Different Types Of Relationships In Child Care

Being able to communicate with various different people is vital when working in the care industry. Communication between the service users and staff is the most obvious and important. However, communication has to take place between staff and the family of the service users. This is because having a bond with the family as well as the child allows both participants to feel more comfortable in the environment and ensures the family that their child is in a good place. It is also crucial that colleagues are able to communicate at a sufficient standard as well. The reason for this is that when working with people who need care can be very stressful at times, therefore not getting along with a colleague may cause more stress within the care setting.

Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environment.

Developing positive relationships is important within most situations in life, a good way of ensuring these positive relationships progress is to ensure you have effective communication. When working with children if you complicate things it can lead to the child becoming confused as to what is expected of them. Make sure the language that you use is age appropriate to avoid confusion. You may be able to see if the child has understood your request by either checking that your instructions have been carried out or simply by asking the child "do you understand?" and asking them to relay back what you have asked. Communication is a two way thing and to have a positive relationship with somebody you will also

The quality of the relationships that we have with children and young people has a huge effect on the way in which we can work with them.

You’ll need to change your behaviour and method of communication when establishing respectful, professional relationships with children and young people. This can be done making yourself more approachable so that they feel safe to talk to you and ask for help. Its also important that you make them feel valued by listening to what they have to say and not rushing them or cutting off their sentences and also

Forming and maintaining positive relationships within a school setting is of great importance. To have good relationships with pupils, staff and parents is not only beneficial to the school but also to pupil’s achievement.

All members of the staff must act as professionals while at work, especially with young children. The administrative and teaching staff must work together to ensure their practices are developmentally appropriate, and share new and/or creative ideas with one another. It is also the responsibility of a teacher to establish an open, trusting relationship with the parents of each children in their care. Thus, parents can freely communicate their thoughts, concerns, and/or suggestions about their child or the program. Parent satisfaction is something that every child care or development center should strive for.

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.

To establish positive and productive relationships with families a childcare provider must create a give and take interaction with the parents as well as the child. As a childcare provider I make it my mission to establish this kind of relationship my using social media as a medium for this relation. Class messenger is an app that parents and teachers can use to stay connected. Keeping a class progress folder is another way teachers can let the parents see what their children are working on, thus in return helping them see what they are learning and what areas they need help in.

1.1 Explain why positive relationships with children and young people are important and how these are built and maintained

In my role, I am required to do regular observations of the child to help track their development progression, I am also required to take part in parent’s evenings to talk and explain to the parents how their children are getting on and progressing. I am also required to play a big part in caring for the children in ways that are educational as well as being fun for them. I also take a part in making sure they get physical exercise and meet their nutritional needs.

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.

In a great position to influence a quality of care by setting standards of care, I show respect towards the children at all I times, I allow each child to have one and one time with me and I also allow each child to talk when they would like something. I deal with private situations

Whilst trying to establish a respectful, professional relationship with children it is important that you are able to adapt yourself easily to the level of the child/children you are working with.

Caregivers play a primary role in how a child may develop. The daily interaction between the caregiver and child continually changes the pathway in which the child may take. How the child is raised and the parenting style used is a significant influence on that development by affecting the relationship between parent and child. This supports the Attachment theory in which emphasizes relationship between the child and caregiver as a key factor in development.