Cyp 3.6/Cu1523 – Working Together for the Benefit of Children and Young People

Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic

For multi agency working to be successful, good communication from all the organisations and care providers is very important with understanding of the responsibilities for each agency. It also requires all agencies involved to work to a satisfactory level.

Due to the amount of practices that can be sourced to implement into the working environment there are a number of barriers that can occur, these can be put into categories:

Multi-Agency working is carried out by health professionals from different sectors and professions such as nurses, social workers and mid wives working together to achieve a common goal. Multi-Agency working ensures additional support is provided for service users and that they have the correct professionals working to support

The multi-agency team work together to support the child and their family sharing information in meetings, identifying problems and trying to solve the problems as soon as possible. The practitioner should have regular contact with the other professionals to provide the child and their family with a better service. (The Department for Eduation ,2012 www.education.gov.uk, 2012) The practitioner and other professionals will share ideas and comments, the diversity of the different professionals that the practitioner will be working with will benefit the child and their family. The other professionals will have different experiences and will be likely to offer more information and solutions to help the child and their family. (Tassoni.P et al, 2007).For example a practitioner is working with other professionals to meet the needs of a child that has special needs and this child will be starting primary school soon and the practitioner is working with someone who is a SENCO worker (Special Educational Needs Co-ordinator). They have got to work out a solution on how best to meet this child’s needs by involving the child in as many activities as possible and encouraging the child to be as independent as possible by making the

I feel that the first key issue which is ‘sharing of information’ this is a key issue because the practitioners need to know what information is confidential and what isn’t and if the practitioner doesn’t know what information is and isn’t confidential then this can become a problem and can cause the information not being shared. On the other hand the practitioners should know about confidentiality and what sort of information should be kept confidential. As part of training practitioners are trained for all sorts of situations including when to keep confidentiality. If not all of the practitioners get along then this can also cause some issues with passing on information among other practitioners which can cause some practitioners to not have

My role within this job is to support, encourage and nurture children predominantly between the ages of 4 months and 4 years of age via their development journey. I follow the Early Years Foundation Stage within my work (https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 )

Works effectively and inclusively with a range of people, both within and outside of the organization.

Another barrier is wrong implementation or inconsistent implementation, this can be addressed by checking in, reviewing data, and reviewing the plan with those implementing

Integrated working: More than one agencies working alongside each other, using their own professionals to help overcome a range of difficulties (Glasby and

Lunenburg states how there are four types of barriers; process barriers, physical barriers, semantic barriers, and psychosocial barriers (Lunenburg, 2010). Process barriers include sender barriers, encoding barriers, medium barriers, decoding barriers, receiving barriers and feedback barriers (Lunenburg, 2010). Physical barriers include “Any number of physical distractions can interfere with the effectiveness of communication, including a telephone call, drop-in visitors, distances between people, walls, and static on the radio” (Lunenburg, 2010). Semantic barriers are the words we use to express ourselves may hold multiple meaning and mean one thing to us but another to someone else (Lunenburg, 2010). Psychosocial barriers includes three concepts; “Fields of experience include people's backgrounds, perceptions, values, biases, needs, and expectations” (Lunenburg, 2010), “Filtering means that more often than not we see and hear what we are emotionally tuned in to see and hear” (Lunenburg, 2010), “psychological distance between people that is similar to actual physical distance” (Lunenburg, 2010). Barriers to success identified were conflicting schedules; group members were located in different geographical locations. Conflicting schedules with multiple group members is normal. Group three proved to overcome this barrier by clearly communicating and working as a team to achieve the overall outcome which was group success. Another barrier, different geographical locations of each member prevented meeting as a group in person to discuss the assignment in depth. However with clear communication and quick responses from each group member the team was able to work with unity to produce a strong paper and finish the assignment with

Collaboration Concerns – Employers may feel that an employee’s ability to collaborate on projects are limited due to distance and face to face contact.

A wide range of external factors have also come to bear on agencies’ ability, willingness and capacity to engage, both individually

I will also be looking at how barriers to communication can impact upon an individual and a team when meeting an organisation 's goals and objectives, taking the strategies available to assist in

A point in the chapter that struck me as important was the discussion on collectivism and individualism. Individualism interprets as competition oriented with a preference to do it alone. While collectivism, has a willingness to cooperate and work with the team. Being a part of either distinctive practice will definitely affect the unified integration, of any cultural differences.