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How can practitioners across childrens services develop their skills, knowledge and values to improve their practice with children, families and with each other?

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Introduction

KE312 Working together for Children. How can practitioners across children?s services develop their skills, knowledge and values to improve their practice with children, families and with each other? In this assignment I will look at how practitioners across children?s services can develop their skills, knowledge and values to improve their practice with children, families and with each other. I will briefly look at the history of changes within children?s services, identifying some of the research that has brought about changes to the way in which professionals are expected to work to fulfil their professional remit. I will then go on to critically analyse the conditions and processes that have lead to effective professional, inter-professional and interagency working with children. The main focus of the assignment will centre on the importance of reflective practice and the theories underpinning the principles of adopting a participation approach to working within early year?s. I will identify different models of learning and discuss how Continual Professional Development is instrumental in enabling practitioners to develop the tools needed to improve their practice. I will draw on examples from my own practice and research to support my writing as well as from wider sources. The importance of lifelong learning and the ways in which it can support professionals, children and families will form the conclusion. ...read more.

Middle

(Sure Start 14.09.08) Child care settings are also required by OfSTED to ensure that at least 50% of their staff have a recognised qualification within their role. This caused problems for managers as there were not enough places for staff on courses. Funding for cover during training was another problem along with a reluctance of some to take part in training. OfSTED were sympathetic to the problems faced by managers but they also recognised that to address the disparity in the conditions these children lived in and to improve their prospects then practitioners looking after them needed to acquire a better knowledge and understanding of the development, policies and procedures that underpin the principles of good quality provision. As stated by Hargreaves, D ?Innovation is essential to improving one?s Professional skills and to adapting to meet changing circumstances?. (Working laterally pg 5) It is important when looking at how practitioners can improve their practice that they are trained to identify and work on their existing knowledge. By supporting practitioners to identify what they already do and how that underpins different theories it will give them confidence and belief in their own practice. Eraut (1995) describes these different forms of knowledge as ?Codified ( theory) ...read more.

Conclusion

It is also important that professional understand that not everyone will have the same values and knowledge and as practitioners they need to treat children as individuals, learning about the cultures and beliefs of the family unit they are attached to and support that family to ensure that the child is well cared for and safe. It is also important that practitioners are trained to recognise signs and symptoms that may point towards the child not being cared for appropriately. Practitioners should be confident and experienced, this does not mean to say that they have to know everything, but it does mean that if they do not know or are unsure of something that they know where and who to go to for help and advice. Learning and acquiring knowledge, skills and values is not something that stops; it is a constant in the lives of all professionals. Whether it is something they strive towards such as a qualification or something that is acquired through mutual interaction with others. Learning is juxtaposed with life. As Wenger states communities of practice are key to the acquisition of knowledge. By professionals obtaining the skill of being a reflective practitioner, they will be able to identify their achievements and in time the evidencing of practice will enable them to support not only the children and families they work with, but other professionals working towards the same aims. ...read more.

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