According to the Children and Families Act 2014, it is a significant requirement that families and their children are involved in discussions concerning the support for the child (Bateman, 2014). It is one of the British values known as democracy where children are able to make decisions about what they want, supporting their emotional development by building their confidence and independence (Turner, 2015). This involves the process of arranging support and reviewing it to check whether it is helping the child or not as parents can provide feedback on whether the support is helping their child or not at home. In practice, it is a requirement to work in partnership with parents (see appendices 4, line 1 to 8). This underpins the SEN code of practice, because they state that having a family-centred system provides children with the best support possible when parental involvement occurs (Department for Education, 2015). To successfully involve parents in partnership working and the support of their child, others should be aware of their wishes for their child. For instance, some parents may want their child to attend mainstream school and to support this decision; professionals can agree to this and arrange valuable support for the child. However, to be able to arrange support for the child, information about the child should be collected from the parents. Griffin highlights the importance of gathering information from parents, because they know their child the best.
As well as listening to
…show more content…
The microsystem consists of people the child has a relationship with in their immediate environment, therefore making them the most important. As the parents and practitioners are within the same circle and they share a mutual interest – the child – they can work together to meet the child’s
Tickell acknowledges that the curriculum does identify the connection between parents and practitioners, however views that there could be more partnership to overcome those who are at a disadvantage. A suggestion that practitioners should give to parents and carers a short summary outlining the children communication, language, personal, social, emotional, and physical development between 24-38 months, and when appropriate, shared with health visitors if seen as necessary.
They considered that the most powerful and direct influences lay within the family and the home and that any measures used to ‘treat’ children and therefore change their behaviour had to involve where possible working closely with parents. A form of social education was required which sought to strengthen, support and build on the existing family resources by working persuasively and cooperatively with children and parents helping them towards a fuller understanding of their situation. On 15 April 1971 children’s hearings took over
The environment has to be safe and secure and equal attention according to the needs of the child is necessary. The Act puts emphasis on the welfare and rights of the child, teachers and support staff must effectively communicate with children and young people respecting their views, wishes and feelings. Again, procedures for reporting concerns and information sharing have to be followed. Professionals such as social workers under the Act are permitted to make investigations and where significant harm is apparent; the police are permitted to take the child.
The first system, microsystem, is the immediate environment around a child, such as their family and carers, as this is where most of a child’s nurture will come from. From these interactions, they are going to develop the social skills and their morals. This is supported by https://www.psychologynoteshq.com,
Partnership working means each professional; whether it’s the police, NHS, educations departments, NSPCC or social workers; “may need to have an input in any one case and each should be considered when discussing issues around safeguarding.” Each of these professionals may have one snapshot and a concern that may, on its own, not necessarily need intervention. The common assessment framework provides a way for early intervention for children, before it reaches crisis point. It is a shared assessment and planning framework for all communication and that information is shared between different professionals and organisations. The assessment framework centres on child safeguarding and promoting welfare. By working in partnership, creating a working party and sharing information about the child, the bigger picture evolves and informed decisions about how to move forward can be made in the best interests of the
This is an international agreement that protects the rights of children and provides a child-centred framework for the development of services to children. The UK Government ratified the UNCRC in 1991 and, by doing so, recognises children’s rights to expression and receiving information. 16.In addition to individual practitioners shaping support around the needs of individual children, local agencies need to have a clear understanding of the collective needs of children locally when commissioning effective services. As part of that process, the Director of Public Health should ensure that the needs of vulnerable children are a key part of the Joint Strategic Needs Assessment that is developed by the health and wellbeing board. Children have said that they need • Vigilance: to have adults notice when things are troubling them • Understanding and action: to understand what is happening; to be heard and understood; and to have that understanding acted upon • Stability: to be able to develop an on-going stable relationship of trust with those helping them • Respect: to be treated with the expectation that they are competent rather than not • Information and engagement: to be informed about and involved in procedures, decisions, concerns and plans • Explanation: to be informed of the outcome of assessments and decisions and reasons when their views have not met with a positive response • Support: to be provided with
