Task 1

From a young age, I have always wanted to work in the Education field and see how practitioners play a huge role in children’s life. Throughout the years, I have been involved in early years’ settings which have been a great experience and opportunity to work with children and alongside practitioners and teaching assistants. I have enjoyed helping others reach for success as I have always been passionate and wanted to look into children’s education and helping others. Having younger cousins allowed me to gain an insight working with children.

The first time I started to work with children was in secondary school. I had a two week work experience which was a great opportunity as I worked with reception aged children and year one children. I enjoyed working with reception aged children more as they were enthusiastic and engaged also their behaviour enlightened me. One thing I picked up during this work experience was the attachment children had with the practitioners and teachers, the children had a close bond with the teachers which allowed me to go into the field of teaching. This work experience involvement allowed me to see how children are holistically developing. emergent mathematical and literacy skill are key aspects to the Early Years Foundation Stage and children and developing on their learning. As the practitioners helped me and explained what the roles and responsibilities are and it helped me gain knowledge. Working in settings has really enabled me to look closely into the development and behaviour of children and observe closely the way they behave and respond to certain situations. As every child is unique and show their emotions in different ways, comfort is essential as well have having a close bond with a practitioner.

My passion and interest allowed me to choosing the pathway to early childhood through personal life as I have many younger cousins and they are a great influence to study and observe how they develop physically, emotionally, mentally and socially. Every child matters and is unique to themselves as they are independent. It is important to respect children’s needs and thrive them with success to gain a positive outcome.

Within the two-year college, CACHE Level Three Childcare course I have also been in placement so I have worked with children from ages 3 months up to 5 years. Early childhood to me is a very important as the period from conception to birth to three years old is a significant phase of development. Working in a setting has allowed me to identify my own strengths and weaknesses as a practitioner. The past few months I have been working in a private nursery which has allowed me to gain more responsibilities as ensuring children are learning, playing and making sure they are safe are the key responsibilities working with children. It is important the setting is a rich environment for learning to ensure children get the best experience.

I chose this degree as I was passionate and interested in looking further into this particular degree as I wanted to broaden my horizon and gain knowledge on the depth of this course. Early Childhood Studies itself, the name has interested me and allowed me to find out more as it has intrigued me and want to embark on this course at this university. The course Early childhood has allowed to me look deeper into pursuing a degree in the Education field.

Task 2

Playing Outdoors- why outdoor play? Chapter 2

Outdoor play is an important aspect of a child’s play. It enhances children to allow them to get fresh air and do more activities requiring large body movements. Some Nursery and schools take children outside so they can experience outdoor play and allow children to have a run around getting fresh air. This chapter gives three different examples of how outdoor play is used in 3 different settings. The first setting was to allow children to race around while adults focus on something else.  The second setting focused on good weather as there was a replication of having same activities as indoors the same as outdoor, hence the uniqueness of outdoor play was not exploited as there was a lot of adult-directed tasks. However, the third setting was more open as the children could play outside or inside as the doors are wide open, the setting reflects on first-hand experience as children can play and do what they wish.

Outdoor environment is unique as it is different from indoors, there is more space and children are likely to have a go at something, also weather change makes the environment unique as they experience different seasons, atmosphere and open space. According to Katz (1995) children have more opportunity to have a go at something without having to worry about the consequences. Allowing children to have a go is an important learning characteristic. In outdoor play space is more open, the child has their own preferences, in what they want to play with. Playing outdoors can free the child’s body and mind. Outdoor play is more sustained as Vygotsky (1978) argued that play leads to higher level thinking as children are using objects in a symbolic way which increases their cognitive development.

Outdoor play offers challenges to allow children to explore and take risks in their learning. It is important to assess the ability and manage risk as well as knowing how to be safe outdoors. Risk assessment are vital in settings to ensure children are safe to play outside freely.

Imagination plays a huge art in outdoor play and children can use the space more effectively and use their imagination in symbolic play so children can play with natural resources and pretend to cook using leaves as the food they are making. According to Vygotsky Imaginative play is a central element of a child’s development.

Natural resources in outdoor play help children learn about the different types of insects and plants. Some children may be comfortable whereas some may feel it is dirty so would not want to go near it. Play is vital outdoors as children can embrace using their gross motor movements. Children control play and their movement outdoors as they decide the speed, the actions, challenge and use their imagination. Emotional and movement is closely linked as looking at the perspective of how children move through different emotions. Children can experience outdoor play in a context they believe is meaningful. They can experience first-hand experiences and challenge play opportunities to provide a rich learning environment. Overall, playing outdoors is important for young children as is has a huge impact on their child’s health and well-being.

