Cache Level 3 Unit 5
E1
The practitioner has many responsibilities when engaging in professional relationships with children, their families, colleagues and other professionals. A very important thing to think about when it comes to the relationships with the family is confidentiality and building trust. Beaver, M (2008). When working in an early years setting having a good relationship with the parents should be important because parents have the most knowledge and understanding of their child, if they have good relationships with the practitioner they are more likely to want to share this knowledge and then they will feel valued and the child will benefit. A practitioner should always be diverse and engage in inclusive practice. A practitioner should respect every child as an individual, and it’s important the family knows that their child is being taken care of properly when they are not at home. The families know a lot about the child and working with them helps the children.
Tassoni, P et al (2005) Having a good relationship with colleagues is good because you can share information about the child and it could help with their development if you work together. Good relationships between staff can create a welcoming and secure atmosphere for children, this in turn helps young children to settle in and relax. A good relationship with staff will help practitioners enjoy work more and will therefore give them a better attitude while at work. When working with colleagues it is your responsibility to have good communication and make sure that any disagreements are not in front of the children and are handled professionally.
Tassoni, P (2007) it is important when working in early years settings to work with other professionals to ensure children can get the best opportunities in their learning. Some professionals that might be involved in helping assess a child’s personal learning needs would be; social workers, specialist teachers, health visitors, doctors etc. you will also need
The practitioner has many responsibilities when engaging in professional relationships with children, their families, colleagues and other professionals. A very important thing to think about when it comes to the relationships with the family is confidentiality and building trust. Beaver, M (2008). When working in an early years setting having a good relationship with the parents should be important because parents have the most knowledge and understanding of their child, if they have good relationships with the practitioner they are more likely to want to share this knowledge and then they will feel valued and the child will benefit. A practitioner should always be diverse and engage in inclusive practice. A practitioner should respect every child as an individual, and it’s important the family knows that their child is being taken care of properly when they are not at home. The families know a lot about the child and working with them helps the children.
Tassoni, P et al (2005) Having a good relationship with colleagues is good because you can share information about the child and it could help with their development if you work together. Good relationships between staff can create a welcoming and secure atmosphere for children, this in turn helps young children to settle in and relax. A good relationship with staff will help practitioners enjoy work more and will therefore give them a better attitude while at work. When working with colleagues it is your responsibility to have good communication and make sure that any disagreements are not in front of the children and are handled professionally.
Tassoni, P (2007) it is important when working in early years settings to work with other professionals to ensure children can get the best opportunities in their learning. Some professionals that might be involved in helping assess a child’s personal learning needs would be; social workers, specialist teachers, health visitors, doctors etc. you will also need
Bibliography: Barber, J. (2010). Reflective Practice . Child Care. 7 (1), 24-25. Beaver, M (2008). CACHE level 3 in childcare and education. Cheltenham: Nelson Thorne’s Cheminais, R Department for Education. (2012). The CAF process. Available: http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-process. Last accessed 10th march 2013. Drew and Bingham (2001). The Student Skills: Guide. 2nd ed. London : Gower Publishing Ltd. 221. Gillard, D. (1995). Children 's needs and interests and the National Curriculum . Available: http://www.educationengland.org.uk/articles/15needs.html. Last accessed 9th march 2013. Jones, J. (2012). Reflective Practice . Child Care. 9 (1), 2-3. Tassoni, P (2005). Children 's Care, Learning & Development. oxford: Heinemann. Tassoni, P (2007). CACHE level 5 child care and education. 4th ed. Heinemann Thornton, S