Eymp1 Context and Principles for Early Years Provision †Parents as Partners free essay sample

The expectation of parent shall be address through discussion with parents with methodology followed in the setting and how it | |addresses and complements needs of parent and child. | |Information Brochures and Parents handbook: The goal of a handbook is to provide all the pertinent information related to setting, | |methodology followed, content of education, development techniques, parent teacher feedback mechanism and meeting frequency, quality of | |teacher and their qualifications, health and safety measures, administrative details such as fees, teachers contacts etc. Additionally, | |information about what parents need to provide on first day and on an ongoing basis shall be outlined clearly to allow parents to remain | |organized to ensure flawless inclusion of child in the new setting or beginning of term after break. | |Understand the views of parents: Parent is front and center for child and understanding parent is critical. Their views on education, | |methodology, development and care are useful to know about their needs and wants. We will write a custom essay sample on Eymp1 Context and Principles for Early Years Provision – Parents as Partners or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The culture and ethnic background helps teachers to know | |more about child and language preferences. | |Parents keeping records: Teacher shall gather as much information about child and teacher shall ask parent to complete a form about their | |child’s current interest and needs to help with the individual planning for the child. The observation sheet can be leverage to know more | |about child in situational questions For Ex. Child’s approach towards plays that are physical demanding. The observation sheet helps in | |developing a better plan for child and helps parent to correlate with plan and methodology followed in the setting. | |Inviting parent to setting: The objective is to build the relationship of trust and care offered in the setting. The trust building commences| |with how teacher deals in the classroom and how each child has been touched upon in each session. The parent would always like to see how | |developmental needs are addressed in the classroom. |Establishing and maintaining a professional relationship: Teacher shall always maintain their independent and professional assessment of | |child’s development needs. Professional relationship begins with having following set methodology of setting and providing unbiased feedback | |on development. Moment trust is developed at the outset of engagement then building professional relationship become relatively easier as | |opinion of teacher matters for parent and parent may willingly work with te acher on development. 3. 2 Review barriers to participation for carers and explain ways in which they can be overcome. |There are few barriers to participation for parent and teachers and they could be overcome through active communication and continuous dialogue. The| |partnership model of trust plays vital role to overcome barriers. The relationship of trust leads to providing constructive feedback while raising | |concerns without prejudice. This includes providing feedback and sharing concerns such as: | |A child has a special educational needs based on behavior pattern demonstrated in the setting | |A child is falling behind class due to lack of sufficient support and help at home or that his or her needs are being neglected | |A child is malnutrition and lacks drive to engage in physical activities | |Parents becoming angry or upset: When parents become upset almost because they are under emotional stress or non receptive to feedback for their | |loved ones. Parents always love their child and often times they do not want to engage in dialogue and will get upset and angry. These situation | |demands calmness from teacher and these are immediate reactions from parent. If parent is persistently angry then teacher shall consider seeking | |help from senior member of the setting to provide independent view of development of child. The objective here is to ensure that child development | |is not neglected due to reaction f ormation. |Parents and carers with other priorities: Sometimes parent have other pressing priorities such as job stress, long work hours, household work etc, | |which may lead to neglect of the child’s welfare. These type of parent needs extra time to meet teachers and would like to hear updates on their | |child development through email and other mode of communication rather than in-person dialogue. Teachers may have to accept the fact that parent may| |not act in desired fashion always and may have to be creative to address development needs through engagement during their free time and pre-booked | |open appointment slots for exchange of information. The positive attitude and understanding of parents problem helps in resolving the gap between | |parent and the teacher. |Parents and carers having prejudicial attitude: Occasionally a child in nursery will show discriminative behavior that has come from home environment| |or other play area setting. The child will display a prejudice behavior to other child or teacher this may create negative environment in the | |setting. The parents need to be clear that such views are not acceptable in early years setting and does not help in developmen t of other children. | |Differences in rules and expectations: Families have a range of approaches to the problem they face. These approaches may contradict what is | |expected in an early years setting or school. These approaches may come from ethic background or religious belief and does not necessarily align | |with principles of setting or teaching methodology. The best approach to difficulties like these is to build bridges between home and setting | |through education of parent on methodology and their engagement on reading texts that are useful. Teacher and parents can explain the child that | |there is a different role or expectation in the setting. | 3. 3 Explain strategies to support carers who may react positively or negatively to partnership opportunities. |There are various strategies that can be deployed in variety of situations to address positive or negative reactions of parent. The positive | |reaction can be leverage to further build trust to achieve more with child development while negative reactions can be used constructively to | |address heart of the problem in the mind of carer. | |It’s important to understand that not all parents wish to take part with working in partnership and some parents may react in a negative | |manner but by not putting any pressure on them it may result in them having a more positive attitude. Those parents who act in a positive way | |will tend to be more at ease with discussing their child’s progress. Some carers may find it difficult to accept their child needs assessments| |to identify possible learning difficulties. This can be helped with being sensitive and listening to any concerns the parent may have and | |offering lots of support and information and give plenty of time for discussions, explain that they will be informed about any changes and | |that their child will not be singled out. Involve parents and the child with details of what they should expect during phase of development. | |If parents/carers are still not happy get SENCO to offer advice and also the head teacher to offer support to the parents and staff. Parents | |tend to accept it more if it’s about their child’s learning but find it more difficult to accept if it’s about their child’s behavior. It’s | |important to listen to what the carers and the child are saying and trying your best to explain it in the best interest of the child. Explain | |that by getting outside agencies advice may help to staff and parents in the best ways to deal with the situation in order for their child to | |reach their full potential, and hold meetings in school if it’s more convenient for the parents/carers. | |In the complex situation the strategy to engage head teacher is useful to calm negative reactions and help in development of child. The | |strategy to share experience of successful development with parent in similar situation helps in empathizing in situations during negative | |reaction forming. |