Task_7_Eymp_1.1

EYMP 1.1ac[1.1] Explain the legal status and principles of the relevant early years frameworks, and how national and local guidance materials are used in settings. The government is interested in the care and education of children and it realised its potential impact on children. The four nations that form the United Kingdom have slightly different approaches to the planning and delivery of early years education and all the four nations are quite at the beginning of working with their frameworks. In 2008 in England the EYFS has appeared and it introduces the statutory curriculum for children under 5 years of age who are cared for or educated outside their homes. In consequence the framework applies to nurseries, pre-schools, schools, child-minders, after-school clubs etc. and the way they are funded is of no relevance in the appliance of the framework. The EYFS does not only apply as an “education programme”, but it also incorporates the welfare requirements. In England, there are six areas of learning which practitioners must plan for: * Creative development; * Personal, social and emotional development; * Communication, language and literacy; * Problem-solving, reasoning and numeracy; * Knowledge and understanding of the world; * Physical development. At the end of their reception year, children are assessed by their teacher who will complete an early years profile that consists of “thirteen different scales that link to the early learning goals from the areas of learning”. But although there are some differences in between the way the government of every nation deals with early learning education, there are also some common features: * Partnership and involvement with parents; * Learning through active play; * Need for children to have opportunities for child-initiated and adult-directed activities; * Education programme is to be delivered holistically although divided into areas of learning; * Importance of assessing children’s individual needs. As another difference in between the statutory nature of work with children under 3 years, only England has a statutory education framework for these children, while the other nations have only good practice and recommendations for under-threes. In the new EYFS “seven areas of learning and development replace the previous six areas, grouped into two categories – prime areas and specific areas. The prime areas are important because they lay the foundations for children’s success in all other areas of learning and of life: * Personal, Social and Emotional Development, which deals with aspects as: Making relationships, Self-confidence and self-awareness, Managing feelings and behaviour * Physical Development, which deals with aspects as: Moving and handling, Health and self-care * Communication and Language, which deals with aspects as: Listening and attention, Understanding, Speaking The specific areas provide the range of experiences and opportunities for children to broaden their knowledge and skills: * Literacy, which deals with aspects as: Reading and Writing * Mathematics, which deals with aspects as: Numbers and Shape, space and measure * Understanding the World, which deals with aspects as: People and communities, The world, Technology * Expressive Arts and Design, which deals with aspects as: Exploring and using media and materials and Being imaginative - http://www.optimus-education.com , www.education.gov.uk “The prime areas begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas continue to be fundamental throughout the EYFS. The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning.” - www.education.gov.uk “The relationship between the three prime areas of learning and development were set out by Clare Tickell in her review of the EYFS framework in 2011. Personal, Social and Emotional Development supports: * Physical Development – a child who feels secure and safe is confident to expand the boundaries of exploration and is motivated to reach, move and test physical capacities. * Communication and Language within relationships that establish turn-taking, joint activity, a desire to communicate and understanding of shared meanings of words. Physical Development supports: * Personal, Social and Emotional Development – increasing physical control provides experience of the self as an active agent in the environment, promoting growth in confidence and awareness of control. * Communication and Language – a child who can effectively use the large movements, gestures and fine movements involved in speech is able to convey messages to others. Communication and Language supports: * Personal, Social and Emotional Development – a child who can communicate feelings, needs and ideas develops a strong sense of self and is increasingly able to relate to others in rewarding and appropriate ways. * Physical Development through describing actions (which increases conscious control) and through talk about health and the factors which influence it.” – http://www.optimus-education.com http://www.optimus-education.com www.education.gov.uk Hi, if you're in England the main framework is the early years foundation stage 2008.  The associated booklet - practice guidance and materials are for national use. Other guidance documents and materials may vary to your area and setting, if possible can you check & ask to see what's implemented or used in the setting' Information on the eyfs legal status can be read inside the statutory document: Quote: This document contains the statutory framework for the EYFS.  It sets out the legal requirements relating to learning and development (the early learning goals; the educational programmes; and the assessment arrangements) in Section 2 and the legal requirements relating to welfare (safeguarding and promoting children’s welfare; suitable people; suitable premises, environment and equipment; organisation; and documentation) in Section 3. The learning and development requirements are given legal force by the Early Years Foundation Stage (Learning and Development Requirements) Order 2007 made under Section 39 (1) (a) of the Childcare Act 2006.  The welfare requirements are given legal force by Regulations made under Section 39 (1) (b) of the Childcare Act 2006.  