Guardian Inclusion Model

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

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 can be done by having a two way relationship with parents for example parent’s evenings, this is when staff discusses children’s progress open days so parents can come in be welcomed and look around their child’s school or nursery. There can be coffee mornings, sharing information or just giving feedback to parents when they pick their child up from school at the end of the day.

It is argued that the more the institutions that work on bringing parents together are the ones who have the biggest payoff or reward to the individual because with more interaction the closer they will become and form meaningful beneficial relationships with one another (Small 2009). These organizations are viewed as a means of expression for individuals or a conduit allowing them to touch and connect with those who share similar views no matter what the organization is. The main point of the book that individuals are shaped by their social interactions and organizations that they participate in is backed up by statistics throughout the book. The appendix provides many of the sources of data and statistics he used throughout the book. The author states that while most scholars understand the importance and major role these social networks play however-- when it comes to developing people very few of them understand how these networks exactly form or what sort of role these institutions play in helping make these connections happen and how they provide an environment that cultivates these beneficial relationships. The author even argues that participation and engagement in the childcare centers creates what he calls “compartmentalized intimates” which is where mothers or fathers form close trusting relationships with other parents who are also in similar situations (Small

The principle of designing services around children and young people is to be able to meet all their needs. Every child is unique , it is important that all practitioners understand this. Firstly you need to establish what their care needs are so you are able to meet them in the correct way. This can be done by communicating with parents and other services connected with the child. If the service is meeting the individuals needs the parents/ careers should have no reason to be unhappy with the service provided and the child should remain in the setting. The children must be encouraged to meet their full potential. The 5 outcomes of the Every Child Matters provides a requirement for settings to aim high for the children in their care ensuring they have the opportunity to achieve each one of them and this must be

We believe that in order for children to receive quality care and early learning that suits their individual needs, parents and staff need to work together in a close partnership. The two-way sharing of information is key to this. The nursery team welcomes parents as partners and this relationship needs to be built on trust and understanding. It is important that we, as practitioners, are able to support parents in an open and sensitive manner. The nursery wishes to ensure parents are an integral part of the care and early learning team within the nursery.

Over the course of an individual’s life span, one is seen forming relationships with several people in whom they find their presence an important aspect to their life. However, among these relationships, parent-child relationships are the most valuable, but also very complex. These relationships are built from a foundation of interaction starting from the birth of the child to their adulthood. Unfortunately, if this involvement is not present within a child’s life, it can ultimately cause them to feel neglected causing outrageous conflicts, behavior issues and emotional disputes. Parental involvement within a child’s life allows them to gain a sense of security ultimately increasing new learning of the child

• Partnership working between parents and settings/practitioners to provide the best care for the children and ensure parents are included in their child’s developmental progress.

It is important for these particular people to work in partnership to ensure a child has the correct care, attention given or even action plans put into place to encourage every aspect of their learning and development and general up - bringing.

It is important to work in partnership with parents o carers so as to get the best outcomes

This chapter portrays how the nurturing parent model is the one who is superior of the household and for raising a family. However, what works in a home to raise children may be different and not necessarily work on the immense scale of government. For example, parents and children are different amongst each other. Parents are the ones who are caring, loving and forgiving toward their children. On the other hand, children are young, need affection as well as instruction.

• Uninvolved parenting: children of uninvolved parents develop a sense that other aspects of the parents’ life are more important than they are. The child often attempt to provide for themselves, sometimes halt dependence on the parent to have a feeling of independence and mature beyond their years. Child from this environment often withdraw from social situations, this also impacts there relationships later on in life and they show patterns of truancy and delinquency.

Reflection is an important part of the planning process. “Ongoing learning and reflective practice is one of the five principles of the early years learning Framework” (DEEWR, 2010. p. 7). It gives the educators an opportunity to look at the planning process, the successful areas of planning, the areas of improvement and progress and to get motivated to work better for the learning of children. The following reflection will highlight the merits of implementing the inclusion improvement plan, some of the issues that impact on educators’ capacity to provide an inclusive care environment and how can the educators manage the competing demands of inclusion of children with additional needs, with the demands of providing an inclusive environment for all children.

The belief that the family structure and parenting practices have morally declined can be traced back to the early 1940’s in America. In an interview with C. Moran, LCSW-C (personal communication, April 8, 2004), she described a time where families lived very close to, if not on the same street as their extended family. Aunts, uncles, cousins and grandparents would all participate in the raising of the children, “it takes a village to raise a child” (C Moran, April 8, 2004). In some cases, the grandparents would teach the parents how to parent. As time moved on into the “freeness” of the 1960’s and 1970’s, parenting became more passive. Children at a young age were allowed to make decisions that ten years ago would have been made by their parents. The belief was to allow the child to make their own mistakes and they would receive the repercussions from society. As a result, more freedom of choice would be given to the child. Now, with the children of the sixties and seventies having offspring of their own, the “millennial generation”, and extended families spread out globally, active and involved parenting is becoming a thing of the past.

When children see their parents involved in a meaningful way, they may benefit from the confidence and self-esteem that comes with feeling secure in their parents’ commitment to their well-being (Col. State).