Mr. Khan And Mr Khan

As child practitioners we must work on our skills in communicating with children because the way we communicate with them is important not only for their communication and language development, but also the development of our relationship with them. Young children often aren't able to express their thoughts and feelings in words, or express them poorly. Because of this, it's important that child practitioners can listen carefully and help children to learn how to express themselves and also provide what they need.

We also use communication books to for each child, this makes it easy for parents/ carers to communicate messages to a child’s key worker and to inform them of their child’s daily activities at nursery. This helps to build a good positive relationship with parents/carers and also offers us the opportunity to include parents in the further development of their child at home too. (Parents and practitioners can have a lot to learn from each other).

If a child or young person needs more than the support of the school environment, then a multi-agency team will be involved. This would involve the child’s teacher, teaching assistant, the school SENCO, qualified and experienced professionals, for example Speech and Language Therapists and most importantly parents. This might be through a recognized programme such as the Nuffield Dyspraxia Programme, Language through Reading or Social Use of Language Programme, or through a combination of approaches tailored to suit the individual child or young person.

As an early year practitioner, it is very important to support the child development and confidence, help them learn about how to manage their feelings and behaviour and making relationship with others.

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

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

A/c 1.2 The benefit of using a child centred model of assessment and planning is that you concentrate on the person and their specific and individual set of needs and circumstances. A child centred model promotes the rights of the child and allows them to communicate and say what they want for themselves. When children are moved to make the correct choice and take a lead using this type of assessment they tend to succeed as they develop their needs. Children and young people’s needs can be identified through observation and the sharing of information between those that are involved in the care of the young people or children. The parents and class teachers are the best places to identify individual needs because the young people spend more time at school and home than they do anywhere else. School/ home visits, review meetings, hospital consultations are some of the

The key to attain this solid foundation is through communicating effectively and clearly with the adults associated with the play setting. For example, it is important that parents and carers are aware of any issues that may have arisen during the session, any difficulties their child is encountering, or if their child has behaved or responded particularly well to a certain situation. Essentially, this involves being ‘updated’ on their child’s general behaviour and well-being. The importance of clear communication can be evidenced here. Being vague in ones communications can lead to problems such as misunderstanding, the child being reprimanded for something they didn’t do by parents, or by parents not grasping the full extent of the problem. Not only would this affect the support the child would receive, but many could argue that such misinterpretations or misunderstandings could result in conflict between play setting and parent.

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.

Due to a lack of confidence it can prevent the service user from asking questions, it can also give people doubtful thoughts and feelings, hesitancy, insecurity, lack of faith, suspiciousness, make them feel uncertain of their feelings and unsure of what their feelings are. * If Gemma is empowered to feel like ‘big sister’ then this will enable her to feel confident as well as given some responsibility and will enable her to feel involved. Some difficulties that Gemma might come across due to this could be things such as difficulty in providing the support due to the lack of staff, money or time, leading to a further lack of trust given by Gemma. * To help Gemma to overcome the barriers on their lack of confidence you could invite them to join group activities and social gatherings to meet new people which will hopefully encourage them with support from staff too, to increase in confidence as they are meeting new children in their class and school after nearly a year after attending. * By planning activities including Gemma in a smaller group in a quiet environment this will enable her to hear more clearly preventing noise from interfering with Gemma’s learning. This will empower her to promote her independence and overall wellbeing, socialise with other children, build her confidence as well as develop her

‘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

Communication is very important, not only with the child/ young person but also their parents/ careers. Parents and careers need to be kept updated with everything that happens with their child/children and information that they need to know about the nursery itself. The stronger the relationship between the practioners and the parent/ career the stronger the trust the parents/ careers have with their child/ children in your care.

All practitioners involved with children have a role. A child's key person could arrange to meet the parents and the health visitor for example to discuss the extent to which a child is healthy, safe from harm, learning and developing well, socialising and making positive relationships with others and not significantly impaired by the effects of poverty.

During the placement I was able to spend time observing interactions between parents, children and staff. I witnessed many positive aspects in the schools approach to engaging parents and was particularly impressed by their open door policy for parents and the support provided to families in times of need by the learning mentors. As part of the admission process to the school, staff visit the parents and child at home and discuss the implementation of the home-school agreement (appendix 1.b). This agreement sets out the expectations of each of the parent, school and child in regard to their actions and attitude towards their time in school. This is often one of the first interactions teacher and parents have and Grayson (2011) suggests most teachers report these home visits to have a lasting positive effect on the child and parent-teacher relationship. During the school’s inspection in 2014 Ofsted identified relationships across the school and with parents as a key strength.

There are many ways which you can support and promote good home learning environments. Staff could have welcome meetings for new parents/carers in the summer term as parents could build a relationship with their child’s class teacher. Also they could have taster days where the child can go to the school in the morning to get used to the classroom and the environment around them. Schools could run workshops to help the child’s parents to develop their skills they need to help their child to read. Research shows that training parents/carers to teach specific reading skills to their children can be twice as effective as encouraging the parent to read. Another way that you can support and promote good home learning environment is family learning