From the multi professional approach there are many benefits for children and their parents/ cares. These include that the Every Child Matters (ECM) outcomes are met. Since 2004 all services that work with children and their families in England are following ECM, which the multi professional approach is central to. By working in a multi professional team it means that most of the time all the ECM outcomes are met by professionals working together, they are as follows: “to…
- Be healthy
- Stay safe
- Enjoy and achieve
- Make a positive contribution to society
- Achieve economic well-being ”
(http://www.every-child-matters.org.uk/Framework_5_key_outcomes)
This approach means that professionals work alongside practitioners and families to help children and make sure they are included. Some example of how are stated below.
Speech and language therapists can work with early years practitioners (EYP) to certify children with a speech or hearing impairment can be communicated with. They can also give advice and support to help further to help include them into activities and planning.(differentiation)
A family worker/play assistant may encourage parents who are undergoing problems in connecting to their child/ren to play and interact with them, but could also give advice to the setting to help them to also encourage the interaction.
(E1)
There are many responsibilities of the practitioner in professional relationships. These are with parents/carers, children and other colleagues and professionals.
To maintain a professional relationship with other staff and professionals, such as speech therapists, physiotherapist, social workers and educational psychologists it is our responsibility to make sure that information is shared and passed and passed on with a confidentiality policy in place. “Professionals can share information knowledge about family’s needs with each other so that parents to not have to be asked the same questions over and over again” (Tassoni 2007 pg 11) This is done through effective and consistent communication at meetings. To make sure this happens we need to have a positive relationship with each other, therefore it is our responsibility as individuals to function effectively as a team. It’s also are responsibility to contribute as part of the team to provide a quality service for children and parents/carers. Working as an early years practitioner there will be codes of practice that will need to be followed.
A practitioner’s responsibility in professional relationships with children is to meet their individual needs and make sure they are included “Meet the learning needs of each individual child by providing a range of appropriate activities and experiences.” (Tassoni 2007 pg 217) It is also are responsibility to listen to what the children are saying , this comes under the UN Convention on the rights of the child , giving them the right for their opinions and voices to be herd. To keep the relationship professional it’s our responsibility to know are limits and boundaries through reading policies and setting information. E.g. knowing not to pick children up and hug them.
The relationship between the childcare setting and the child parents is very important and they are the primary carer and have the most knowledge of their child, having and good relationship means this knowledge can be passed on to help with planning and individual needs. The practitioner’s responsibility is to ensure they set a professional impression meaning to be friendly and approachable but not to treat parents/carers as close friends or family. It is also the practitioner’s responsibility is to keep parents and carers informed with up to date information about their child. “Practitioners need to keep parents informed about their child’s activities.” (Beaver, 2008 ) The responsibility continues into not gossiping about other children and families, sticking to codes of practice and referring parents and carers to a more senior member of staff if any questions and information is beyond their role.
It’s important to know your limits and boundaries in this relationship -
Failing to maintain a profession relationship with parents/carers may result in serious allegations and may jeopardize the relation between other parents and carers; this could result in loss of trust.
As an Early years practitioner we must work by the early years foundation stage framework of which contains the key elements of effective practice (KEEP) – the values and principles which we need to follow.( See appendix 2)
(E5)
There are many principles that underpin working with children the main ones can be taken from the early years foundation stage (EYFS) Framework, where they are arranged into four guiding themes.
‘A Unique Child - Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.’ (EYFS pg 07)
- Each child learns and develops at different rates and stages, their diversity should be valued and respected and every child should be included fairly. Each child’s individual needs should be met to allow them to progress
‘Positive Relationships - Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.’(EYFS pg 07)
- Through communication children can be supported for individual need, their learning and development can be extended beyond the setting, it also encourages them to feel safe and secure and that they can explore and gain independence confidently.
‘Enabling Environments - The environment plays a key role in supporting and extending children’s development and learning.’(EYFS pg 07)
- Through a safe and positive environment children can be encouraged to explore, develop and learn beyond the classroom.
‘Learning and Development - Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and interconnected.’(EYFS pg 07)
- Children’s stages of developing and learning styles should be valued as individual, each part of their learning and development should be treated, encouraged in the same way.
Other key principle includes:
- Putting the needs and the rights of the child first
- Keeping children’s environment safe and healthy
- Working in partnership with parents
- Promoting, planning, recording and reviewing children’s learning
- Valuing children’s differences through diversity
- Offering equal opportunities to all children
- Practicing confidentiality
- Working with other professionals
These are influenced by the United Nations Convention on the Rights of the child 1989.
As well as CACHE’S very own statement of values for working with children see (appendix 3)
(E2)
One of the main ways to maintain professional relationships is to have effective communication. This means respecting, valuing and talking to parents, carers, colleagues and other professionals in an appropriate language/ way in which they will understand.
Having effective communication with other colleagues and professionals is very important so that information can be passed on with a confidentiality policy in place. Information such as individuals who need extra support in their learning and development can get that it. “Professionals can share knowledge about family’s needs with each other so that parents do not have to be asked the same questions again and again.” (Tassoni, 2007, pg 11)
Effective communication is also very important in maintaining a professional relationship with parents and carers as they are the primary carers of their children and have the most knowledge of their child, having consistent and effective communication will lead to a good professional relationship meaning this knowledge can be passed on to help with further planning and individual needs. “Practitioners need to keep parents informed about their child’s activities.” (Beaver, 2008) effective communication can be through letters, notices, home books/learning journeys, notice boards and consultations.
Another way of maintaining a professional relationship is to keep confidentiality in place. Keeping information about children and their families
Confidential is essential in maintaining professional relationship. unless it breaches are role and responsibilities if so the information should be passed on to a more senior member of staff if the child/ren and families are in any danger or in need of support.
Confidentiality is a human right. “All children, young people and their families have a right to confidentiality.” (Tassoni, pg 98, 2007 )
It is very important that we keep information confidential as it protects children and their families from gossip but also may be very important with more serious situations where there may have been abuse or neglect resulting in parents/carers not being allowed to have contact or information on the child. “Maintaining confidentiality protects children and their families from gossip, but also prevents situations where an abuser mounts a legal defense based on the tapering of evidence.” (Tassoni, pg 127, 2007)
Confidentiality plays a big part in relation to parents, children and other colleagues trusting us with private information. “Understanding that some conservations and information are confidential is important.it shows that you are trustworthy.” (Tassoni. Pg 350, 2007)
E4 - describe the benefits of developing reflective practice within the setting.
Can get feed back / constructed criticism
Reflection is an essential part of working with children in any setting -pg 228
Give u the ability to develop and improve your working practice
The reflective cycle - used in any situation in your working practice
CONTINUESS REVIEWS AND EVALUATIONS/PLANNING
IDENTIFYS STRENGHT AND WEAKNESSES - PLAN NEXT STEPS AND GOALS
PROFESSIONAL TRAINING / DEVELOPMENT
IMPROVING ACTIVITIES - BETTER/MORE RESCOURSES
OBSERVATIONS
Give information about how a setting benefits when reflective practice is
developed. Benefits may include: continuous review and evaluation/planning
cycle, identify strengths /weaknesses, use strengths, plan next steps/goals,
problem solving, adjust practice, professional training/development…….
D1 - Explain the importance of reflective practice for improving your own work
We can do this by meeting differen professionals
Reading from different rescourse
LEARNING FROM MISTAKES
RECOGNISING STRENGHTS AND WEAKNESSES
IMPROVING PERFORMANCE
SETTING GOALS TO HELP WITH THIS
PUTTING SKILLS THAT LEARNT AT COLLEGE INTO PRACTICE
