Unit 5: the Principles Underpinning the Role of the Practitioner Working with Children

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Unit 5: the principles underpinning the role of the practitioner working with children.

E1)

An early year’s practitioner has several responsibilities in their professional relationships with children, colleagues, parents and various other professionals. The responsibilities a practitioner has to children are to ensure that their individual needs are met regardless of their individual prejudices, views, preferences and opinions. According to the children’s Act 2004 the child’s welfare is paramount therefore; the practitioner must ensure that they implement the health and safety policy within the setting to ensure that the child is kept safe at all time. The practitioner should respect and value the child’s choices and wishes as well as put the needs and rights of the children and their family first.

When working with parents as part of a professional relationship the practitioner should ensure that they work in partnership with the parents of the children. By working in partnership with parents the children will be able to meet their needs as their parents will be more aware of what these needs are and what can be done to meet these needs. According to www.teachernet.gov.uk/wholeschool/familyandcommunity/workingwithparents/ ‘Research increasingly shows that when parents are involved with their child's education, children do better. Parental involvement is therefore an important lever for raising children's achievements.’ The practitioner must recognize that the parent or guardian of the child knows the child best therefore any information that the parent could give to the practitioner such as the child’s preferences can help with the practitioners practice and meeting the child’s needs.

When working with other professionals within the setting the practitioner has the responsibility to work together to meet the needs of the child. This can be done as the practitioner, colleagues and other professionals will be able to support each other and using their individual skills and strengths.

E2)

There are numerous ways in which professional relationships can be maintained. For example maintaining confidentiality is an important factor when it comes to maintaining professional relationships. It is essential that any information about children and their families are kept confidential to ensure that the level of trust is maintained between the practitioner and the parent. If trust is not established between them then it is unlikely they will form a good working relationship. Information shouldn’t be shared as part of the Data Protect Act.

Within any professional relationship such as parents and practitioners it is essential that communication is both effective and clear. Parents and practitioners may need to communicate when discussing child needs at [aren’t teacher meetings or if the parent has any concerns about the child. Information that is shared should be clear to ensure that the other individual understands what is being said and does not get the information wrong. E3)

A multi agency team is a team of professionals that have different skills or training that work together to help meet the need of a child. Individuals who may work as part of a multi agency team are the practitioner, social worker, speech therapist or a health visitor. Working as part of a multi agency team can be very valuable when working with children and parents. This is because working as part of a team can provide many benefits for the children, parents and other practitioners.

Children can benefit from a multi-agency team as their needs are more likely to be met with the help of other professionals. It can also improve on the child’s outcome. This can be done as the professionals will be working together with their different training and skills. For example if a child has a speech difficulty the practitioner can work together with a speech therapist to help that child. Parents can benefit from multi agency team working as...
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