Early_Year_-_Communication

Collaborative work in an early childhood setting is essential. A relationship based on respect and trust between staff, parents and the child is salient. The parents will benefit from peace of mind knowing that the carer is a complimenting factor to their child’s holistic development by helping the child use his/her potentials according to his/her abilities. It is a thriving factor to all when parents feel welcome in the early childhood setting and encouraged to join in the child’s life at school (Bruce & Meggitt, 2006). The presence of parents in class means having more adult attention in the setting. This extra attention benefits the child and setting while at the same time helping the carer’s job. Carers and parents should work together along an agreed schedule that involves the input by both sides (Blatchford & Meighan, 2003). Through Urie Brofenbrenner’s micro-system, like in an early childhood setting, participation of significant others who are capable of maintaining lasting, harmonious relationships augments child development (Charlesworth, 2002). When group effort transpires between all significant people in the child’s life, there is a greater probability that the child will progress with positive collaboration skills throughout his life (Peisner-Feinber, et al., 1999). Collaborative work ensures that the development of the child is not staccato, but all contribute to his/her wellbeing (Beaver, et al., 2002). Team work is needed for a setting to succeed. The early childhood settings will profit where there is a good level of dedication, commitment and the effort of staff (Blatch & Manni, 2007). When all team members aim for the same target the goal is easily reached (Curtis & O’ Hagar, 2003). The purpose of collaboration in the early years setting must have as a focal point the child him/her self, ensuring that the child’s input is evaluated and given the due attention. An early childhood setting must invest in staff who is dedicated to work with kids, having all the required training and knowledge and who are willing to contribute in a constructive environment. This it is a hallmark for the setting to succeed. When working in a team it is important that staff is able to make constructive criticism of each other, building on each other’s strengths and learn to respect and trust one another (Bruce & Meggitt, 2006). Team work can benefit the setting and staff by reducing stress on all persons involved (Tassoni, 2002). When teamwork is undermined, staff, parents and children are going to be at a disadvantage. If a setting is not constructive and team work is lacking, it will influence badly both on the setting and staff. Staff working in an unconstructive setting will gain no job satisfaction. When the parents are missing that sense of trust they are going to feel less confident and welcome in the class/setting. If there is no communication between significant people in the child’s life the child is not going to benefit as much as he/she could from the early childhood setting and this will show the poor quality of the setting. Such a setting will influence negatively on the child’s development and all persons involved in the early childhood classroom (Blatchford & Manni, 2007). Effective teamwork helps the teacher develop new strategies regarding new plans of action in accordance with the child’s development, build up new ideas and review the child’s progress (Beaver et al., 2002). Teamwork can help to smooth the transition from home to school and minimizes the initial trauma that some children experience when setting their first steps in the early years setting, this benefiting both the child and the parents. A good example of teamwork is ‘The Reggio Emilia Approach’, a ground breaking emergent curriculum which originated in northern Italy. It underpins the importance of teamwork between parents, children and staff. This incorporates the teacher’s ability to receive, discuss and evaluate through constructive criticism from significant others in the child’s life, leading to implement a feasible plan of action leading to the child’s highest level of his/hers holistic development (Edwards, Gandini & Forman, 1998). One should consider the child to be at the core of an effective team in the early years setting benefiting from adult empathy and support. This can be a complementary factor to help the child’s social development. Team members must share relevant observations, which afterwards must be discussed and analysed in depth by all adults in order to elicit the best plans to be implemented for the child’s developmental benefit. This is the hallmark of any successful early childhood programme/setting. The child’s voice should be considered salient and a determining factor, pointing the way forward towards a productive and rewarding childhood which will pave the path to a flourishing adulthood (Charlesworth, 2008). References: Beaver,M., Brewster,J., Jones,P., Keene,A., Neaurn,S. & Tallack,S. (2002). Babies and Young Children:Book 2: Early years & Education. Cheltenham: Nelson Thornes Ltd. Blatchford,I.S., & Meighan,R. (2003).A sociology of education. 4th Edition. London: Continuum. Blatchford,I.S., & Manni,L. (2007). Effective leadership in Early Years Sector – The eleys study. London: Institute of Education. Bruce,T. & Meggitt,C. (2006). Childcare & Education. 4th Edition. Oxon: British Library Cataloguing in Publication Data. Charlesworth,R. (2008). Understanding Child development. 7th Edition. Pennsylvania: Thomson Delmar Publishing. Curtis,A. & O’Hagar,M., (2003). Care & Education in early childhood: A student guide to theory and practice. London: Routledge Falmer. Edwards,C., Gandini,L. & Forman,G. (1998). The hundred languages of children: The region Emiglia approach- Advance Reflections. Westport: Ablex Publishing. Peisner-Feinber,E.S., Burchinal,M.R., Clifford,R.M., Culkin,M.L., Howes,C., Kagan,S.L, Yazejian,N., Byler,P., Rustici,J. & Zelazo,J., (1999). The children of the cost, quality and outcomes study go to school: Executive summary. Chapel Hill: University of North Carolina at chapel hill, Chapel Hill: FGP child development centre. Tassoni,P. (2002). Diploma in Childcare and Education. Oxford: Heinemann Educational Publisher.