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.
Effective practice can support children’s well-being and development when looking at a child’s health and physical development. Effective practice means ‘About ensuring that all children get optimum benefit from their experiences in the EYFS. This apparently simple outcome can only be achieved when adults work together to get to know the children s that they can support their play, development and learning.’ (Early years’ matters,2017.) Children’s well-being means the quality of the child and how their life is, and to ensure that they child is happy, comfortable and stable throughout their everyday life. Children all develop at different stages, whether this is through additional needs or family issues or they might have a gap in there learning.
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.
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).
Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to
This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child, simultaneously applying theoretical research and professional practice. In addition to this, making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs.
‘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
The range of Early Years Settings reflects on the requirements of parents and families for their children. Some parents want care for their children so that they can return to work, some may want to stay with their children while they socialise, some may want their children in a setting which offer services aimed at learning, whilst some may want their children to be in a home based environment and some families cannot afford to pay fees for provision. This is why the |Early Year’s sector has various forms of provision to meet the needs of families. Provision include
The rationale for this choice was that the authors clinical background is health visiting and therefore has prior knowledge of good practice in child and family settings, an understanding of child development stages and experience of supporting children with complex needs and their families. Additionally, the author has previously been involved in shadowing opportunities within their own organisation and knows service areas well. By choosing an area unfamiliar to the author, a fresh eyes approach could be pursued and limited the potential for bias.
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.
Practitioners work in partnership with parent’s families, as they are the child’s first and most enduring carers and educators
As an assistant teacher one has to be prepared to face many challenges. It is our responsibility to work along the lead teacher guarantee and enhance the learning experience of our students. But it is also equally important in working with parents to ensure the continuation at home of what is being taught in the classroom.
Partnerships help children and young people to interact with others to achieve a common goal to mutual benefit. It helps to forget and understanding of how others work (not necessarily as we would) and good common human interaction possibly reducing selfishness, creating leadership skills and teamwork
This literacy review aims to discuss why it is important for teachers to maintain responsive and reciprocal relationships with the parents and whānau of their students. The three articles that will be reviewed and synthesised are Collaborating with Parents/Caregivers and Whānau (Fraser, 2005), Successful Home-School Partnerships: Report to the Ministry of Education (Bull, Brooking & Campbell, 2008) and Strengthening Responsive and Reciprocal Relationships in a Whānau Tangata Centre: An action research project (Clarkin-Phillips & Carr, 2009). The review will focus specifically on the discussions about parent-teacher partnerships within said articles. The key findings within the literature will be examined and related to contemporary
Thesis Statement: Research has shown that parental involvement in schools is necessary because it increases student achievement, fosters positive attitudes, and leads to less attendance issues.