Children's Learning and Development through Partnership Working

Analysing partnership working: The partnership working with others such as healthcare professionals enhance children’s learning and development because it helps the early year practitioners access expertise assistance from the health professionals regarding the way to communicate and care for supporting learning of the disabled child. This allows them to have expertise in the healthcare field to understand way to support the child with disability to enhance their well-being and development (Morton and Berardi, 2018). Working in partnership enhances development and learning of the child because early years practitioners on collaboration with special needs educators determine the way curriculum for learning is to be set for special children that help in ensuring their enhanced education and learning (Einarsdottir and Jónsdóttir, 2019). As argued by Domakin and Curry (2018), lack of partnership working with other professionals leads the early year practitioners to develop increased work pressure. This is because they are found to be solely responsible for taking entire care of the child which at times may become demanding. It may create error in care for the children which may disrupt their smooth support needed for enhanced learning and development. For those seeking healthcare dissertation help can provide valuable insights into effective strategies for partnership working in this context.

The working in partnership with the parents leads the early year to enhance child development as they are able to share responsibilities of care to ensure timely and impeccable support is provided to the child for their growth with equal contribution from one another (Rouse and O'Brien, 2017). Moreover, the partnership with the parents leads early year practitioners to access valuable feedback regarding their care ability based on which they initiate to make improvement in their skills of supporting children which helps in enhanced learning and development of the child. This is because the additional skills and knowledge required in the care for enhanced learning and development of the child are made accordingly (Rönkä et al., 2019). The partnership working by early years practitioners with parents allows valuing parent’s contribution as the carer access ideas regarding the needs of the child they feel to be fulfilled which are not previously mentioned by the child based on which they work to deliver support to the child (Laletas et al., 2017). Moreover, the partnership allows valuing the parent’s contribution because the early year practitioners acknowledge the assistance from the parents to resolve confusion in delivering support to the child and way to gain trust from the children to comply with the practitioners in accepting care for their enhanced growth and learning (Laletas et al., 2017). The partnership working between parents and early years practitioners helps them to remain updated regarding the progress of the child and change the care accordingly which values the contribution of the parents alerting the change required in care for enhanced development of their child (Hakyemez-Paul et al., 2018).

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References

Domakin, A. and Curry, L., 2018. Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme. Child & Family Social Work, 23(2), pp.171-179.

Einarsdottir, J. and Jónsdóttir, A.H., 2019. Parent-preschool partnership: many levels of power. Early Years, 39(2), pp.175-189.

Hakyemez-Paul, S., Pihlaja, P. and Silvennoinen, H., 2018. Parental involvement in Finnish day care–what do early childhood educators say?. European Early Childhood Education Research Journal, 26(2), pp.258-273.

Laletas, S., Reupert, A. and Goodyear, M., 2017. “What do we do? This is not our area”. Child care providers' experiences when working with families and preschool children living with parental mental illness. Children and Youth Services Review, 74, pp.71-79.

Morton, B.M. and Berardi, A.A., 2018. Trauma-informed school programing: Applications for mental health professionals and educator partnerships. Journal of child & adolescent trauma, 11(4), pp.487-493.

Rönkä, A., Turja, L., Malinen, K., Tammelin, M. and Kekkonen, M., 2019. Flexibly scheduled early childhood education and care: experiences of Finnish parents and educators. Early Years, 39(4), pp.376-391.

Rouse, E. and O'Brien, D., 2017. Mutuality and reciprocity in parent–teacher relationships: Understanding the nature of partnerships in early childhood education and care provision. Australasian Journal of Early Childhood, 42(2), pp.45-52.