Promoting positive relationships is important towards a child’s fulfilment and towards how the child may develop. Positive relationships in a nursery are essential in helping to settle a child in and to benefit the child whilst they are in a new environment. Parent partnership links into this as it guides the child and benefits them in many different ways. This essay will be an in-depth case study on homelink books which will then be evaluated using parent partnership. For practitioners to plan effectively towards children’s development needs, parent partnership is essential because parents are the child’s first educators. Fitzgerald (2004) stated that “partnerships within early years settings are about reciprocal relationships: the influence that the family has on the setting and the influence of the setting on the family”. Parent partnership has several key features, one of which is that practitioners know the needs of the child. Practitioners need to know how the child is and how their needs are so they can fulfil them to the best of their ability. In Early Years settings daily sheets are filled out to inform parents about their child’s progress throughout the day, practitioners then feedback to parents about the child’s overall day. Sure Start (2000) look at the importance of establishing continuity between home and early years settings in order to develop relationships between parents. Progress files are completed for practitioners to see how the child is developing within their learning, parents are involved in this due to many settings showing them their child’s development. Procedures such as enrolment forms are filled out in Early Years settings so that practitioners know about the child’s development, history, health and... ... middle of paper ... ...rnard Van Leer Foundation, p.13. Retrieved from: http://bernardvanleer.org/files/Parental_involvement_in_early_learning.pdf Qualification and Curriculum Authority and Department for Education and Employment (2000) Investing in Our Future: Curriculum Guidance for the Foundation Stage. London: QCE/DfEE Rush, C. (2002). Home-School Relationships. Five To Seven, 2(3), p.23. Stacey, M. (2009). Teamwork and collaboration in early years settings. 1st ed. Exeter: Learning Matters. Sure Start (2000) Providing Good Quality Childcare and Early Learning Experiences through Sure Start. London: DfEE Walker, G. (2008). Working together for children: a critical introduction to multi-agency working. London, United Kingdom: Continuum. Werritty, I. (1994). Letter: Home-school links. The Guardian. Retrieved from: http://search.proquest.com.libaccess.hud.ac.uk/docview/293558020
The Scottish Government (2004) A Curriculum for Excellence: The Curriculum Review Group. [Online] Edinburgh: Scottish Executive. Available at: www.scotland.gov.uk (Accessed 27 April 2011)
Partnership involves parents and families working together to benefit children. Each recognise, respects and values what the other does and says. Partnership involves responsibility on both sides. A partnership is very important, especially when children going through different faces. For example, settling in to a new setting, getting to know a new school, getting used to a new baby at home or other critical times might be when children are upset, worried or feel left out. By working together and sharing information parents and school can help make these times in children’s lives easier. Good partnership is built on trust. There are different ways that parents and school can work together. These guidelines focus on supporting learning development, sharing
Professional development for educators is an important step in learning new ways to educate, implement new practices and administering the best possible outcomes for children 's wellbeing. Depending on the child’s circumstances it is also important to search for other means of opinion. In this case accommodating the child’s family and the community in which he or she lives in and advancing towards promoting worthwhile relationships. Relationship building encourages parents in working collaboratively with professionals to create environments of support and enthusiasm around the best interests of the child.
The area of focus for this research project is on the support children receive from practitioners during transition from nursery to reception class in school. This transition in particular is usually passed over as a horizontal transition “these types of transition often involve frequent changes between settings within relatively short time frames” (Fabian and Dunlop, 2007, p.35.) Because for many children the transition happens within the same setting, as a consequence has led to minimum research into this area. In contrast most research is focused on the transitions for children entering into Key Stage One a year later “transition needs planning for over time, if the needs of all concerned are to be fully met.” (Fisher, 2010, p.44). Nevertheless the nursery to reception transition is an emotionally and socially traumatic time for children who are still developing. Fabian and Dunlop (2007, p.3) support this “transfer between phases of education or school, both socially and academically can be a critical factor in determining children’s future progress and development”. Due to the nature of the transition children require certain support from the practitioners socially and emotional making this research worthwhile investigation into practice. Allingham (2011, p.7) promotes that practice that focuses sole on curricular target loses sight of how it impacts on the child.