Together, the Order, the Regulations and the Statutory Framework document make up the legal basis of the EYFS. The requirements in this document have statutory force by virtue of Section 44 (1) of the Childcare Act 2006. | Source: pg 7 statutory framework document There are principles for working with children and young people within the eyfs and also as part of the sector's values - principles  Easier reads for the children's act can be found through the links on this thread. Level 3 handbook search on amazon, if you can request a loan copy you'll find it will also help and the search page will help find threads already made for the diploma, use words, phrases, reference criteria numbers to help return relevant information. Hth xx Weegy: The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young children's learning from birth to five years of age, as well as their transition to school. [ [ The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children's learning providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development. ] Expert answered|batotoy|Points 260|  EYMP 1.1ac[1.2] Explain how different approaches to work with children in the early years have influenced current provision in the UK. Although the framework is slightly different for every nation, the development of early years curricula has been significantly influenced by the Reggio Emilia approach, the Montessori approach, Steiner approach and High/Scope approach. 1. The Regio Emillia approach is an educational approach inspired by a group of pre-schools in the city and area surrounding Regio Emillia (Italy), which is focusing on the partnership with parents and children aged 0-6 years that are being involved in their education. The main features of this approach are: * Children need some control over their own play and learning with teachers acting as facilitator; * Children learn through using all their senses; * Children need to learn from and enjoy being with other children; * Children need a rich environment is that they can learn and express themselves in a multitude of ways. The influences of this approach on the curriculum are: * Practitioners are meant to provide opportunities for child-initiated play; * There is a theme entitled “enabling environments” that prompts practitioners to link about how rich the environments are for children; * There is an emphasis on sensory and outdoor play; * There is an emphasis on children learning through play with other children. Children are encouraged to develop their own ideas and theories about the world and will use these theories as a starting point for projects with other children and adults. Through these projects children will be able to prove or disprove their own theories. The image of the child is also very important in the Foundation Stage. The Foundation Stage aims to promote good self-esteem and confidence in young children; this means practitioners need to have a positive image of all the children they work with. One of the 'Principles for Early Years Education' in the Foundation Stage Document is:  "Early years’ experience should build on what children already know and can do. It should also encourage a positive attitude and disposition to learn and aims to prevent early failure." (QCA, 2000, p.11) Relationships are important they include: children with children, children with educators, educators with parents, educators with educators and the school with the community. These relationships are seen as 'reciprocal' 2. The Montessori approach is an educational approach developed by Italian physician and educator, who wanted to improve outcomes for children with disabilities. Montessori education is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development, as well as technological advancements in society. The practitioners are observers of children who can support their learning by making appropriate interventions. The heart of Montessori approach is “play with purpose” and equipment and resources have specific learning objectives and provide children with graduated challenge. The influences of this approach on the curriculum are: * Practitioners are meant to observe children individually in order to provide for their play and learning; * Practitioners are meant to ensure that children are sufficiently challenged in order to progress their learning; * The EYFS guidance gives suggestions as to what children need according to their stage of development. 3. Steiner approach “emphasises the importance of fostering children’s creativity and imagination, their understanding and exploration of the natural world and the importance of the practitioner as a role model.” In the Steiner approach, routines are a very important part of the education, along with adult-directed and child-initiated play; manufactured toys are not use as they are thought to inhibit children’s natural curiosity and imagination. “Formal reading and writing does not start until children are 7 years old and there is an emphasis on working according to children’s personalities.” The influences of this approach on the curriculum are: * Practitioners are meant to plan adult-directed play and provide for child-initiated play; * Play with natural objects is encouraged for babies and toddlers. 4. The High/Scope approach is a structured programme designed in the 1960's in the USA and is extended for use with babies and pre-school children. The approach was developed to gap the child's learning and everyday experience. Children are required to PLAN-DO-REVIEW as an institutional routine. They tell an adult what they have planned, carry out their plan and then in a small group with an adult and show how it went. High-scope is based on educational principles. These are: * Active learning: the child is encouraged to become an active learner and be involved in their own learning. * Personal initiative: the child is encouraged to use their own initiative to plan-do- review their learning, to undertake the learning experience and then to review the experience. * Consistency: high-scope believes the children need consistent, daily routines and organisation in the learning environment, which can help them to become confident and independent learners. * Genuine relationships: high-scope practitioners aim to bring warmth and trust to the children, respect and value their cultural diversity. * Appropriate curriculum: high-scope was developed through observations of the children and was designed to give key learning experiences. High-scope approach has a range of resources similar to the mainstream early years settings.  