An Understanding Of Professional By Creating A Guide For Practitioners

Working with children requires us to build positive relationships with them quickly, but also in ways that are professional.

Practitioners contribute to children’s care learning and development and safeguarding is reflected in every aspect if practice

7. The importance of the practitioner as an agent of change and their role as facilitators of positive practice including the development of carers as active participants in children and young peoples’ lives (Ref. 5.3, 4.1, 4.3)

As child practitioners we must work on our skills in communicating with children because the way we communicate with them is important not only for their communication and language development, but also the development of our relationship with them. Young children often aren't able to express their thoughts and feelings in words, or express them poorly. Because of this, it's important that child practitioners can listen carefully and help children to learn how to express themselves and also provide what they need.

I am of the opinion that as a child practitioner an essential part of our work role will involve actively seeking to evolve and where apt build relationships. Consequently having a significant impact on children and young people’s lives.

As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development, as will be identified by this essay; below are areas where one should concentrate in order to further

However, with children and young people it is important to remember your relationship to them as a professional care giver. For children and young people an essential part of communication is praise and encouragement, and this helps to build self-esteem and confidence. There are four methods that can be used –

Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the

It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.

Communication and explanation between agencies, practitioners and parents is effective as it can help families by giving them guidance and advice with their child when at home, this will help give the parents understanding about the child’s condition and may help them to feel less stressed as they will feel they have help and support from the team as they are specialists in the particular area.

Communication plays a massive part once building a relationship in the work setting. By regularly keeping effective communication between practioners, parents/careers and children makes a positive working environment. The relationships are mostly based on the type of communication between one another, communication is not just by verbally but also the body language we show, facial expressions and our gestures.

The responsibility of the practitioner is to work as part of a team with other professionals and staff members effectively to bring children and parents the best possible service i.e. working with social workers, speech and language therapists, and family support workers. Practitioners must also have a working partnership with parents, to work effectively with the child as the parents are the primary carers and they will know what the child is like at home and what the child’s interests are. For example they would have a policy called ”parents as partners”.

During the placement I was able to spend time observing interactions between parents, children and staff. I witnessed many positive aspects in the schools approach to engaging parents and was particularly impressed by their open door policy for parents and the support provided to families in times of need by the learning mentors. As part of the admission process to the school, staff visit the parents and child at home and discuss the implementation of the home-school agreement (appendix 1.b). This agreement sets out the expectations of each of the parent, school and child in regard to their actions and attitude towards their time in school. This is often one of the first interactions teacher and parents have and Grayson (2011) suggests most teachers report these home visits to have a lasting positive effect on the child and parent-teacher relationship. During the school’s inspection in 2014 Ofsted identified relationships across the school and with parents as a key strength.

ARMSTRONG, M. (2011) How to be an even better manager. 8th ed. London: Kognan Page.

Patricia Benner is the author and project director of the AMICAE Project (Achieving Methods of Intraprofessional Consensus, Assessment, and Evaluation) which aimed its studies at how knowledge is discovered and ascertained in nursing practice. Because of the increased intelligence of patients, shortened hospital stays, and the rise in healthcare technology and specialization, the result has been a demand for nurses who are highly experienced. Patricia Benner believed that being fluent in recognizing patterns through years of experience will lead to progression through the stages of proficiency. Therefore, it is important in nursing practice to continue advancing their education and knowledge. Because of this, there is a need to understand what makes a nurse a novice and what makes a nurse an expert.