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Different types of parenting
Different types of parenting
Compare and contrast types of parenting
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More handpicked essays just for you.
Different types of parenting
Different types of parenting
Compare and contrast types of parenting
Don’t take our word for it - see why 10 million students trust us with their essay needs.
The ethical considerations when working with 11-18 year old children is these LAC have experience interference in their childhood which has led them to be taken into the care system. Their vulnerably and complex issues will have to be taken into consideration and these issues need to be taken into consideration throughout the whole study. The sensitivity of these children sharing parts of their life experiences and talking about the local authority whom make decisions about their future needs empathy. The young people having to talk negatively after meetings may be a restricted or worried. So, the location for these young people to discuss their views after meetings need to also be taken into consideration so they do not give misleading or inadequate
When working with children you should not demonstrate anti-discriminatory practice. It’s important that all practitioners work in a fair and inclusive way and ensure that all children have equal opportunities within the setting. Promoting equality within the setting will allow them to develop a self-esteem and become confident in life. They will also feel valued by people and respected even if they are different to others.
Developing positive relationships is extremely important because: it promotes shared understanding and co- operation; it promotes self-worth and self-confidence; it creates boundaries; it enables others to carry out tasks; it allows one to give and receive information in order to resolve conflicts; people are aware of how to carry out a task; it creates a happy and comfortable feel for all people involved. Especially when working with children, it is considered really important for an adult to sit next to a child in order to belay information, rather than stand above them. By doing this, the child will see the situation
It is also important to always be encouraging of the child and never to break them down. You are trying to build something not destroy
There are a number of organisations that support and work with children and young people who will have a range of different needs, for example disabilities and special educational needs. These organisations liaise with one another, to share the invaluable knowledge and experience that they have gained through working with children and families, they also promote pupil support and community cohesion. These organisations also give advise and guidance to teachers and all other staff in the schools. It has to be all about ways of working together to guarantee children and young people additional support and to have the right professional in place to be able to support them. The kind of professionals that work along side schools will
It is important to be aware of the principles and values that underpin the early years and education sector. These are discussed in unit 1 section 4 to complete your learning you will find a statement of values at the beginning of the curriculum framework that your country uses to deliver education. This statement of principles and values help practitioners to decide how to work with children Codes of practice When working as an early year’s practitioner there will be codes of practice that underpin your practice. These state how you are expected to conduct yourself in your role as a professional adult. While a code of practice is not a law it often enables the employer and employee to comply with relevant legislation.
Integrated working is where everyone supporting children, young people and families works together effectively to put them at the centre, meet their needs and improve their lives. Integrated working is at the centre of making a real difference to the lives of children, young people and their families and it is a central, key part of the Every Child Matters agenda and the One Children’s Workforce Framework. It involves everyone who works with children and young people, whether employed, self-employed or voluntary and it is important that we contact and utilise other professionals to help to gather all available information and expertise to fulfil the child’s needs and to meet the Every Child Matters outcomes. By working together with different sectors, professionals and agencies we can help improve the outcomes for children in their development and learning. If everyone involved in the child's care can share key information about the child such as their likes and dislikes, developmental stages and additional needs, it means that the child will have more consistency and feel more included and provided for at each setting.
It is very important that adults are constantly aware that children and young people will look up to the adults in their lives as they develop in their behaviour, attitudes and values. Adults working with children must keep this in mind and ensure that they demonstrating behaviour that is expected from them. Absolute clarity must be ensured on the standard of behaviour that is expected from students in the classroom and in school and adults working with children and young people must be strongly aware of what the school rules are and what is expected from the children in order for this to be effectively conveyed to the students. This is also crucial in ensuring that the behaviour strategies of school staff are consistent throughout school and
Communication & professional relationships with children, young people and adults – It is important to know and understand how to communicate appropriately within a school setting. Making sure the children feel safe and trust the people who are teaching them is important. Making sure you communicate appropriately with children lets them gain the education that they deserve. Understanding any barriers with communication is important so you know how to overcome these barriers so the children and young people can fulfil their well-being. The childâ€TMs social and cultural background could be a barrier of communication.
Child and young people need to be respected and valued, and need their views to be listened too, to feel valued. They require stable support which doesn’t change constantly, to help them meet their individual needs, relationships are built on trust and mutual respect. We need to always listen actively to children and young people, take in their views and opinions seriously, work as a team to decide on the best approach to support the child’s needs. Failings in safeguarding is usually down to losing focus on the main importance, the child’s needs! And considering their views or putting the feelings and interests of adults ahead of their needs.
Every child has the ability to learn and develop. Having high expectations is especially important in achieving better outcomes for the most vulnerable children. Some children require additional support and different learning experiences and opportunities to help them learn and develop. If a staff member didn’t have a high expectation of a child in my work place I would challenge them and remind them that they took the role on and committed to high expectations for all the children’s learning and development and support which they would require, in my role and being a parent myself I can recognise that every child can learn, but some children require quite different opportunities and support to be able to do this, A.B when I first started
Relationship building, to build a relationship with a child you need to gain their trust and show that they can talk to you in confidence, the child should be able to with help speak openly about any worries they may have or exciting news they want to share. trust is something that can take time so patients is needed and the child needs to see that you are being consistent. when a child has built a strong bond or relationship it gives them confidence to build more relationships with peer’s family members and support workers. empathy is the ability to understand and share the feelings of another, understand or feel what another person is experiencing. when a child feels like you understand them it makes them feel more comfortable to talk to you about that situation or others in the future.
Explain the importance of demonstrating anti-discriminatory/anti-bias practice when working with children and young people: The importance of demonstrating anti-discriminatory/anti-bias in a work setting is to help prevent discrimination towards any individual children, members of staff or parents and to help promote equal opportunities. By helping to prevent discrimination and promote equal opportunities we are making sure that all members of staff, children, parents and other professionals who enter the work setting are treated equally and fairly and in an unbiased way. All work settings should have policies, procedures and strategies which demonstrate how a positive and inclusive attitude should be towards all individuals that attend the setting regardless to their age, gender, race, culture or disability. By showing this type of positive attitude each individual within the wor setting
The youth work code of practice was made for multiple reasons. The first of these was to start the journey towards an agreed
Listening to children The UN Convention on the Rights of the Child shows a child’s right to his or her own views in all matters and the right to the freedom of expression. This includes the right to receive and be part of information about themselves. All people around children need to make sure that rights are upheld and matters affecting children are looked after. Children can experience worries at home, at school or with their peers and children need to talk about their issues. Parents, professionals and practitioners need to pay attention not only to what children say, but also what they are saying.