The influences of this approach on the curriculum are: * Practitioners are meant to provide opportunities for child-initiated play; * Practitioners are encouraged to talk to children about their learning. The Common Core represents six areas of skills, knowledge and expertise that are essential in the eyes of English Government for all the people who work with children. The Common Core has appeared after the death of Victoria Climbie, as a measure so that cases like this won’t happen again. The 6 areas are: * Effective communication; * Child and young person development; * Safeguarding and promoting the welfare of the child; * Supporting transitions; * Multi agency working; * Sharing information. “These areas underpin all initial training and form a major part of this qualification. The introduction of Common Core has affected the approach of settings working with children as it has encouraged greater multi-agency working and closer collaboration with other settings.” EYMP 1.1ac[1.3] Explain why early years frameworks emphasise a personal and individual approach to learning and development. Each child is an individual and is different. It is important to focus on the child’s individual needs as they develop at different rates and they are unique; children come from a varied range of backgrounds. So children have different needs and interests and require a range of different opportunities in order to achieve. The EYFS also stresses the importance of personalisation of learning and development experiences. They also stress the importance of observing a child and working with them on the basis of their personal development, that play is an important part of learning and that one size doesn’t fit all. “The EYFS stresses the importance of personalisation of learning and development experiences” and children learn through their play. When organising the environment, practitioners should always consider children’s age and their level of development. For example, in a setting that cares for babies, the environment should be changed, they should experience a variety of colours, smells, textures and noises, but they should also be offered some quiet time and have a main “base” room, but be moved in different areas within the room or be taken outdoors. Babies should also have access to robust toys that they can mouth and handle and to treasure baskets (which can cover many areas of development within the EYFS). And when babies start moving around they need enough space to move and a reason to do it, so push-along toys, cushions and other interesting toys are a must in the setting. Toddlers need environments full of provision, outdoors and indoors, they need quality sensory and exploratory experiences. Settings for children of 3-5 years organise their setting according to a mixture of play types. According to the EYFS the environment should provide high-quality child-initiated play, and children should be able to operate with a minimum of adult assistance. Sufficient resources should be made available for children. Indoors areas can be used for many different activities: * ICT (remote controlled cars and toys, gadgets, computer with appropriate software); * Resources to engage children’s curiosity put out with magnifying glasses, digital microscopes as part of Knowledge and Understanding of the World; * Role play area (themed, shop, petrol etc.); * Home corner with real life props (metal sauce pans, wooden spoons); * Small world play (dinosaurs, cars and trains); * Mark making (paint, felt tips); * Creative development (paint, fabrics, collage, clay, junk modelling etc.); * Musical instruments; * Sensory area (water, sand and dough, provided with props such as bottles, cups etc.); * Construction (lego, duplo, wooden blocks); * Problem solving and reasoning (jigsaw, puzzle, board games etc.). Outdoor areas can provide many play opportunities and different activities: * Role play area (themed, shop, petrol etc.); * Opportunities to create dens and shelter (fabric, tarpaulin etc.); * Opportunities for digging and planting; * Sensory area (water, sand and dough, provided with props such as bottles, cups, small world play etc.); * Natural world (bird feeders, plants growing etc.); * Wheeled toys (tricycles, scooters, pushchairs etc.); * Mark making (paint, chalk board, painting wall); * Loose parts play (objects that children can bring together to explore and play, like drain pipe, shells, cardboard boxes etc.); * Story area (where adults might read stories or books may be put out); * Opportunities to explore weather (windmills, wind chimes, shadow puppets). Apart from just setting up the environment, practitioners should also consider how well the areas are working in respect of extending children’s learning and development and encouraging high expectations of their achievement. This bit is also a must of the EYFS that requires an enjoyable and challenging environment that meets every child’s needs. Practitioners should also supervise how children use their play opportunities and consider if they are enough to gain concepts, practice skills and if the learning environment delivers all the six areas of learning, in consequence, new resources should be incorporated and the layout should also be changed, or more adult interaction should be added on a daily basis. Children respond well when they are praised and to positive expectations, so it is very important for practitioners to know their key children well and work sensitively with them. Practitioners should monitor children and make recorded observations that focus on what children are actually doing during a session. Also, “time needs to be spent reflecting on whether an environment is working for individual children. This means carrying out sensitive observations on individual children and considering how comfortable they seem and also how they engage with the environment. As children’s rates of development differ, it is sometimes possible to find children who need more challenge and others who would benefit from slightly different types of play opportunities and resources. It is also essential that practitioners consider whether children with additional needs or disabilities are able to benefit from what practitioners are providing.” It provides the backbone for growth of you people, and increases individuals learning experiences. The Victorian Early Years Learning and Development Framework advances all children’s learning and development from birth to eight years. [ It does this by supporting all early childhood professionals to work together and with families to achieve common