Bibliography

Tovey, H 2007, Playing Outdoors, chapter 2 McGraw-Hill Education, Buckingham. Available from: ProQuest Ebook Central. [13 July 2017].

Kaufman, B S, (2012) The Need for Prentend Play in Childhood Development. Available at: https://www.psychologytoday.com/blog/beautiful-minds/201203/the-need-pretend-play-in-child-development accessed: 13/07/17

Task 3

Parental partnership

Parental partnership is a close trusting relationship with the key worker of the child. Frequent parent meetings are vital to show and gather an understanding of the child. From the start it is vital for the child to have a positive relationship with the carer. As parents are children first enduring educators, the parent knows the child the best. However, it is the practitioner’s role to make sure the child is settled in well and maintains a close relationship with the parent and child. Making sure there is a close partnership with the parent is vital as the child needs to feel safe in the setting and be able to go to their key worker if they feel upset or unhappy about something

It is important parent-teacher meetings are held often and feedback is given to the parent about the child on an everyday base, A summary of how the child was in setting and if there was anything unusual or any unusual behaviour about the child. As some parent may not have time for a discussion about the child they may be given a feedback sheet which has the progress of the child and what they ate, what activities they did and sleep and learning milestones. As some parents, may not have time to speak to practitioners on a day-to-day basis, a two-way diary is useful to write about the child’s behaviour at home and the setting, looking at the child’s understanding and learning milestones, interests and experiences. This enable both the parent and practitioner to know more about the child. Prowle, A and Stubbs,N , (2016).

Offering meetings for parents and practitioners is an opportunity for practitioners to share observations and look further into the child’s learning. Having meetings will be an opportunity to look at the child’s holistic approach to learning and ways in which the child’s learning could be enhanced and developed further. If there is a pattern of behavior or personal learning interest, the parent and practitioner can discuss to offer this experience at home as well as the setting to ensure the child is satisfied.

Folder work is essential as it focuses on the child’s development of learning. Summative records focus on the child’s learning and is covers by seven areas of learning. Daily evaluations and two-way diaries are a form of feedback to give to the parents, also meetings with the parent can be an ideal way focusing on when it is a suitable time to talk to the parent as work may correlate regarding the parent not having time.  Also, both the practitioner and parent can look at the progress holistically of the child at home and in the setting.

The continuum of relationships (Robson, 1996:73) is a checklist of how partnerships works with practitioners. It is important for the parent to be involved with the child for example by attending assemblies, attending parent-practitioner meetings, contributing to the child learning journey. Also, practitioners should encourage and develop the child’s learning through the seven areas of development. The second step will be to maintain contact between the practitioner and parent as meetings can be help and daily evaluations could be given to the parent regarding the child’s progress during the day. Being involved in the child’s setting could maintain a healthy relationship for example having lunch with the parent for Mother’s Day or Father’s Day shows a sign of involvement in the child’s life. Partnership is maintained both ways through the parent and practitioner, this is vital as it can be discussed to how the child is developing at the setting and at home.

Bibliography and references

Hornby, G 2011 Parental involvement in Childhood Education. Springer Science & Business Media

Prowle, A and Stubbs,N , (2016). Working with parents to support children’s learning |

Nursery World. [online] Available at: http://www.nurseryworld.co.uk/nursery-world/news/1080052/working-with-parents-to-support-childrens-learning.

Montgomery, C, Goodall, J (2013) Parental involvement to parental engagement: a continuum available at: http://www.tandfonline.com/doi/abs/10.1080/00131911.2013.781576 accessed 14/07/17

Task 4

Promoting children’s health and wellbeing is an important factor as the development of the child is vital. Ensuring children have a healthy lifestyle and will promote their well-being which will ensure they are satisfied. During the past decade, there has been a rapid growing interest in children’s well-being in the UK and internationally. McAuley and Rose, (2010). I chose to consider this lecture slide as it particularly interested me in how children’s well-being can be encouraged and promoted.

