Unit 11 Supporting children and families D1) Describe how two different types of social care setting provide support for children and their parent/families Parenting group provide a lot of support they are designed to raise awareness about family issues and they help to build a better relationship between parents and their children’s. At parenting groups they give support to the parents with the concern they have. They help to give better communication skills and they encourage the parents to ask their child how they are feeling. A parenting group can provide families and children with the support, education and advice you need to help you overcome these problems. Parenting groups have experienced staff what will work with the parents and with the child/children helping them to develop strategies to improve your situation.
By becoming a member of our Patrick Henry PTA you can become an important part of helping to ensure that these plans become a reality. The PTA works to enhance our student’s educational experience by sponsoring enrichment programs and social events, along with support for our classrooms through the purchase of select supplies and equipment, as well as providing an opportunity for parental/guardian involvement and enhanced communication between parents and school staff. Your participation is the key to our success. We invite you to get involved and be an important part of this educational experience. Studies have shown that parents who are active in their child’s education can improve schoolwork, test scores, and behavior.
This point has been supported by evidence derived from numerous publications, which suggest that parents generally know their child the best, and are the main educator in the child’s life (Essa, 2007). Thus it is imperative that early learning practitioners use their role to encourage parents to be involved in their child’s learning, which can help to increase self-confidence in parenting and support feelings of belonging and inclusion in their child’s development. The implementation of partnership with parents as a part of my workshop plan provides additional resources for the nursery’s learning community (Eldridge, 2001), as knowledge gain from such interactions can allow early learning practitioners to gain greater understanding of family cultures, an increased appreciation of parental interest in helping their children and a deeper respect for parent’s time and abilities. Successful
Families, along with their children, are the program” (Menza-Gonzalez, 2009). Educators who understand child development in perspective to family and community rely on competency to organize an early childhood program which incorporates effective developmentally approved practices which incorporate family and community into the “whole child” approach. “School readiness is, of course, a concern for everybody, but professionals with a child development back-ground often come at it from a different angle than some other professionals and families by recognizing that social-emotional development is vitally tied to cognitive development” (Menza-Gonzalez, 2009). Socially, a child learns to relate to family, peers, teachers and other members of the community through a range of human emotions, interactions, and transitions over the years of development. Emotionally, children
Good communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom. The more you know about children's academic, social, and emotional development, the more able you will be to meet their needs. Information about how well the children are progressing helps you to plan your teaching. You want the children in your care to feel successful and confident, but you also want to offer experiences that will help them to develop further. In addition, through initial screening and by checking the children's progress, you can identify those children who need special help or who face extra
I need to maintain this relationship each time I greet a parent/carer when they come into the setting, by asking how they are? What have they done over the weekend? This helps strengthen the relationship. To gain and share information By maintaining relationships I can gain and share information with families, other professionals, children and work colleagues. Information I gain and share will help in the way I work.
‘Getting communication with parents in early years settings right, is one of the most important aspects of working with young children. If it is done well, then children, their families and the organisation will flourish. Researchers found that the most effective settings, shared child-related information between parents and practitioners, often involving parents in decisions about their child's learning’. Early Years Update (2006, page no.). It is crucial to have good communication as it is used everyday in the Early Years Setting to convey information, receive important information, instruct, persuade, request, teach, develop and much more.
Therefore, working parents should give careful consideration to the facility and the people that will be spending a large chunk of the day with their children to ensure a positive outcome. Childcare facilities should offer group time and individualized support for language development. A teacher's experience and education can play an important role, as well as the amount of time devoted to reading, the physical environment and the ratio of children to teachers. Higher quality child care is associated with better language development. Community The community in which the child resides can
EARLY CHILDHOOD PEDAGOGY The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning. When educators establish respectful and caring relationships with children and families, they are able to work together to construct curriculum and learning experiences relevant to children in their local context. These experiences gradually expand children’s knowledge and understanding of the world. Educators’ professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences.