E100 ema

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.

We also use communication books to for each child, this makes it easy for parents/ carers to communicate messages to a child’s key worker and to inform them of their child’s daily activities at nursery. This helps to build a good positive relationship with parents/carers and also offers us the opportunity to include parents in the further development of their child at home too. (Parents and practitioners can have a lot to learn from each other).

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.

Throughout my years as a childcare practitioner, I have accumulated a wide range of experience working with children aged 3 – 11. However, the majority of my experience is with children aged 3-5. Through

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

The role and responsibilities of an early year’s practitioner follow a number of codes. When working with children there are many care needs of children, such as special needs, safeguarding children, children’s learning, behaviour, and working with parents. Early years practitioners have set responsibilities when working with children, like meeting the learning needs of a child, providing an environment which is welcoming and also they have to work together as part of a team to provide good service for both children and parents.

Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to

As an early years practitioner it is your job to ensure that you meet children’s learning needs and understand and work with all children’s learning needs. It is important that you provide different kinds of opportunities also focus on individual children’s learning needs each and every child is unique and all learn at different rates. When in a setting it is important that you plan an enabling environment that children will find challenging but will allow them to learn in different areas.

This Act which is born from parent’s needs has a specific impact on childcarer's practice, but not only, as course handout 1a (2012, p2) confirms This Act is ‘for all those who are responsible for planning, running and using early childhood services’.

* Babies and young children are vulnerable and very dependent on their parents and carers. Therefore as well as provide and children’s learning and development it is also essential that we support the physical care, keep them safe 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.

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other

Bowlby, John. (1988). A Secure Base: Pparent-child attachment and healthy human development. London: Basic Books.

When a child is growing up, it is up to the caregivers to make sure that the environment that the child is raised in, is safe and secure, is very important, especially when it comes to attachments. There are four different types of attachment patterns: secure, insecure-avoidant, insecure-ambivalent and disorganized/disoriented. When a child feels secure or insecure in their relationships, the effects are everlasting. They have the potential of impacting how they will parent their own children in the future. The Center on the Social and Emotional Foundations for Early Learning states that children will learn important lessons from the ones they are around and how to interact and communicate effectively with other adults and peers. “Secure