According to (Huppert and So, 2013) wellbeing has many positive consequences for example looking at the children’s effective learning, their productivity, health and their life expectancy to be longer. Well-being is taken as a serious issue as neglection of the child can cause various problems. Roberts (2010) thinks there are many different elements that are both separate but still bound together,

Going in to the definition of well-being, there are many possible ways to define wellbeing. One way to define wellbeing is ‘essentially contested’ meaning there are different ways to inhabit term of well-being. (Seedhouse 1995 In Camfield, Streuli, & Woodhead, 2009)

health and well-being is measured in various ways as it can be seen in a positive way or negative. Positive health and wellbeing is important for children to ensure they have all their needs met. The neds of the child can be met using Every Child Matters development matters which the settings use to track their milestones and what they are able to do and what they need to have a closer eye on.

UNICEF (2007:4) value children’s health and wellbeing and looks at their safety, material security, their education and social skills, also they look at the comfort needs and how they are valued in the environment and home.

Children’s rights is key to the concept of wellbeing which indicated and measures the focus on factors which provide children reach their goals and aspiration. Morrow and Mayall, (2009). Allowing children to choose their future is vital as the child will have a positive outcome in their health and well-being. The UN Convention on the Rights of the Child, (UNCRC, 1989) is where the child has their own rights to have a healthy lifestyle and healthy wellbeing.

In conclusion, I decided to choose this lecture as I was interested to find out about children’s health and wellbeing and how they can have a positive lifestyle. The comfort and needs of a child should be met for the child to have a healthy wellbeing. Going deeper into this topic of children’s health and wellbeing has elaborated my thinking on children’s health and wellbeing.

Bibliography and references

Huppert, F. A., & So, T. T. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indicators Research, 110(3), 837-861.

McAuley, C., and W. Rose. “Child well-being: Current issues and future directions.” Child well-being: Understanding children’s lives (2010): 207-218.

Morrow, V., & Mayall, B. (2009). What is wrong with children’s well-being in the UK? Questions of meaning and measurement 1. Journal of Social Welfare & Family Law, 31(3), 217-229

United Nations International Children’s Emergency Fund (UNICEF) (2013) Child well-being in rich countries: A comparative overview. Innocenti Report Card 11. Available online at http://www.unicef.org.uk/Images/Campaigns/FINAL_RC11-ENG-LORES-fnl2.pdf

Listening to young children

The lecture that I feel extended my learning was ‘listening to young children’. The reason why I feel that this module extended my learning, was because it taught me the importance of why listening to children, benefits children holistically. I feel that the lecture has not only improved my written work, but also improved my practical work within early years settings and working alongside children. When reflecting, I have noticed, I have improved some of my strengths and weaknesses, my weaknesses for this area, was observing a child whist communicating, I learnt the value of observing, waiting and listening to the child. Otherwise referred to, in speech and language therapy terms as OWL. Which is part of the Hanen approach programme.

Through completing the following module ‘Listening to young children’, I did research  on the areas I found interesting and wanted to find out more on. I reflected on my experiences as a Nursery nurse and thought about the times where I had to listen to children.  How I got down to their level and spoke to them in a calm voice, had good body language, considered every child’s individual needs, taking in considered ethnic backgrounds and made eye contact.

I believe if these steps are done within an early years setting, it can give not only a child, but their families a sense of belonging whilst allowing them to feel safe and secure and allows the child to have the best education, in a stimulating environments. “Listen to your children when they want to talk, have strong feelings or have a problem. Be open to talking about all kinds of feelings, including anger, joy, frustration, fear and anxiety…Learning the difference is an important step for a child learning to communicate.’’ ( why talking is important  2017)When thinking about listening to young children I asked myself a few questions; why is it so important to listen children? What might happen if this is not done? How can listening help a child to develop?

Electronic conversation

Hi Clare, so the lecture that I found the most interesting and that taught me a lot, was listening to young children. I feel like this specific topic would not just help me with my work that I have to do within my degree, but also my practice work as a nursery nurse and when I graduate.

Hi Hannah,
What did you learn from the lecture listening to young children?

I feel ‘listening to young children’ lecture extended my learning. The reason why I feel that this module extended my learning, was because it taught me the importance of why and how ‘listening to children’, benefits children holistically and if this doesn’t happen how it could impact on the child’s development, potentially even long term.

How could this impact on the child’s learning, I agree with what you are saying. I’m interested, in why you believe it would impact on the child’s learning?Within your practice as a Nursery Nurse when did you see this happen and what did you do?

As a nursery nurse or any other professionals that work with children or young people, listening to children or the young people is essential. You get to know about the child likes and dislikes and about the child personally. It is important, you take the time to listen to the child, to allow the child to feel valued within the setting and also this can help you plan activities, that the child will enjoy and benefit from.

That was very interesting to see your views, which again I strongly agree with. I believe listening to young children is significant within an early years setting.

