To have a good key worker role you will need to be “friendly, show attention patience, reliable, observant” and have good “communication” skills. (Tassoni, 2007, page 98)
Many children will have to cope with transitions. These may include staring school, having a new sibling or separation of parents.
When a child is staring school parents can support them by “reading books on topics like staring school” (Tassoni, 2007, page 102) or practitioners can arrange a visit to home before the child start going to school. By visiting home it will allow practitioner to know the child interests and get to know the child parents as well and also it will allow the child to get to know the practitioner. Children “ may feel nervous about starting school for the first time” (http://childparenting.about.com)
When a child coping with a new sibling arrival, practitioners can support them by spending more time with the child, to make the child feel secure, by spending time more with the child will give the child “opportunities to talk about how they are feeling” (Tassoni, 2007, page 105) but as “time goes by, and the children are able to interact and start to play together, feelings of resentment usually tend to fade away” (http://www.mentalhelp.net) also practitioners can support by “Read books about new babies” (http://www.ccerensselaer.org)
When a child coping with their parents separation. Practitioners can support them by spend time with them, this will give the child an opportunities to talk about how they are feeling, the child may feel “stressful, sad, and confusing, at any age, children may feel uncertain or angry at the prospect of mom and dad splitting up” (http://www.helpguide.org/mental/children_divorce.htm) Also it will give practitioners an opportunities to find out how the child is feeling.
Children “separating from their primary carers is a big step” (Tassoni, 2007, page 96) it is important that practitioners understand how a child are likely to react to this transitions.
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