The National Quality Standards for children's education and care services provides standards to which centres regardless if the are outside hours school care, family day care or a long day care centre must comply with. The National Quality Standard 3 focuses on the physical environment of a service. An environment that is inviting and well-designed supports children's growth and development, therefore it is essential for a service to pay close attention to the physical environment within their centre. The EYLF has five learning outcomes, all of which support a holistic approach towards children's learning and their development. The EYLF provides early childhood education and care settings with information and details on environments and settings
The safeguarding of health comes with a substantial number of tasks, all of which cannot be accomplished by a single agency. Different agencies deal with different defined roles. Nonetheless, it is important to note that the challenges of safeguarding children are in one way or another related, which means that agencies dealing with different challenges have to liaise so as to ensure that children are fully protected. In what can be termed as the development of effective mechanisms of dealing with the problem of multi –agency cooperation and coordination in safeguarding children in the United Kingdom, Safeguarding Children Boards have been established to oversee the working of child protection agencies in the country (Webber, Mccree & Angeli
This essay will discuss the Key Person approach and its impact on children and their families. It will critically analyse some of the benefits, challenges and barriers that the key person system may have on an early years setting, its provision, the children and their families. It will discuss transitions that children may experience, and how practitioners can help to support them and their families during this process. This will have reference to appropriate theorists such as John Bowlby and Mary Ainsworth. Supporting references will be shown throughout this essay to support the writing.
...be seen gave the author a clear vision on how child protection has developed. Looking at the death of children and discussing them also gave some answers on how children services have developed over time over the years. In the evaluation the author discussed Tthe benefits and challenges offered by inter-agency and inter-professional partnership work have also been considered and it has emerged . By weighing the pros and cons of the author finds out that there is limited evidence on the outcomes for children and families. Even though a number of outcomes were discussed by Atkinson et al., their review provides evidence on the outcomes from professionals’ view point. Therefore, their review is not representative. Perhaps more study based on the outcomes or children and families will provide us a better understanding of on how effective inter-agency working really is.
TUCKMAN, B. 1965. Developmental Sequences in Small Groups. Psychological Bulletin 63, p 384 – 99. cited in DOEL, M. and SAWDON, C. (2001). The Essential Group Worker: Teaching and Learning Creative Group Work. London: J Kingsley.
Are you a mom torn in between staying at home with your kids or going into a fulltime career to earn some income for your family? Running a daycare is one of the most amazing ways that can allow you to combine the best of both worlds. Contrary to what people think, a daycare is one of the simplest businesses to run. It does not need any high priced equipment or a college degree. All you need to have is the passion for the little ones and a strong will to see the business a success. The following are steps that will help you run a profitable and successful day care center.
There is plenty of evidence to suggest that if a person’s relationships are warm and consistent, then this will have a positive impact on their emotional wellbeing, and perhaps on their physical health as well. It is unsurprising to find relationships closely associated with positive wellbeing in childhood because similar findings have been identified in adulthood where contact with friends and family are a key predictor of happiness (Holder and Coleman, 2009). Relationship can be influenced by children’s relationship with parents and care givers. Relationships between children, parents or care-givers are a significant feature of present and future wellbeing. It is widely agreed that children benefit from protective, nurturing and responsive relationships. In addition to promoting secure attachment patterns, parents and caregivers provide material support, affection, protection, discipline
This case study is based on a children and family organisation in the voluntary sector; based in North West London. This national charity has local schemes across London; working tri-borough within covering Westminster, Kensington and Chelsea and Hammersmith and Fulham. Families are supported with practical and emotional
Social workers are legally obligated to assess and support the 397,600 children in need and their families as they are one of society’s most vulnerable groups (DfE, 2014). The social worker’s role and responsibility is to ensure children’s additional needs are adequately met to try to reverse disadvantage and enable children to maximise their lives and potential. To achieve this objective, social workers sift through in-depth information in different areas of family life, both past and present, as the vast majority of issues affecting children evolve from external factors which particularly relate to parenting. Gathering data involves collaborating with the family and relevant professionals to understand the family’s plight and establish strengths which are built upon so future troubles are positively resolved independently.
Tarricone, P., & Luca, J. (2002). Successful teamwork: A case study. (pp. 640-646). Milperra: Higher Education Research and Development Society of Australasia, Inc. DOI: www.herdsa.org.au
Robert-Holmes, G. (2011). It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal, 20(1), pp. 30-42.