Support of children’s development

Analyse partnership working in support of children’s development Over the past 20 years, it has become increasingly more common for parents to be more involved in their child’s education, whether this be toddlers or children in school, this is because it is shown that parent’s involvement can be one of the biggest influences in a child’s development. Therefore, it is important that parents are involved in their child’s education and form a partnership with their teachers and practitioners. Proof to show that children with paren’s which are more involved achieve higher grades can perhaps be represented by the statistics that children from an Asian background usually are the highest achievers and their culture focuses a lot on educational success and close families which are very involved in their children’s education.

To form a partnership with parents, practitioners could send questionnaires to all parents to understand each chiln’s learning styles, personalities, struggles and how they can promote their development through work, also every child could have a learning journal which can be a form of communication discussing what the child has learned and how this can be continued at home.

Pacey (2016). But, the best way for parents to make the most out of their child’s education is to be present in their setting and to be involved in the activities, this can promote their development in many different ways. Firstly, children whose parents are involved in their education will more likely achieve their full potential because when a child’s parents are interested, they’re more likely to be interested and this motivates them to do their best. Also, with the cooperation of the parent, the child will not only receive praise from their teachers but from their parents too which will encourage them to try their best and this will also grow their self-confidence.

It is important parents form a partnership with their child’s practitioners to maintain the child’s routine, this could be their meal time or nap routine but every child is different so it is important that the early years practitioners know every child’s routine at home so that they can match it at the setting, this is important because a routine makes a child feel secure and without this, a child can become confused or could become tired or cause them not to sleep through the night etc. Also, it is important they form a relationship so that they can discuss any worries about the child and the practitioners could perhaps offer help on issues which are affecting the child, for example, if a child is living in poverty, the setting may be able to provide recourses and if a child has a health condition, the practitioner needs to know about any complications or medication, doses and side effects etc.

Parent’s usually have a good understanding of how their child best learns, whether this be through observing others or through hands on activities, therefore, it is important that the parent communicates with their child’s early years practitioners so that they can provide the work which will best suit their learning style and ability. Also, there can be up to 30 children between 1 teacher or carer in a setting and this therefore means the children aren’t getting the best support and guidance because the teacher cannot focus on one child or meet every child’s needs at all times, however, with the help of their parents the children will always have someone to meet their needs. Although children spend the majority of their time at nursery or at school, often when parents don’t communicate with the teachers or carers, parent’s may not know what their child is learning, how they can help and how they are really progressing, but when parents work with practitioners they can understand how to enforce learning at home too.

Partnership is also encouraged because parents know their child best and the practitioner’s job is to teach so when they work together it achieves the best outcomes for the child, for example, every child is different but a teacher may only be able to set one task for the class which doesn’t meet every child’s needs and abilities but parents know the best way for their child to learn which means they can work with the teacher to reinforce work that is the best suited for their child.

Sometimes when a child first begins nursery or school they can be very anxious, which is why it is important that the parents and the child’s key person, discuss what to do if they become upset and how the key person can form an attachment with the child so they eventually feel secure. Also, parents can help promote their child’s social development by encouraging them to make new friends and to form a relationship with their key person knowing their parent is supporting them.