Pound, L. (2006). How children learn From Montessori to Vygotsky – educational theories and approaches made easy. london: practical pre-school.

Tassoni, penny (2008) practical handbook. Edited by caroline low. 2008th edn. essex: penny tassoni.

Us, A., Us, C., Support, S., Support, P., Consultancy, L., EYFS, I. and News, E. (2017). A Unique Child – Early Years Matters. [online] Early Years Matters. Available at: http://www.earlyyearsmatters.co.uk/eyfs/a-unique-child/ [Accessed 23 Apr. 2017].

Raise Learning – Early childhood services (inc. LIFT, planning for the EYLF and the National Quality Standards). (2017). Learning Through Routines. [online] Available at: https://www.raiselearning.com.au/blogs/news/5863603-learning-through-routines [Accessed 23 Apr. 2017].

Anon, (2017). [online] Available at: http://www.earlyyearsmatters.co.uk/eyfs/a-unique-child/)http:/www.earlyyearsmatters.co.uk/eyfs/a-unique-child/) [Accessed 23 Apr. 2017

When we explore the meaning of parental partnership, what comes to our minds is the practitioner or other multi agency teams working alongside the parents. Parents have the right to play central roles, when making decisions for their children, so by the practitioner working in partnership with the parents, they can ensure that the child gets the best opportunity and education possible. Whilst feeling safe and secure with a stimulating environment. A strong relationship with practitioners and parents happens, when there is good professional communication between the two and they both listen to each other thoughts and opinions, on what they believe will help the child develop to their correct age and stage.  Parent and practitioner share a joint responsibility when it comes to the child’s well-being and education within the setting, as parents know their child best and knows the child likes and dislikes. The parent can help the practitioner plan activities that will best suit the child’s individual needs.  It is important for the practitioner to remember and consider that each family have their own beliefs. So, when working alongside different families the practitioner needs to try to meet the needs and respect these needs at all times. We live in a diverse and changing society and by the practitioner remembering this when working  with the parents it can help the child to develop holistically.

There are many ways in which parents and practitioners can work together, for instance, supporting the learning and development of the child, sharing information, contributing and making decisions and advocating different approaches and courses of action that can help the child development. By the parents and practitioner sharing this information with each other, it can benefit the child not just in their recent education but in their future education as well. Children benefits from having a routine and structure, by parents sharing information on the child routine and structure at home, it can help the child get use to a consistent pattern. Routine gives children a sense of security and helps children to develop their own self-discipline.

‘’Routines are important because they give children a sense of security and control over their environment. Children learn what to expect at various times in the day and as they begin to participate in these routines, they will experience a sense of control and satisfaction at being able to perform part of or all of the tasks associated with the routine.” (Listening through routine 2012)

Parental partnership is essential when meeting the needs of the children.  There are many different approaches in which parents and practitioners can take, to help a child develop within a safe, secure and stimulating environment for example, one to one meetings, verbally or non verbal, e.g. a written letter. These approaches may come to include multi agency teams, if the child needs extra support with their learning. ‘’The adult role is to identify and serve the needs of the children and to support their exploration.’’

There could be some barriers that could cause parental partnerships to not work correctly for the childs benefit. Lack of communication, this could either be from the parents first language, not being English, so therefore maybe a translator may be involved, or not agreeing with what is being said, so an multi-agency worker would be involved or another member of staff.  ‘’There is a strong emphasis on settings working in partnership with parents and other professionals to meet the needs of individual children and their families and on providing all-round, balance opportunities for development and exploration.’’

Pound, L. (2006). How children learn From Montessori to Vygotsky – educational theories and approaches made easy. london: practical pre-school.

Tassoni, penny (2008) practical handbook. Edited by caroline low. 2008th edn. essex: penny tassoni.

nutbrown, c. and clough, p. (2008). Early childhood education. London: sage.

I have chosen a chapter in a book called ‘Childhood Studies, A Readers Perspective of Childhood’.  The chapter I have chosen to write about is called ‘Children at Play’. This chapter focuses on the value of play for children, how play helps children to develop holistically and the different first hand experiences children can gain by playing and expressing themselves through play. This is why observing children playing is important and children as active players and social beings. The reason I chose this chapter, is because it underpins why play is important not just for the child but, also to us, as the adult. “Themes of children’s play are mostly influenced by their own experiences either first hand or second hand experiences, such as those who gleaned from television or stories.’’ (Nutbrown et al, 2008) This suggests that children can also  get second hand experiences when either watching a television programme, or storytelling and listening.

