A Unit 14 Cache Level 3 Diploma Childcare and Education Essay

E1 Collate evidence which describes the role of the practitioner in meeting children’s learning needs.

During an initial assessment an individual’s ability and communication methods are established. This is done when an individual arrives into care. Everyone involved in the care of this service user is made aware of their needs and preferences regarding communication and any changes are recognised during reviews and shared with the team to ensure the individual’s needs are met.

Clear and effective communication between partners is required because you have to share information about children’s learning and development, this is particularly important because when sharing information it is crucial that there are no mistakes made as this can then affect the information that has been shared and also you must ensure there are no barriers within the communication; also when working with partners effective communication is also

Working with multi agencies it is very important when a child is retiring back into a home environment.Practitioners could develop a relationship with the new family that the child will be joining and this will help the parents to co-operate with the social workers and all the other agencies that are involved. Positive relationships with the parents are very important but it is also vital that the practitioners have a relationship with other agencies as well. Practitioners can then work together with other agencies when appropriate to make sure that the interests are still child centred. It is also important for practitioners to work with all agencies involved so then the practitioner will now everything that is happening with the child and

When speaking to partners of the child care providers need to use active listening this is to show the parent that the care providers values them as people and that they can trust the care provider to work with their children. Care providers need to listen to parents carefully about the child because it could important information

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.

Parents/carers are relevant partners for communication and information sharing so they are aware and involved with the development of their child or any behavioural or medical problems. There is also communication books sent home to parents daily so parents know what the child have eaten and what they have been doing thought the day which is optional for the parents to have

They are valued source of information, experts on child’s physical, emotional requirements, what creates mutual respect between practitioner and the parent. (Lindon & Rouse, 2012). EYFS highlights the importance of partnership with parents within the theme of Positive Relationships, focusing at the relationship between parents and practitioners to view parents as partners. ‘Parents are children’s first and enduring educators’(QCA, 2000, p.9). I always treat parents as partners making them aware of sharing information and confidentiality procedures and communicate with other professionals that are involved in the process. I always appreciate and value parents’ opinions, drawing on their expertise and demonstrate my understanding by giving alternatives solutions to and jointly decide what support will be more effective to the child. This consumer model approach (Cunningham & Davis, 1985) promotes mutual respect, honesty and collaboration and helps both sides to understand the views and the expectations of each other. Identification of children’s needs and quick response will has a positive impact on children’s

Co-ordination of Services in Social Care My setting is linked with SENCO (Special Education Needs Co-ordinater) and Ofsted to ensure the child receives the rights it deserves i.e. education. In the project I am to show how the role of each service and how it is linked to my setting. Each year, parents of children with disabilities have the important responsibility of working with school personnel to develop an appropriate educational program individualised to their child's needs. With the increase the increase in inclusive practices and a growing awareness of the rights of all children, perceptions of special educational needs (SEN) are changing in the community in general and in education

In order to work in partnership with parents, practitioners should work very closely with the parents and carers of each individual child to make sure that there is continuity in provision in the setting and at home by inviting information about children’s interests, sharing information about learning activities, discussing children’s development and accessing children’s progress. Parents and carers are the most continuous adults in a child’s life and that makes the transition process easier for the child as long as they are kept informed about the transition process as the child progresses from the home setting through Foundation Phase settings and then into Key Stage

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

In any nursery we have to follow rules and guidelines, we have to work with parents and other professional people if needed for the support of children’s development. When we have a special needs child we will have one designated key worker who had experience with children with disabilities and we will allocate a SENCO officer who will be one named person at our work. If that certain child has specific needs we will need to adapt our setting for that specific child. We can offer different place that will offer support for the parents that will give them professional help, for example a speech therapist, or a health visitor. We need to work with parents because we need to help that child the best we can.

Parents frequently feel extremely defenceless when they start to utilize early interventions and administrations; now and again solid emotions are near to the surface. Professionals ought to be mindful of this and appreciate these sentiments. The principal assignment of any parent is to build up a profoundly adoring, commonly fulfilling, and sustaining association with his or her youngster; the aggregate child. This is critical for the purpose of both the child and the parent. Being a guardian is fundamentally about being involved with their child.

In order to support a child 's play and learning there are a range of skills required to support the process. It is important that practitioners have good communication skills because within their job role they may need to liaise with different professionals, children and parents. Good communication skills are vital so that when information is shared, the individual is able to understand it and use it effectively. This skill is relevant to children 's play and learning because if any issues were to arise then certain professionals can be informed appropriately. If the communication skills of the practitioner were poor then the information passed on may be incorrect or may be interpreted in the wrong way. A practitioner should have the ability to identify a child 's individual needs and interests. This is important, especially when taking into consideration the child 's play and learning as it will allow the practitioner to adapt planning to cater to the individual. Meeting a child 's individual needs will help to make the child and their parents feel more confident and comfortable as their needs are being met. It will also make learning more enjoyable if the child 's interests are being taken into consideration. The practitioner should

Family-centered principles help professionals recognize that family is the constant in the child’s life and the most crucial source of information about the child. Professionals are required to collaborate with families and share, what is going on with their child and how they are progressing in the program. Some values that my family-centered practice will reflect is working with the family to ensure that they are comfortable with all the decisions being made. In Janice Fialka’s, What Matters, she describes the case conferences she had for Micah and how she wanted ‘more’ from the EI team. She states, “I wanted something from the professionals other than their careful assessments and necessary labels. I knew they cared. […] But I wanted more from them or something different than what felt like a firing of labels.” (Fialka 1997). I don’t want any family that I work with to feel how Janice felt in that conference. I want to ensure that they not bombarded with labels and let them digest what is happening and give them a moment to comprehend all that going on. Engaging, motiving and partnering with families throughout the decision and goal-making process is a very important value to family-centered practice. Collaboration is the cornerstone of effective early childhood special education. (Sandall & Schwartz 2008). I value and respect the collaborative approach that Sandall and Schwartz apply in their book, Building Blocks for Teaching Preschoolers with Special Needs. They