Home Visitors Have Become Responsible For Meeting The Emotional Needs Of The Families

If any problems occur to the child, they can return to their secure base which is their key worker, who can offer them comfort. Although key workers are not there for children who have not formed an attachment with their parents, they are they to offer support and comfort. The strength of Bowlby’s approach is that it has introduced the key worker system, which has helped a great deal with supporting children’s needs and development. Key workers can track their progress and plan and implement activities which promote their development. While working at my last year’s placement in a nursery setting, I was informed that each child had a key worker assigned to them. I observed that when parents would leave their children, some would cry and get upset, the key worker would then take them aside and comfort them or try to distract them. Having the key workers there for them made the child more emotionally secure.

158-159). “In reviewing the literature, the focus was on identifying the impact of parental mental health, the associated risks, the difficulties with the interface working, and proposed solutions” (Duffy et al., 2010, p. 159). Some of concerns expressed for the program to be effective were how mental health and child care services work together, communication between the two, role clarity, and the outcome hoped to be achieved by the development of this program was to provide holistic interventions which could not be provided by just one agency, earlier intervention which was more effective, to decrease staff stress, and to obtain a better outcome for the families involved (Duffy et al.,

When considering a child’s needs and routines in your setting, it is important that we communicate with the parents and find out a little about the home setting so we can carry it on when they come into our care, the more we talk to the parents the more we can help the child’s emotional needs and routines.

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.

Nursing has evolved in many ways over the years, in particular is the Florence Nightingale foundation of caring for the whole family and not just the patient. The following case study of Omid 's story: The Power of Family-Centered Care highlights the positive and negative aspects of their family’s healthcare experiences , and models of family nursing and concepts of family-centred care. By comparing the theories and models to what is currently put into practice by today’s nurses and healthcare providers a better outcome for this family is idealized.

Much emphasis has been placed in the field of child development and the role that early providers possess when it comes to the needs of children at the early stages of life. Whether conceptualizing socialization and priming with Locke’s “tabula rosa/blank slate” or Rousseau’s “preassembled moral schema” approach to child development, this “window of opportunity” is both fleeting and permanent. Every interaction molds the individual into the person they are to become, and the bond that the dependent child forms with the caregiver is a precedent to the numerous relationships and attachments they will create as an adult. Granted that the provider/nurturer fulfills the needs of attachment and attentiveness for the offspring, this will determine the success of progressing through child developmental stages, and leads to a higher propensity of social adaptiveness. Inversely, if the aforementioned things are absent in a child’s early years, detrimental effects could occur, including stints in physical, social, and mental development. This is dependent upon the severity and duration of neglect, and has been seen in clinical cases that appears as psychological phenomena to both the general public, and researchers alike.

Chapter One opens with a discussion of how the modern family has molded and changed over the years. The “traditional family” is not so traditional anymore and early childhood facilitators are learning how to cope with these changes. For example, several early childhood care facilities are starting to move to more developmentally appropriate practices. A developmentally appropriate practice is one that is appropriate for the individual, society, and the child’s age. Child guidance is very important in the development of a child. Children look up to and strive to be like their adult figures so it is crucial that parents and early childhood facilitators are positive role models throughout their development. The chapter give several examples of

In early years settings it is imperative that the practitioners work in partnership with parents to enhance children’s learning and development and value parents/carer’s contributions. The EYFS states, “The benefits of working in partnership are enormous allowing families to share information about their children’s development or learning and supporting children with particular needs to receive coordinated support.” (EYFS 2007, http://www.earlyyearsmatters.co.uk/wp-content/uploads/2011/03/eyfs_enable_env_wide_cont(1).pdf) 17

Throughout this essay I will be discussing the holistic impact a premature baby within the neonatal units has on not only the child but also the immediate family. There are many health issues which can affect the child but also other issues including attachment to the mother which can also have a long-term effect on the child. This can also influence the family as there may be financial implications on the family due to these extra unexpected costs. Throughout this essay I will be discussing these topics in detail.

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 birth of a sick infant and /or premature baby and the admission of the baby to the Neonatal Intensive Care Unit (NICU) is often an emotionally challenging and stressful time, stressing most families to the limit of their ability to cope (Bachman & Furlong, 1997). Common feelings of parents of a baby in NICU include feelings of grief, loss and trauma, with the added challenge of figuring out how to have a meaningful and rewarding relationship with a sick and often physically unresponsive baby (Davis & Stein, 2004). Having a baby admitted to NICU can have implications for the overall family functioning, relationship between parents, bonding and attachment, and the physical and mental well–being of the infant and their family (Barbosa, 2013).

However, it may not always be possible for practitioners to speak to parents every single day about their child's learning targets, current interests or recent experiences because they will not have enough time to talk to each child’s parents or it may be the key worker might not be available to talk to the parent, perhaps because of other professional commitments. In such cases, practitioners should make it clear to the parent that they will arrange a suitable time to discuss the child's progress. The practitioners have to try to engage both parents where possible and make sure that their setting is a place where both male and female carers feel comfortable. Where there is a true commitment to parent partnership, teams will be creative in their time management to make sure that they reach all the

The first factor involved in maintaining a healthy environment is forming a good relationship between the early year’s practitioners and the child’s parents. This is incredibly important according to Jane Drake from Nursery World who says “it is parents who know their children best, and unless there is a sharing of information between practitioners and parents, a child’s learning needs will be neither fully understood nor, ultimately met”. Each child in the setting is assigned a key worker who will find out about their child’s likes and dislikes as well as some of their main interests which will contribute to the key person being able to provide for all of the child’s needs, they will also form a trusting relationship with both the child and their parent/carer and keep them informed of their child’s progress. It is vital that children form attachments with their key person as young children are known to flourish when things seem familiar and predictable and this can only be possible if the key person maintains a good personal relationship with the child. If children are loved and cared for then they will be in the right frame of mind to learn,

Every one is an individual and so everyone has individual needs. It is important that as a practitioner that I always take this into consideration and consider the fact that each child will also experience their own personal situations which are unique to them. These unique situations often include social, economical and cultural difficulties and this may delay, stop or help a child advance the development of a child or young person and have an affect on them reaching their full potential. “Many issues in our wider society will

An infant mental health (IMH) specialist visited Ms. Alden in her home who then agreed to work with her further. She visited Ms. Alden twice per week to work on attachment between Ms. Alden and Kyle, connect her with resources, and help her work through feelings regarding her relationship with the children’s father, negative childhood experiences, and the birth of a second child. The IMH specialist developed an emotionally supportive and helpful therapeutic alliance with Ms. Alden.