outcomes for all children. In this Framework, the term ‘Early childhood professional’ includes any person who works with children between the ages of birth and eight years. It includes, but is not limited to, maternal and child health nurses, all early childhood practitioners who work directly with children in early childhood settings (educators), school teachers, family support workers, preschool field officers, inclusion support facilitators, student support service officers, primary school nurses, primary welfare officers, early childhood intervention workers, play therapists, health professionals and teachers working in hospitals, and education officers in cultural organisations. Appendix 1 describes the roles of these professionals in more detail. The Victorian Framework shares the vision of the Blueprint for Education and Early Childhood Development: Every young Victorian thrives, learns and grows to enjoy a productive, rewarding and fulfilling life, while contributing to their local and global communities. The Victorian Framework is informed by the principles of the United Nations Convention on the Rights of the Child (1989) and the Victorian Charter of Human Rights and Responsibilities Act 2006. The United Nations Convention on the Rights of The Child advances an image of children as subjects of rights and full members of society, capable of participating in their social worlds through their relationship with others. These principles are consistent with contemporary early childhood research. 2.3 When preparing environments for children, it is important to consider their age and stage of development. We also need to ensure that the experiences and play opportunities offered cover the areas of development outlined in the EYFS. We also need to consider whether the environment meets the needs of individual children. Children develop at different rates. Some children need more challenging activities while others may need a different type of activity or different resources. Observing individual children to see how the engage with the environment will help us to plan appropriately. Weegy: ]  EYMP 1.1ac[3.1] Explain the partnership model of working with carers. Parents have an essential role in their children’s lives and in their education. If in previous years the parents were handing the children to practitioners with the idea that they knew better what to do with their children, nowadays practitioners and parents are working together for better outcomes for children; they share information, ideas and thoughts about the best way forward for the children. Ways in which parents and carers are working together are: * The open door policy, which means that parents or carers do not need specific appointments to visit a setting, instead they know they are welcome at any time; * Observations and assessments – if in older days the records and assessment were kept secret from parents/carers, nowadays they are presented to them and they can contribute to them, as children behave differently with their parents and carers. In this way a child’s needs, interests and development are supervised much easier. Some settings may invite parents to observe their children; * Planning and decision making – setting use parents’ ideas and comments to organise their management or even the design the learning environment; * Working alongside practitioners, which means that parents are invited to participate in open mornings, drop-in sessions and generally helping out; some of the activities that begin in the setting may be carried out home by parents; * Practitioners learning from parents or carers, as they know the child best, they are able to teach practitioners how to work with their child, especially if the child is disabled or has a medical condition; * The emphasis on personal and individual environment – “the four frameworks in the home nations have many similarities as well as differences. All emphasise play as a medium for young children’s learning. They also all stress the importance of observing children and working with them on the basis of their personal development. This personalisation of learning is interesting and links closely to inclusion and diversity as it is increasingly recognised that a “one size fits all” approach does not work in the care and education of children.” A partnership model works around a theory of collaboration, understanding and communication. It's a way that helps to recognise how the best outcomes can happen for children when care, development and learning provision/a setting, a child, their parent/family/carers, other settings and agencies all work cooperatively together. A partnership model looks like this: Considerations to take into account for a partnership model are the potential barriers that could be involved: -- Communication & how to overcome those barriers - language, use & access to technology eg. phone, email, literacy skills -- Confidence & self-esteem - anyone with less confidence, sense of worth and value may feel uncomfortable/incapable of imparting their ideas, views and opinions.  -- Obligations of work - time, income all have a bearing on how active a parent/carer can be in a partnership model.  -- Learning disabilities and culture can impact on relationships with care providers as an expectation to work together may be unexpected, unfamiliar, cause suspicion & be unwelcome it is also possible an appearance of professionalism creates a barrier, anxiety & withdrawal.  -- Understanding equal opportunity, equality & inclusion in participation whilst this is a practice approach that may be extended to all it may not be taken up by individuals in the same way.  Evaluation methods, like feedback, survey and sensitive questionnaires can help identify areas a setting does well in, those for further investigation and aspects of provision that individuals enjoy being part of or can see a way to suggest improvement in. Breaking/breaching confidentiality in a partnership model can cause mistrust and impact negatively on the effectiveness of future engagement - oral, paper and electronically kept information; they all must be under the data protection act. Identifying needs via a partnership /multi agency document can happen though the Pre CAF assessment check list and CAF common assessment framework which is shared with appropriate agencies. Alongside the aims of home nation's early years framework - eg England's eyfs, Wales' foundation phase, NI's foundation stage or Scotlands prebirth-3 & curriculum for excellence, children's progress is seen to be greater when a partnership model of working together is supported: evidence based on EPPE project Quote: This finding indicates that what parents do is more important for the academic and social/behavioural development of their children than who parents are | source: abstract of technical paper 7 supports a joint or joined up approach. Check how your setting promotes an open door policy, involves, actively invites and works towards engaging parents/carers in the setting's planning and decision making processes.  How do you share observations - daily happenings, how parents/carers contribute & are part of all assessments & updates by letting settings know about development, interests, medical and dietary needs - data protection, confidentiality act & freedom of information.  Considerations to take into account for a partnership model are the potential barriers that could be involved: -- Communication & how to overcome those barriers - language, use & access to technology eg. phone, email, literacy skills -- Confidence & self esteem - anyone with less confidence, sense of worth and value may feel uncomfortable/incapable of imparting their ideas, views and opinions.  -- Obligations of work - time, income all have a bearing on how active a parent/carer can be in a partnership model.  -- Learning disabilities and culture can impact on relationships with care providers as an expectation to work together may be unexpected, unfamiliar, cause suspicion & be unwelcome it is also possible an appearance of professionalism creates a barrier, anxiety & withdrawal.  -- Understanding equal opportunity, equality & inclusion in participation whilst this is a practice approach that may be extended to all it may not be taken up by individuals in the same way.  In possible contrast maybe, to the view as to how behaviourist theory relates to positive reinforcement - operant conditioning that may be exerted over children's choice/motivation to participate, knowing that the less pressure adults feel exposed and obligated to, the more likely it is that they'll feel free and welcomed in taking part where and when they are able to. Evaluation methods eg. feedback, survey and sensitive questionnaires can help identify areas a setting does well in, those for further investigation and aspects of provision that individuals enjoy being part of or can see a way to suggest improvement in. Breaking/breaching confidentiality in a partnership model can cause mistrust & impact negatively on the effectiveness of future engagement - oral, paper & electronically kept information data protection act  If it helps there is guidance that supports further research on pages 164 and 221+ of the Heinemann level 3 handbook Parental rights on direct gov and the children's act 1989 Howard Gardner's multi intelligence theory. His frames of mind publication recognised the role of the parent as a child's first educator, providing physical and emotional influence. The town Reggio Emilia and the development of a philosophy and educational approach. Parent co-operative model for provision Commitee run preschool www.bernardvanleer.org Attachment theory - linked through psychoanalysis  Sigmund Freud 1856 - 1939 Melanie Klein 1882 - 1960 John Bowlby 1907 - 1990 Mary Ainsworth 1913 - 1999 Donald Winnicott 1896 - 1971 - transitional object The limit of children's resillience is in repeated disruption to attachments, when people leave or let them down. Barbara Tizard suggests roles for childrens well-being, physical and emotional development exist in significant others with a genuine commitment and continuity of interest in remaining present in a child's life - carers, adoption, looked after settings, foster parents, guardians, sibling care and parenting responsibilities carried out by other immediate and extended family members.  Key worker/person system Peter Elfer - google book preview Working together: * England's eys framework: eyfs theme of positive relationships, principle - parents as partners * Northern Ireland's - NI curriuculm foundation and areas of learning * Ireland's Aistear guidelines for good practice building partnerships between parents and practitioners. * Wales foundation phase - positive partnerships with home, learning and teaching pedagogy * Scotland's curriculum for excellence - parents as partners A health care model for the support of children - family partnership model CPCS.org.uk Parents/carers are stakeholders in thier children's education providers in that they are the ones who retain a continued presence after a setting has been left/provision ended. Multi-agency working, how partnerships promote links with agencies and parent/carers and mosiac approach.  Hth xx I am stuck on last question from this unit : "Some parents or carers are very keen to take advantage of partnership opportunities. How could you ensure that they remain positive about this'" I don't know where to start with it, can you pleas help me i, how does your setting maintain parent's enthusiam for working in partnership' Regularity of events: frequency maintains an interest. Don't turn people away: try to accomodate what's being offered. If it seems difficult work out what your restrictions are, the benefits of the offer and how a solution can be organised.  Type of events & requesting input: how do you know what parents want to be involved with' eg. their child/ren's development, health, well-being, fundraising, resource suggestion, skill provision, learning activities. Methods of contact: do you overcome communication barriers and fit means of contact to suit a parent/carer: email, txt, large print, audio, send newsletters, post events on a website, have access to resources written/signed for additional language needs. Request feedback: how do you guage thoughts and feelings on things about to happen, that have happened, plans for the future. Theres a fundraising planner here if it helps with ideas :)  Hth, best wishes xx Weegy: The partnership model works around a theory of collaboration, understanding and communication. Recognising how the best outcomes for children can evolve when care, development and learning provision, a child, [ their parent/family/carers including other settings and agencies all work cooperatively together. Check how your setting promotes an open door policy, involves, actively invites and works towards engaging parents/carers in the setting's