Growing Together Family Resource Centre

Social and emotional development of babies and young children should be encouraged. This can be done through activities provided at any childcare settings or within the home. They should be given opportunities to interact with other children and adults. For example, they should play with their parents and have playdates with other children

The relationship between play and learning seems obvious to many child professionals and parents, and yet there are still lack of understanding surrounding the importance of children's play. Some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people

When childcare settings and anyone involved in working with children and young people come together and work in partnership with one another, the outcome can only be a positive one for both the children and young people and those providing a duty of care to a child. Working in partnership with others is important for children and young people so outcomes can be improved for children and their families through a wider range of access of different service providers and there will be more efficiency in delivering these services whilst benefiting all involved.

I believe that collaborative working within early childhood practice is an essential part of working with children to ensure that individual needs of children are met as they arise. Each agency should see this as an important

It is vital for children in my care to feel they are listened to and feel safe and happy, this will happen with positive communication and relationship building.

The Social Story allowed me to participate as an effective team member to support collaboration in early childhood setting. Working with the program director we determine the behaviors, which needed to be addressed in the social story along with developing a social story founded in the interests of the child. The ELL Family/Teacher Collaboration Project also demonstrated my ability to demonstrate appropriate interpersonal skills to support collaboration in a preschool setting. I interview a program director to understand her philosophy on ELL learners and how her

Ron Wood Family Resource Center (RWFRC) is a private not for profit organization that receives funding from local, state, and federal sources, and also has contracts through state and local governments. The Ron Wood Family Resource Center was founded in 1995 by a group of local citizens concerned with the future of Carson City’s young people and their families.

Firstly this is a collaborative relationship between Educational staff, the child/ student and their families. The value of working with parents and families to support children’s language and literacy are important as this gives the educational staff to communicate with the parties involved so that everyone has an understanding of the child /students need. Understanding that each and every partnership built between families and educational staff will be different and unique depending on the individual child and their family.

Communication: It requires two-way communication that enables families to learn from the knowledge and expertise of program staff, and for program staff to learn from their families (Wardle, 2013).

The basic philosophy of this Parental and Community Involvement plan is to become full partners in the growth, well-being and overall development of the children it will serve by working in collaboration

Goal: To provide a program that gives the children an opportunity to build lasting relationships through group work, buddy systems, journaling and exchanging contact information.

Our school community team was in the “functioning” developmental stage of collaborative teaming. Through census, norms were set, which we all agreed to follow and later, if

Relationships and positive interactions in children while growing up form the basis for their learning and development and this is determined by each child’s unique and personal attributes (National Infant & Toddler Child Care Initiative, 2010; Clinton, 2013). In order for children to make and keep friends, Stephens (2002, p. 1-2) reported that they must “recognize shared interests, gracefully join into play, pay attention to non-verbal communication cues, identify common goal, listen to and respect feelings, empathize with another person’s perspective, practice compassion, cooperate, accept others, include others and extend a trust-worthy, helping hand.” Development is a deliberate process and action, therefore, children have the innate desire

Both groups have the privilege to work together and think creatively about how the schools pupils experiences might be and what the outcome will look like by organising and planning it themselves in ways that will give the pupils confidence and improve their learning. Schools and local groups need to produce ways of learning and assessing that allows everyone to get involved in. Also so that school pupils can be offered different choices of courses which will give the pupils an opportunity to be successful. Local groups and schools aim to have a positive approach to guarantee development across many levels. They also need a positive attitude as working together gives schools the opportunity to share new ideas and knowledge about the

It also means that you can share with the parents the child's learning and behaviour at the setting