Explain The Lgbt Model

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.

| This is the most important partnership as Parents/carers need to feel confident with the setting and it’s staff. They will want and expect the highest level of care for their child. Nurturing a partnership with Parents/carers will ensure good communication and the sharing of important information regarding the child, such as needs, wants and development. Building trust with parents/carers will result in them regarding the setting as a valuable source of help and

They are valued source of information, experts on child’s physical, emotional requirements, what creates mutual respect between practitioner and the parent. (Lindon & Rouse, 2012). EYFS highlights the importance of partnership with parents within the theme of Positive Relationships, focusing at the relationship between parents and practitioners to view parents as partners. ‘Parents are children’s first and enduring educators’(QCA, 2000, p.9). I always treat parents as partners making them aware of sharing information and confidentiality procedures and communicate with other professionals that are involved in the process. I always appreciate and value parents’ opinions, drawing on their expertise and demonstrate my understanding by giving alternatives solutions to and jointly decide what support will be more effective to the child. This consumer model approach (Cunningham & Davis, 1985) promotes mutual respect, honesty and collaboration and helps both sides to understand the views and the expectations of each other. Identification of children’s needs and quick response will has a positive impact on children’s

Summarise the main development of a child from the age range 0-2 years, 3-5 years and 5-8 years.

Firstly, if practitioners work in partnership with parents/carers it will enhance children’s learning and development. For example, if there is a strong partnership then the child’s learning and development will be benefited,

Children blossom from loving and secure relationships. This tends to be provided by a child 's parents but it can also be provided by a key person. The role of a key person is an crucial one and an approach set out in the EYFS which is working well in early year settings. It involves the key person responding sensitively to children 's feelings and behaviours; it also means meeting emotional and physical needs. That person is a familiar figure who is accessible and available as a point of contact for main carers and one who builds relationships with the child and main carers.

The practitioner has many responsibilities when engaging in professional relationships with children, their families, colleagues and other professionals. A very important thing to think about when it comes to the relationships with the family is confidentiality and building trust. Beaver, M (2008). When working in an early years setting having a good relationship with the parents should be important because parents have the most knowledge and understanding of their child, if they have good relationships with the practitioner they are more likely to want to share this knowledge and then they will feel valued and the child will benefit. A practitioner should always be diverse and engage in inclusive practice. A practitioner should

In the video “The Whole Child, Dealing with Feelings”, talks about the difference between trust and mistrust. The video also talks about ways to assist young children to cope with their feelings. According to Joanne Hendrick Ph.D. (1998), young children need consistent and trustworthy relationships with adults. For example, a young child needs to know that someone will always be around to help them with their needs. A child need to trust adults to be there for them when they need feeding, change, or scared. The child also needs to know that everything is under control. The Whole Child, Dealing with Feelings video also talks about what a child needs in order to deal with feelings. They need orderly routines, consistent rules and policies.

Developmentally appropriate practice in an infant setting that shows examples of bidirectional and/or reciprocal relationships that exist between infants, families and child care settings are:

Theoretical Approach The theoretical approach to utilize for this research is the Strengths or Resiliency Perspective. The strength and resiliency theoretical approach will guide the research in gathering information that identifies elements to support the overall viewpoint and perspective of the LGBT community. According to Marsiglia and Kulis "The strengths perspective is based on the belief that human beings have the inherent capacity to grow and change, even under adverse conditions.

Partnership between families and childhood professionals plays a fundamental role in enhancing children’s learning and well-being. This partnership requires both parties to assume responsibility for exchanging information, sharing enquiries regarding the child and engage in effective communication where they recognise and take into account each other’s perspectives and ideas. Through this trusting relationship, the knowledge gained will allow the childhood professionals to better comprehend each child’s background, relationships and interactions in order to give confidence, support and provide experiences in purposeful manners to the child.

Cass (1979) introduced, what is still today, the most widely used identity development model for the LGBT population. It was thought that gay identity development would serve as the most significant moderator of the physiological stress response. Findings from this study suggest that it affects the stress response, but not to the degree that was expected. It is possible that a Gay Identity Questionnaire (GIQ) will not accurately capture the gay identity development, or that the homogeneity of the sample might not produce statistically significant results. However, as one of the post-hoc analyses self-esteem could account for more of the variance in the stress response. It is not to suggest that gay identity development is not an important construct to understand, but perhaps it could be captured more accurately. Mohr and Fassinger (2000) identified the many dimensions to the gay and lesbian experience. It might be that this current study could support the difficulty in quantitatively measuring one's global identity development, as many individuals possess countless identities and mood can significantly affect one's response to the test items. As with any generalization, one must be cautious in its interpretation.

A therapeutic relationship requires the development of rapport, empowerment and collaboration which again are achieved through effectively using all aspects of verbal and non-verbal communication. While rapport develops as trust develops, empowerment is achieved when the OT uses their skills, knowledge and self to support the client in overcoming the challenges they face (O’Toole, 2013). Collaboration which encourages clients to be ‘agents of change in their own circumstances’ (O’Toole, 2012, p17) is the final component in the establishment of a therapeutic relationship. Establishing an effective therapeutic relationship and achieving mutual understanding facilitates client-centered practice and is considered the difference between successful and unsuccessful therapy (O’Brien & Hussey, 2013).

A social problem is normally a term used to describe problems with a particular area or group of people in the world. Social problems often involve problems that affect real life. It also affects how people react to certain situations. While differences in racial/ethnic prejudices have been explored extensively in past literature (e.g. Bobo and Zubrinksy’s 1996, study of differential prejudices directed toward Hispanic and Black individuals), little U.S. research has investigated how attitudes toward lesbians, gays, bisexual men, bisexual women, and male-to-female (MtF) and female-to-male (FtM) transgender (henceforth “LGBT”) may differ ( Marcus, 2015).

Throughout group working and appropriate support of facilitation, children may be able to negotiate ‘new kinds of relationships and partnerships’ as suggested by O 'Kane (2002).