planning and decision making processes. Share observations - daily happenings, how parents/carers contribute & are part of all assessments & updates - data protection & freedom of information. Considerations for a partnership model are barriers to communication & how to overcome them - language, use & access to technology eg. phone, email, literacy skills, time. Confidence & self esteem - anyone with less confidence, sense of worth and value may feel uncomfortable/incapable of imparting their ideas, views and opinions. Learning disabilities and culture can impact on relationships with care providers as an expectation to work together may be unexpected, unfamiliar, cause suspicion & be unwelcome it is also possible an appearance of professionalism creates a barrier, anxiety & withdrawal. Equal opportunity, equality & inclusion in participation whilst extended to all may not be taken up by individuals in the same way. In possible contrast maybe, to the view as to how behaviourist theory relates to the positive reinforcement - operant conditioning exerted over children's choice/motivation to participate, knowing that the less pressure adults feel exposed and obligated to, the more likely it is they'll feel free to take part where and when able to. Evaluation methods eg. feedback, survey and sensitive questionnaires can help identify areas a setting does well in, those for further investigation and aspects of provision that individuals enjoy being part of or can see a way to suggest improvement in.www.silkysteps.com/forum/showthread.php't=14329 ]  Auto answered|Score 1|debnjerry|Points 27825| User: 3.2 Review barriers to participation for carers and explain ways in which they can be overcome Weegy: Barriers to participation are factors that can cause difficulties for families who experience discrimination preventing them from accessing services, barriers include environmental, [ attitudinal and institutional. Attitudional and institutional are often those of practitioners, as they quite often worry as they do not have enough understanding of how to meet the needs of a disabled child etc, settings should not have these barriers and barriers can be overcome by training. Environmental barriers are for example steps lack of space and language barriers which can be identified and removed steps replaced by ramp etc. These needs should be assessed before a child starts a setting so that an individual plan of the childs/carers needs can be dealt with eg. translator brought in as to overcome language barrier etc.www.silkysteps.com/forum/showthread.php't=2870 ]  Auto answered|Score 1|sipichapie|Points 3134| User: 3.3 Explain strategies to support carers who may react positively or negatively to partnership opportunities Weegy: barriers to participation for carers most partnerships with parents run smoothly but sometime there can be a barrier in the way. [ A parent might not always have time to and feel guilty so this needs to be treated sensitively like making a parents session to suit their time. This parent session could have child care so making it easier to be involved. Other method for parents how lack time can be e- mails providing consent and security issues have been met may be a news letter. Learning journals and communication books are books that parents can take home and get information about what their child has been up to. Phone calls can exchange information too. Confidence on the parents behave may be they have had bad experiences of settings or interactions with other professionals. Sometimes it is best to let the parent make first contact then use all our communication skills to help this. Some people speak in another language or English is not their first language so encouraging a parent to bring someone who can help them understand what is being said this can also be needed in written formats but most computers can now change the language of written words. Disability can cause difficulties in the partnership the way to overcome these barriers are much dependent on the individuals need signing for deafness, large print for visual impaired, advocate .culture can affect this partnership anxiety can be caused for someone how doesn't know what is expected of them. We always try our best to create partnerships working with carers but there are people how wish not to be involved and we must respect their wishes. And they shouldn't be pressured into doing so. Sometimes stepping back can bring positive results. a more relaxed attitude can make cares feel more comfortable ad we might find out the reasons why attempts are not working. Parents are always encouraged to become more involved they could engage with other parents, give ideas. think this might cover it ]  Auto answered|Score .9806|Neon Aloo|Points 635| User: 3.4 Explain how effective multi-agency working operates with early years provision and benefits children and carers. Weegy: Multi agency working is different services, agencies, professionals and practitioners who work together to provide services for children and parents. These services are sometimes integrated together to offer a more effective care for young children. [ Children in the early years may have a wide range of needs and working together with other professionals can have a positive impact on the child’s health, development and learning. Professionals that work together with children and their families can share lots of information. They can agree which ways they may assess and plan for a particular child. Both children and the parents can be involved in any planning this will help the child to reach his full potential. It is also important that confidentiality is maintained at all times. By sharing information and all professionals concerned working together the outcome for the child can only be positive. www.silkysteps.com/forum/showthread.php't=13287 ]  Expert answered|sipichapie|Points 3134| EYMP 1.1ac[3.2] Review barriers to participation for carers and explain ways in which they can be overcome. Working in partnership may run smoothly, but sometimes barriers appear that practitioners need to overcome and be aware of. It would be ideal for parents to drop off and pick up their children and them having plenty of time to exchange information with practitioners, but this is not always the case, and practitioners need to adjust and understand, as parents may feel guilty of not having enough time for their children. Some good ways for exchanging information with parents