The Principles Underpinning the Role of the Practitioner Working with Children

Topics: The Child, Childhood, Confidence Pages: 12 (3682 words) Published: March 3, 2013
The principles underpinning the role of the
Practitioner working with children

The practitioner has many responsibilities to maintain in a professional relationship. One of the main responsibilities of a practitioner is to care for and educate the children. The practitioner also has the responsibility of keeping the chid safe and making sure the child’s personal details remain private and confidential.

The practitioner should also work with other colleagues as part of a team. This is to provide a quality service for the children and their parents. A responsibility of the practitioner is to also work with parents as partners as they are the primary care of the child. The practitioner should communicate with the parents through letters, phones and also reports. Another responsibility of the practitioner is to work according to the principles of the setting and codes of confidentiality.

There are many issues which contribute to maintaining a professional relationship with children and adults. One of the main issues is keeping information about children and their families confidential because keeping their information confidential can keep it safe. This is because if a child and his/her family’s personal details were not kept private it could cause the parents to lose their trust in the practitioner and being able to trust a practitioner is a key principle for the children.

Communication is also essential in maintaining relationships. Whether it is with parents, colleagues or children, communication is very important. Communication with parents contributes to maintaining a professional relationship because if the parents feel lack of communication then they may feel a bit shy to talk to you which will cause a problem when meeting the child’s needs. It is important that the key worker is being friendly and welcoming to the parents as this can make the parent confident to talk to someone regarding their child. If a parent feels shy to talk to the key worker it is important that they communicate with the parent in different ways. This could be through written communication. When the parent is talking it is vital that the key worker is listening actively.

It is also important for the practitioner to effectively communicate with the children. This can be done by asking them questions and actively listening when they are talking to you. It is important to communicate with the children because it can make them feel valued and they would feel confident to come and talk to you.

Communicating with colleagues is also important as it allows views and experiences to be shared. It is important when communicating with anyone that you speak clearly and say exactly what you mean to avoid conflict. Conflict is often caused through miscommunication and/or lack of confidence.

A multi-professional approach is different professionals working together for the sake of a child. The professionals could include speech therapists, social workers and respite carers. There are many benefits not only for the child but also for parents and other practitioners.

Some of the benefits to the child is that all of the needs of the child are met as the multi-disciplinary team has different professionals working together. This allows all the professionals to share his/her expertise for the child. The multi professional approach is a cause for the success of the framework Every Child Matters (ECM). This is because no child will be excluded or at a disadvantage. For example if a child has learning difficulties then the practitioner would work with a specialist teacher to support the child and help him/her reach their full potential thus improving their learning outcomes.

Also an early intervention on the child from all professionals allows the parent and other practitioners what the child needs help on etc.
A multi- professional approach also benefits the parents and practitioners. When working in a...
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