Observing children when playing is a fascinating experience, offering a window into the child’s life and the things that are important to the children themselves.  “Play is very fundamental to children, as it’s the most natural way into which children learn and develop new skills.” (Richard , A reader in perceptive of childhood, 2000)

Throughout reading this chapter it tells us that children are emotional beings and that they can progress and learn to control their emotions through play. Children lives are a social world and learning to play with other children and develop new healthy relationships with them, is important for their personal development.  ‘‘Emotions play a critical part in teaching and learning. We therefore need to make sure that early years settings are emotionally positive and supportive workplaces for all learners’’  ( How children learn , Linda P ,2006) Children learning to take turns and share is also important part, of their childhood. This can help a child throughout their life and future attachments that the child might make with other children or adults.

Tina Bruce’s, theory on play was influenced by Fiederich Frobel, Bruce believed that children do not learn through play, but instead practice what they have already learned on their play. Children learn from first hand experiences and by them having the chance to develop, extends their knowledge on their strengths and weaknesses  Tina Bruce believed that children make up rules in their play in order to gain control, rule making can allow children to develop on their independence  and to understand their boundaries. Throughout playing, children are given the chance to understand the world around them, play encourages creativity and imagination. Children attempting to define their boundaries through play. These are the enjoyments of play, open endless play, spontaneity, voluntariness’ and active engagements Jean M, Richard M children Studies,2000

Pound, L. (2006). How children learn From Montessori to Vygotsky – educational theories and approaches made easy. london: practical pre-school.

Tassoni, penny (2008) practical handbook. Edited by caroline low. 2008th edn. essex: penny tassoni.

nutbrown, c. and clough, p. (2008). Early childhood education. London: sage.

When reflecting on Early childhood studies I think about the development of the child. How a child develops holistically from birth to the later stages in their life. Each child is unique and I have learnt that in my practice as a nursery nurse, how important it is to remember this.  “Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured’’ (Early Years Matters:2017) I enjoy working with children and am particularly interested in continuing learning in this field. I find it fascinating to read about how a child’s brain develops from birth and thereafter the different stages of development a baby/child will go through. “The development of the brain begins in the first few weeks after conception….The neural tube continues to change, eventually becoming the brain and spinal cord. About seven weeks after conception the first neurons and synapses begin to develop in the spinal cord.’’ (The Urban Child Institute: 2017)

The mother/parent child interaction is very significant at the start of a baby’s /child’s life and this crucial relationship impacts on the baby’s development holistically, .e.g. a child’s self esteem or perception of the world. Early childhood studies explores the needs and experiences of children. As a qualified nursery nurse I have worked in the  public sector .e.g. children centre’s, schools, private sector. Where I have learnt that when overseeing a child provides you with a clearer understanding of a child’s strengths and weaknesses, including getting to know a lot about a child’s like and dislikes. There are many theories that talk about early childhood studies and look on the different ways children learn. For example, Skinner talks about how important it is for the child’s mother/parent/carer, to praise a child when showing positive behaviour.

I have chosen to embark on a degree to develop within my career and to enhance my own personal understanding of child development and increase my knowledge as part of my professional development. I have spent the last two years practising as a nursery nurse and I now feel it is time to embark on the next stage of my own professional development within early childhood studies. On my journey as a nursery nurse, I have worked with children from various backgrounds and I have found it particularly interesting working with children, who have either experienced domestic violence or are experiencing difficulty with learning. I have worked in a supporting role alongside a speech and language therapist, to deliver small group work to children experiencing speech and language delays. Through this opportunity I have learnt the value of observing, waiting and listening (OWL) following a child’s lead and adapting my interaction to meet that child at his/her level. Looking at a child holistically, waiting to see what the child does next then listening to the child on what they have to say.

I have a personal desire as a human being to do my best to work towards creating better opportunities, for children in need. For that reason, the passion within me to  continue to  learn, to develop and grow professionally, is something I look forward to and feel that this degree provides me with this.

The lecture that inspired me.

One of the key lectures from this module was listening to children after this lecture I found myself wanting to sit and listen to the stories of the children that I look after and understand the way they think about the things they see within the world. one of the key things that stood out for me was the common fraise “Indeed, a child was not even to be much in evidence to the eye.” (Shuttleworth, 2014) or in simple word children are to be seen not heard. This fraise was quite hard to believe, Having spent time with various children I found that to be very unlikely, it reminded me that children are not commonly known for their quietness and it made me wonder how they thought such thing could work.