are: * Parents’ sessions – but they need to take place when parents are available; in order to make it easier for parents, some setting may present a list of crèches or babysitter. * Home-link books – are well established and a good way for [parents and practitioners to exchange information, comments and ideas on a daily basis. Learning journals and communication books are books that parents can take home and get information about what their child has been up to. * E-mails – provided that consent and security issues are considered, this is a very good way of corresponding with parents; they can send pictures of their children while home or in outings, they may receive newsletters etc. * Phone calls – used as a substitute to a face to face conversation. Confidence on the parents’ behalf may be they have had bad experiences of settings or interactions with other professionals. Sometimes it is best to let the parent make first contact then use all our communication skills to help this. Some people speak in another language or English is not their first language so encouraging a parent to bring someone who can help them understand what is being said this can also be needed in written formats but most computers can now change the language of written words. Disability can cause difficulties in the partnership the way to overcome these barriers are much dependent on the individuals need signing for deafness, large print for visual impaired, advocate. Culture can affect this partnership too, as anxiety can be caused for someone who doesn’t know what is expected of them. Practitioners always need to try their best to create partnerships working with carers but there are people who wish not to be involved and they shouldn’t be pressured into doing so and practitioners must respect their wishes. Sometimes stepping back can bring positive results. A more relaxed attitude can make carers feel more comfortable and practitioners might find out the reasons why attempts are not working. Parents are always encouraged to become more involved they could engage with other parents, give ideas. hi lynne · An explanation of strategies that can be used to support carers who may react positively or negatively to partnership opportunities – its important to understand that not all parents wish to take part with working in partnership and some parents may react in a negative manner but by not putting any pressure on them it may result in them having a more positive attitude. Those parents who act in a positive way will tend to be more at ease with discussing their child’s progress. Some carers may find it difficult to accept their child needs assessments to identify possible learning difficulties this can be helped with being sensitive and listening to any concerns the parent may have and offering lots of support and information and give plenty of time for discussions, explain that they will be informed about any changes and that their child will not be singled out. Involve parents and the child with details of what they should expect and that if their child is put on an IEP that they can come off it at any time all information gained is confidential. If parents/carers are still not happy get SENCO to offer advice and also the head teacher to offer support to the parents and staff. Parents tend to accept it more if it’s about their child’s learning but find it more difficult to accept if it’s about their child’s behaviour. Its important to listen to what the carers and the child are saying and trying your best to explain its in the best interest of the child giving lots of advice and answering any questions they may. Explain that by getting outside agencies in they too can give advice to staff and parents in the best ways to deal with the situation in order for their child to reach their full potential, and hold meetings in school if its more convenient for the parents/carers.  hope this helps a little x i really got confused about the two questions don't know why. Thankyou for our kind help i really appreciatte it and more to the point i think i understand why i was fetting confused. You can answer some of the questions with the same answer. Help.....my assessor wants me to design a booklet that highlights what good quality multi agency work is , why is it expected by the eyfs + ECM, the benefits, importance , i also have to highlight the common assessment framework  etc for 3.4 why oh why did I start this course Weegy: Barriers to participation are factors that can cause difficulties for families who experience discrimination preventing them from accessing services, barriers include environmental, [ attitudinal and institutional. Attitudional and institutional are often those of practitioners, as they quite often worry as they do not have enough understanding of how to meet the needs of a disabled child etc, settings should not have these barriers and barriers can be overcome by training. Environmental barriers are for example steps lack of space and language barriers which can be identified and removed steps replaced by ramp etc. These needs should be assessed before a child starts a setting so that an individual plan of the childs/carers needs can be dealt with eg. translator brought in as to overcome language barrier etc.www.silkysteps.com/forum/showthread.php't=2870 ]  Auto answered|Score 1|sipichapie|Points 3324| User: explain strategies to support carers who may react positively or negatively to partnership opportunities Weegy: barriers to participation for carers most partnerships with parents run smoothly but sometime there can be a barrier in the way. [ A parent might not always have time to and feel guilty so this needs to be treated sensitively like making a parents session to suit their time. This parent session could have child care so making it easier to be involved. Other method for parents how lack time can be e- mails providing consent and security issues have been met may be a news letter. Learning journals and communication books are books that parents can take home and get information about what their child has been up to. Phone calls can exchange information too. Confidence on the parents behave may be they have had bad experiences of settings or interactions with other professionals. Sometimes it is best to let the parent make first contact then use all our communication skills to help this. Some people speak in another language or English is not their first language so encouraging a parent to