Unit 5 - Principles Underpinning the Role of the Practitioner

Topics: Nutrition, Obesity, Childhood Pages: 13 (5102 words) Published: February 6, 2013
| 2012|
| Barnet College
Andrea Fernandes

[The principles underpinning the role of the practitioner]| |

The principles underpinning the role of the practitioner working with children Section 1 – Maintaining professional relationships in the multi-professional team E1: Describe the responsibility of the practitioner in professional relationships: “Professional,” means engaging in a given activity as a source of livelihood. It also means being an expert and having or showing great skill. Practitioners are more likely to develop good relationships with colleagues and children if they are able to demonstrate professional standards. “Professional practice is the skills that will be required of you to develop in order to work effectively with children. These include understanding your role and responsibilities, the ability to establish and maintain good relationships with children and colleagues, and communication skills.” (Tassoni P, 2007:10) Being reliable means that staff and children begin to rely on you, for example practitioners may plan activities or meetings and expect you to be there to assist or supervise children. Reliable means doing what is expected of you and this can include working as a team helping each other and being on time and honest. It can also include being hard working and consistent as this shows your enthusiasm towards the job role. It is important to be reliable because children can get attached to you and start counting on you to be there. Punctuality is crucial in all jobs but especially when supervising children. It is important to be on time consistently which shows you are dedicated to your job. A good example of this is a parent may not be able to leave for work until you arrive in the setting, or a setting may not be able to open if the right ratio of staff is present. Flexibility is essential as practitioners should have the ability to meet new ideas and initiatives with openness. They should be able to adapt to different teachers approaches and be flexible about the hours that they work or tasks that are given to them. For example, a practitioner can help with a Year 3 display if they are always working with reception. This shows that they can be helpful as well as outgoing. Being a good listener is highly important when being a practitioner. Using eye contact and lowering yourself down to the child’s level will make them feel as if you are talking to them and not at them which will not intimidate them. Practitioners should be supportive and non-judgmental. Good examples include repeating back what the child has said to show you are listening, commenting and asking further questions using body language; practitioners should not interrupt or change the subject. “You need to show children and young people that you are interested in what they have to say. By looking (not staring) at a child or young person, you show them that they have your full attention. Sometimes, during a conversation, they may look away or down and this may be a sign that what they are about to say may be uncomfortable or difficult for them.” (Tassoni P, 2007:139) (356 words)

E3: Explain the value of a multi-professional approach when working with children and parents: Multi-professional working requires people from different professions and agencies to work together towards meeting the needs of the child. There are a very large number of organisations that support children and their families that may be involved in multi-agency working. In order to work effectively with other agencies, it is important to have an understanding of what they do and how they support one another. “...professionals can share knowledge about the family’s needs with each other so that parents do not have to be asked the dame questions over and over again. It also means that professionals are aware of each other’s role in supporting the family and so conflicting advice or timings of appointments can be minimised.”...
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