The mosaic approach is one of the first approaches that I looked at and it has been used within different children setting as it has given guidance to practitioner on how they can better listen to children and use what they say in the way they teach and tend to each child. The mosaic approach regards children as experts in being children and that there views and experiences of life are and should be important. (Clark and Moss,2011)

I found that the notion of listening to children, although amazing and useful can be quite difficult and the government makes it clear that listening to children is very important, however, doing so is not as easy. As practitioners, you work with more than one child so hearing and listening to each child is quite hard and sometimes you may be working with children with disabilities who may have difficulties in communicating, this may make listening and understanding each child quite difficult sometimes the child has gone through abuse so they may not trust adult meaning they may not want to talk. It is hard to know whether they child is not speaking because of pressure, fear of consequence or because theres nothing they want to say. (McLeod,2008)

Malaguzzi who was the founder of the Reggio Emila preschool in Italy referred to the poem ‘hundred languages of children’ that described the many and unique ways children communicate. The Reggio Emilia pre school promotes the countless ways young children communicate. It is in the practitioners’ hands on how hard they work to give children the opportunity to be heard. (Clark and Moss,2008)

Overall, this lecture pushed me to see that listening to people despite their age is a technique that should be used within every form of job you learn so much by listening to people so how much more could we learn if we just listen to children. Children have a unique mindset that we used to have, their view on life could open doors that an adult would naturally over look. Listening to children doesn’t just benefit them but benefit us as adults.

REFERENCES
Clark, A. & moss, P. 2011. Listening to young children: the mosaic approach2nd ed., LONDON: National Children’s Bureau.

Clark, A. & Moss, P., 2008. Spaces to play: more listening to young children using the mosaic approach, London: National Childrens Bureau.

McLeod, A., 2008. Listening to children: a practitioners guide, London: Jessica Kingsley Publishers.

Shuttleworth, S., 2014. Jane Eyre and the rebellious child. The British Library. Available at: http://www.bl.uk/romantics-and-victorians/articles/jane-eyre-and-the-rebellious-child [Accessed July 9, 2017].

Parental partnership.

The topic I will be discussing is, what makes the parental partnership successful and why it is important to the growth of a child.

To be within a partnership is to have a relationship between two or more people where both parties work towards a goal that benefits both parties. (Soanes, Stevenson,2003) A parental partnership is ultimately the same as a normal partnership, however, the goal is for the child to improve and grow. There are many factors that can increase or decrease the success of a partnership, for example, family dynamic, culture, values, and environment. The importance of parent, practitioner relationship has become more significant over the years, it is expected that practitioners acknowledge the contribution of the parent or carers. (baldcock et 2009)

A child’s first place of learning is the direct environment they have within their lives.so for young children that would be their family. Those who are closest to the child are the one that will first have a strong effect on the childs growth, and as they go out into the world that will change to friends and teachers and other authority figures such as the police. (Bronfenbrenner.1996) The family is the first source of information meaning all information received will be used in the child first interaction with those outside that dynamic. This information can be key in helping practitioner connect with the child and understand why the child may do things differently or whether the child is sensitive to certain things. (Fitzgerald2010)

A true parental partnership is a service that is for both children and young people it should be partnership that listens to the needs of the child if we fail to listen to them the partnership fails.to have a successful partnership both parties must be willing to come together and accept the responsibilities of the growth of the child. (Cheminais,2007) Both parties have the responsibilities to up keep contact with each other without proper communication you may start to see holes in the way the child grows. For example, a child hit someone may be okay at home but at schools is frown upon.  Another thing that can further strengthen a partnership is the understanding of values, religion, culture, and financial status.  Knowing and understanding each can stop misunderstanding and argument between parent and practitioner. (Fitzgerald2010)

In conclusion, the childs well-being is set on how well these two individual parties work together if there is a lack of communication the person that is affect the most is the child. both education and social life are built within these two dynamics and can be the foundation to how the child sees the world.

References

Bronfenbrenner.U,(1996). The ecology of human development: experiments by nature and design. 1st ed. Cambridge: Harvard University Press.

Cheminais, R., (2011). Family partnership working, Los Angeles, London: sage.

Fitzgerald.D, ( 2004). Parent Partnerships in the Early Years. 1st ed. London ; New York: Continuum.

Soanes C, Stevenson A, (Ed.). ( 2003). Oxford dictionary of English. 2nd ed. Oxford: Oxford University Press.