bring someone who can help them understand what is being said this can also be needed in written formats but most computers can now change the language of written words. Disability can cause difficulties in the partnership the way to overcome these barriers are much dependent on the individuals need signing for deafness, large print for visual impaired, advocate .culture can affect this partnership anxiety can be caused for someone how doesn't know what is expected of them. We always try our best to create partnerships working with carers but there are people how wish not to be involved and we must respect their wishes. And they shouldn't be pressured into doing so. Sometimes stepping back can bring positive results. a more relaxed attitude can make cares feel more comfortable ad we might find out the reasons why attempts are not working. Parents are always encouraged to become more involved they could engage with other parents, give ideas. think this might cover it ]  Auto answered|Score .9856|Neon Aloo|Points 635| EYMP 1.1ac[3.3] Explain strategies to support carers who may react positively or negatively to partnership opportunities. Sometimes, although practitioners try their best in order to establish a good partnership with the parents or carers of children they care for, things may not work so well. There are some people who do not wish who may react negatively or may not be interested in such a relationship. Practitioners must not forget that parents/carers have this right of not getting involved and they must not put any pressure on them, as sometimes a more relaxed environment will help parents/carers open up and start discussing and helping practitioners as they feel more relaxed. Practitioners may be able to find out if there are any particular reasons why their attempts are not working, and if it is a matter of timing, style or accessibility they might be able to do something about it. As parents may have their own ideas of how to interact with practitioners or other parents, the setting may offer them the possibility of presenting their ideas through questionnaires or suggestion boxes. These may also be used to find out parents’ ideas of how the setting is doing and what else can be improved. EYMP 1.1ac[3.4]Explain how effective multi-agency working operates within early years provision and benefits children and carers. As well as working together with parents and carers, practitioners need to recognise that this should be taking place with multi- agencies working together too. Setting should be pointing parents in the directions of other agencies which could be of benefit to them. Multi agency working is different services, agencies, professionals and practitioners who work together to provide services for children and parents. These services are sometimes integrated together to offer a more effective care for young children. Children in the early years may have a wide range of needs and working together with other professionals can have a positive impact on the child’s health, development and learning. Professionals that work together with children and their families can share lots of information. They can agree which ways they may assess and plan for a particular child. Both children and the parents can be involved in any planning this will help the child to reach its full potential. It is also important that confidentiality is maintained at all times. By sharing information and all professionals concerned working together the outcome for the child can only be positive. i have wrote this so far  Each setting should also work closely with parents and multi agencies. Every setting should be aware of the support and services that other agencies provide, practitioners will support parents/carers to access these services. Practitioners should gain parental permission before these services are accessed, unless a child is in significant harm or if there is serious concerns about a child’s welfare. We should respect confidentiality as parents give this information because they trust us, if we break confidentiality this can jeopardise any future dealings for parents with other agencies. I need a break can't concentrate any more help!!!!!!! I did 2.1 and 2.2 as a pd  3.4 Hope this helps a bit! Xx Quote: Originally Posted by Alison Day I did 2.1 and 2.2 as a pd  2.3 When preparing environments for children, it is important to consider their age and stage of development. We also need to ensure that the experiences and play opportunities offered cover the areas of development outlined in the EYFS. We also need to consider whether the environment meets the needs of individual children. Children develop at different rates. Some children need more challenging activities while others may need a different type of activity or different resources. Observing individual children to see how the engage with the environment will help us to plan appropriately. 3.4 As well as working together with parents and carers practitioners need to recognise that this should be taking place with multi- agencies working together too. Setting should be pointing parents in the directions of other agencies which could be of benefit to them. Multi agency working is different services, agencies, professionals and practitioners who work together to provide services for children and parents. These services are sometimes integrated together to offer a more effective care for young children. Children in the early years may have a wide range of needs and working together with other professionals can have a positive impact on the child’s health, development and learning. Professionals that work together with children and their families can share lots of information. They can agree which ways they may assess and plan for a particular child. Both children and the parents can be involved in any planning this will help the child to reach his full potential. It is also important that confidentiality is maintained at all times. By sharing information and all professionals concerned working together the outcome for the child can only be positive. Hope this helps a bit! xx | Hi Yeah  i was going to do the first two questions via a p discussion but wanted to get it signed off and tutor is only popping in tomorrow, but wasn't sure whether 2.3 had to reflect on 2.1 AND 2.2. so the answer was no just general answer. Thank you will be able to finish this unit tonight and hand in tomorrow0. Thankyou once again from feeling relieved Lynne