If the local authority establishes that the child is a child in need or at risk of harm, it has a duty under section 47 of the Children Act (1989) to make a care plan or child protection plan to provide support which involves adequate supervision and checks to ensure that the child is no longer at risk. The UN Convention on the Rights of the Child (1989) promotes empowerment for children as they can exercise their right to express their views and be heard and their best interest would be at the centre of the intervention and social workers need to ensure that decisions made are not affected by the influence from family or professionals they work with (Lee & Hudson,
I was able to develop skills that will be relevant for practice in the future and support my professional development. This case study allowed me to focus on a specific case that developed my understanding of theory, law and policy that organisation use to provide services for families. I was able to enhance my understanding of the Cycle of change, Children Act 1989 and Working Together safeguarding policy. Developing my understating of evidence based practice and the importance of linking theory to
A significant facet of an early childhood professional is the ability to work with families. This however can be an area in which many professionals entering into the field can feel inadequate. In order to fully support all areas of a child’s performance as a professional it is critical to work with their families. In order to effectively work with families, you must be able to understand the diversity and complexity of families.
Commission for Social Care Inspection (2005) Making Every Child Matter, Commission for Social Care Inspection
Parents and families are children’s first educator as they play an important role into young children’s education and development. The term “partnership with parents” has been outlined as a “working relationship that is characterised by shared interest of purpose, mutual respect and the willingness to negotiate” (Pugh & De’ath, 1989, p. 34). This includes parents and educators coming together; sharing the process of decision making; outlining individual information and skills; sharing of feelings and recognition of individuality of families (O’Hogan & Curtis, 2003). However, OECD (2001) emphasized that partnership is not about being involved but instead it’s more about the educator sharing the responsibility for young children with their parents and taking the opportunity of learning from all the unique knowledge that different countries bring on board. According to Pugh & Duffy (2010) partnership can be identified by having parents involved in the planning of next steps for their child’s learning or being involved in the recruitment of staffs. As Lindon (1997) stated that partnership with parents is the fundamental part of enriching good practice in the early years. In relation to Aistear (NCCA, 2009) the responsibilities from parents and educators value each other’s opinions in order to benefit children. Síolta (CEDE, 2006) highlight partnership with parents takes a child’s best interest into account by being opened, honest and respectful.
In each person's life much of the joy and sorrow revolves around attachments or affectionate relationships -- making them, breaking them, preparing for them, and adjusting to their loss by death. Among all of these bonds as a special bond -- the type a mother or father forms with his or her newborn infant. Bonding does not refer to mutual affection between a baby and an adult, but to the phenomenon whereby adults become committed by a one-way flow of concern and affection to children for whom they have cared during the first months and years of life. According to J. Robertson in his book, A Baby in the Family Loving and being Loved, individuals may have from three hundred to four hundred acquaintances in there lifetimes, but at any one time there are only a small number of persons to whom they are closely attached. He explains that much of the richness and beauty of life is derived from these close relationships which each person has with a small number of individuals -- mother, father, brother, sister, husband, wife, son, daughter, and a small cadre of close friends (Robertson 1).
Captain America: Civil war is the movie that treat about the accident that related to Avengers. When the accident goes more serious, the government pay the laws to control Avengers. Because of this law, the Avengers is divided in two group. The character, Bucky, who is the friend of captain is the most friendly character in this movie for three reasons.
Every child has individual and unique needs which need to be met for the child to develop. Ways in which a practitioner can meet these needs are by,
It is vital that in any setting there is good and clear communication between a setting/early years practitioner and the parents. By working together, it gives each child the best possible chance to develop to their full potential. In an early years setting it is imperative that they have an environment that is set up to support physical development. Practitioners can support parents in many ways to help with further development at home (Spencer, K, & Wright, P. 2014).