Explain How The Early Years Educator Supports Children's Learning Development And School Readiness.

-lack of understanding about roles of involvement of different partners. Each partner should have a leaflet designed and hand them out to all other partners involved so that everyone involved knows what each partner is there for and what they are able to do to help the child.

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.

encourage their children and help their child out at home. As a practitioner it is your job to ensure that all children are learning some that you can do is send things home for the parent and child so they can learn and have fun at the same time.

Partnership with parents is essential when working with children, the setting comply with the EYFS a statutory framework used as a guidance. The EYFS requires settings to work co-operatively with partners and build relationships not only to support the children

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.

‘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

A practitioner’s role in meeting children’s learning needs are to understand and work with each and every child’s learning needs. They can do this by providing different opportunities to individual children because each child is unique and learns differently. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning.

Practitioners work in partnership with parent’s families, as they are the child’s first and most enduring carers and educators

1.1 Explain why working in partnership with others is important for children and young people

By studying a child and early year practitioner can spot any issues that may be present and make sure that the child is given the best support should this require.

Being a trusted adult outside of their family helps the children beginto manage their own feelings and also promotes a posive interacons with their peers. An essenal part of our job is to help build their characters. Helping the children to achieve this includes helping them learn to make friends, respond to change and redirecon and to help them solve problems. III. My role and responsibility to the family is to be a median between the family and the child and to partner with the family to raise the quality of child care and the educaon. This means to work with the family by sharing resources that may help them with things such as paying a bill, employment informaon, educaonal needs of the adult and posive parenng and discipline. This also means to help the parents be a child’s teacher too by supplying them with the necessary means to do so. Whether it be a book they can work on with the child weekly or giving them hand-outs of extra-curricular acvies to work on with the children. Our main goal isto be a guide and keep an open line of communicaon for the

A successful approach requires multi-agency collaboration and recognition of child wellbeing at the heart of the organisation.

The importance of practitioner observation is further underlined by Bruce (2010, p.37) in stating that ‘every observation is likely to have some implications for planning: first, with regard to the individual child and, secondly, for the staff and setting- perhaps changing a routine or introducing something new.’

Early years education is about supporting very young children, children aged 3-5 years old. It is very different from Key Stage 1 as it is based on learning through play rather than a form of formal education. Although TA’s may not always work in the early years department it is important to