereavement. In these situations, partnerships are salient to best support the child’s wellbeing within the setting and ensure the parents have the correct resources for supporting themselves. In my setting, we would recommend early pathways which is our local family support system. Providing parents with this information supports their wellbeing and works synonymously to support the child’s wellbeing. To further build the partnership with parents we can run workshops for parents, allow them to be parent governors and invite them on school trips. Another technique for building partnership relations with parents is to have home visits. This would benefit the child’s well-being by working in partnership with children because we can gain so much information about the child and their home life, it can also be settling for children to see parents and professionals have a good relationship by reducing anxieties and feeling safe in their care. This information we learn can help us understand a child’s behaviour and the family will feel involved and respected when asking about their thoughts and opinions about the child and
It is the on-going social worker’s responsibility to provide professional child welfare social work services, through home visits, to the family. This is done by assessing the family’s strengths and needs, developing
This supports effective attachment by providing consistent individual care, children show their response to this by coming to us when they are hurt sad or just need a cuddle, supporting the child to trust you allows you to understand and meet their needs. Furthermore, we impact create routines that help children to trust adults, they feel more settled and freer to play, explore and learn. This is especially important to children who struggle to form healthy attachments at home, when they come to the nursery we provide them with this, we are always involved and meet their physical and emotional needs. The impact this has on a child’s attachment is extremely important it teaches them that they will always be supported by us. We also create a ‘Triangle of trust’ between child and their family learning
This also focuses attention on the important role of the key person/ key worker in a safeguarding high-quality care and learning experiences for young children. Practitioners have established that the mandatory welfare necessities are important for the early year’s basic safety, security and health. These also require to reassure parents and carers that their children will experience a good level of care in all settings. Each principle of the EYFS has four obligations which show practitioners which are putting the principle into practice, therefore supporting children in meeting the outcomes set out in the government’s programme for children, Every Child Matters which also supports the holistic development (Hughes and Doherty, 2009). However, some parts of the sector must have found it hard to provide the learning and development needs of the EYFS.
The current framework is the EYFS (Early Years Foundation Stage) which states that working with parents and other professional is essential and has an impact on a practitioners practice. The parents know their child the best therefore it is important to communicate with them in order to find out the child’s interest and dislikes. As he EYFS states in the article 3.68, “Providers must maintain records and obtain and share information to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met. ”- EYFS 2014
The roles and responsibilities of different agencies and practitioners working to with children and young people. The role of Local Safeguarding Children Boards (LSCB’s) The process to
In order to contribute a positive relationship it is essential to demonstrate and model an effective communication skill when dealing with children which means that considering both how the practitioner approach other people and responding the children. It is effectively more likely to communicate information to one another if having a positive relationship. Effective communication plays an important role in developing positive relation with children, young people and adults. It is also essential that the practitioner is interested in development of the children by using effective communication skills, building a positive relationship, approaching and responding in appositive manner, making feel comfortable or supporting which it’s required.
They also need to pay attention to behaviours, listening to the child and building a trusting relationship. It is key that children are involved
1.1 The key features of effective partnership working: • Communication You must have a good level of communication between the different partnerships, it is so easy for miss-communication to happen between the different organisations. Positive communication means that results happen quicker, if there is poor communication then results will reduce or it could mean that outcomes are not met, meaning in the service user becoming dissatisfied with the service they are being provided. A lack of communication can also mean that well-being and diagnosed conditions deteriorating further while waiting for referrals to be made or equipment to be ordered and put into place. • Sharing of knowledge When different partnerships come together to provide an
• CG 4.1 How do you ensure that families are kept aware of what 's happening in their child 's daily/weekly life in your program? I make sure that families are kept aware of their child’s life on a daily and weekly basis by providing them with the information from their child’s day on a daily report. I also make sure that I communicate with them both positive and negative things are their child’s day. I want to keep a healthy relationship between myself and the child’s parents and to do so I need to communicate with them about their child’s day.
Through having regular discussions with the parent the parent can be informed on where the child is and should be in their development. According to early years careers [2016] “If they see their parents are talking to
From the start the key person must build a secure relationship with the children’s parents so that they feel able to pass on any key information. This is not a one-off; there should be a frequent flow of contact between the key person and the child’s parents. This will consequently create a smooth transition for the child. Lastly, during transitions practitioners may also decide to work in partnership with other professionals.
Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly. Children must be observed frequently as their needs, interests and stage of development keeps on changing. The activities given to children should be according to their current abilities which will enhance their development.
Introduction In early childhood education, it is important for teachers to always consider and understand children and the families’ needs. Early childhood teachers cannot only work with their colleagues to face children and the families’ needs but also need to work with multi-disciplinary to collaborate the ideas with each other and discuss the best outcome for the children and the families in early childhood education setting together. So, the more explanation about the multi-disciplinary team is that teachers with different professionals such as psychologists, child social worker, police, adult social worker, health visitor or court working together to provide different services and support for children and the families’ needs. They are diverse professional groups who work together in order to collaborate, reflect, access and support children’s development, health and learning and also families' needs.
By learning these skills, parents can model healthy behaviors for their children and create a more nurturing home environment. Another potential solution is for parents to seek out supportive communities and networks. This can include joining parenting groups, seeking support from friends and family, or even finding a mentor who can offer guidance and support. In an article by the Child Mind Institute, it is emphasized that parents need support and validation, especially when facing challenges (Child Mind Institute, 2019). By connecting with others who are going through similar experiences, parents can feel less isolated and more empowered to make positive
As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.