Working With Children

This essay aims to discuss the value of partnership working with children and families, and how each individual plays a crucial part in relationships that allow children to learn, grow and become independent. The second part of this essay will then delve into the legalisation and policy documents that are behind this area, their importance and how individuals use this as guidance to developing positive working relationships. From a very early age children begin to create a ‘bank’ of knowledge (Piaget, 1970, cited in Jardine 2006) they investigate the world around them, learning vital social skills by observing and imitating adults reactions towards other people (Rose and Rodgers 2012). Adults play a vital role in children’s learning and development

The United Nations Convention on the Rights of the Child (UNCRC) (1989) was ratified by the United Kingdom in 1991. It includes articles which protect children and ensures that they are given rights that must be adhered by, for example Article 12 states that children have the right to be heard, this is ensured in current practice as children’s views and opinions are included in lesson plans and activities (Smith, 2005). The UNCRC also includes children’s right to be protected from abuse and to the correct care, which is also included in current settings’ Policies, as it states that ‘children’s welfare is paramount, and if abuse is suspected or disclosed there is a procedure in place (Lieten and Strehl, 2015). Other legislation such as the Children (NI) Order 1995 has been described as a critical as it includes the protection and care of children, including their rights and needs within the law, allowing children to have a voice and the importance of collaboration between all adults involved in the life of a child. Another important document is Families Matter (2009) as it gives guidance and support around areas such as Supporting Families and Parents, as well as giving parents guidance as to what is expected of them and their child through education, for example identifying and adapting practice to support children with disabilities and children. It is also stated in current Partnership Policies that fathers or mothers that live apart from their child, but those that still play a part in their children’s lives are also included in the settings plans, for example letters to parents are sent to both mother and fathers addresses, both are invited to social events and meetings which promotes inclusion and gives both parents an opportunity to input into their child’s learning. ( POLICY) All parents are made aware of the setting’s policies