By Ute Ward
This booklet explores the ways that Early Years practitioners paintings with mom and dad and households to augment teenagers s improvement, studying and overall healthiness. It explores the necessity for shut partnership operating among employees and households, deals examples of excellent perform and encourages mirrored image and dialogue of the problems concerned. The publication will pay specific realization to the factors required to realize Early Years expert prestige yet is of curiosity to anyone operating in an Early Years atmosphere or learning on Early adolescence courses. Read more...
content material: The position of the guardian in a kid's lifestyles mom and dad - and what we predict approximately them The child-parent-EYP triangle Partnership operating - concerning mom and dad on your surroundings Partnership operating - whilst mom and dad aren't on your environment the educational Partnership whilst Partnerships get tricky past the triangle
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Additional resources for Working With Parents in Early Years Settings (Achieving Eyps)
The Pen Green Centre in Corby has for many years worked very successfully with parents and children. They realised at an early stage that staff members who were less experienced in working with adults found it difficult to engage parents in children’s learning and addressed this with extensive and supportive staff training and development schedules (Tait, 2008). Rodd (2006) agrees and sees the lack of training in working in partnership with parents as a factor contributing to the anxiety and frustration many Early Years practitioners experience when engaging with parents.
Parents were seen as consumers of a service and Early Years settings began to work towards meeting their demands and wishes. At this stage parental involvement focussed on consultation and discussion of policies and procedures. In the 1990s the belief that parents had the right to control decisions that affected their children became embedded, leading to a demand for effective participation and active management by parents. The 1980s and 1990s also brought the recognition that parents were experts as far as their own children were concerned, leading to the Government expecting Early Years settings to work in true partnership with parents (Rodd, 2006, Arnold, 2008).
Lisa asks which material Theresa liked best and what Magda thinks she might like to explore next. They agree that next time it would be good to compare wet and dry sand, and look at different materials like felt, sandpaper and sponges. This would allow Magda to enforce some of the words learned in this session but also to introduce Theresa to new textures. F E E DBACK Lisa supported Magda to extend Theresa’s learning during this session and through developing the dialogue with her they can now work together to support Theresa’s development – Lisa by ensuring that relevant activities are available at the next session and Magda by enforcing the new words learned during this visit.
Working With Parents in Early Years Settings (Achieving Eyps) by Ute Ward