Unit 5: Working with Parents and Others in Early Years Teacher notes (PS 1): It is imperative that early years workers learn to work with parents, colleagues and other professionals, which is why a whole unit has been dedicated to this subject. By the time learners have completed Unit 5, they should have a good understanding of the importance of collaborative working and the positive effect it can have on outcomes for children. In this unit, they will learn about the role of parents in children’s lives and factors that affect parenting styles. They will also learn about parents’ rights and different views about childhood. This is important as they will need to appreciate that there are different ways of raising children. They will also learn about the role of other professionals in children’s lives. In this unit they will explore ways of working with parents, colleagues and other professionals and how to communicate effectively to develop positive working relationships with them.

Learning aims A1 Understand the impact of parental rights, views and experiences on partnership work with parents and/or carers in early years settings A2 Understand how to work cooperatively with parents and/or carers B Understand how to work cooperatively with colleagues and other professionals in early years settings C Be able to work with parents and/or carers and others in early years settings to meet the needs of children Teacher notes (PS 2): Learning aim A1 will help learners to understand the rights and responsibilities that parents/carers have, as well as the effect that parents/carers can have on children’s well-being and learning. Learners will find out about key pieces of research, including the EPPE project. Different styles of parenting will be discussed, and they will learn about a range of factors that influence parenting approaches. Finally, learners will explore the challenges that some parents/carers experience in their own lives that can make them emotionally unavailable to their children. Learning aim A2 goes on to look at the importance of building professional relationships with parents/carers and of respecting their choices and behaviours. Effective communication is key; learners will learn useful skills to help them build and maintain these all-important relationships with parents/carers. They will also learn about possible barriers that some parents/carers or families face that affect their ability to participate in the activities of the setting. Another key aspect in this learning aim is the importance of handling information in confidence, and understanding when there is a need to obtain parental consent. They will also learn about how and when it is appropriate to provide advice to families. Learning aim B covers the role of other professionals in families’ lives, including social workers, police workers, health visitors, speech and language therapists, dieticians, educational psychologists, child psychiatrists and counsellors. It also explores the benefits to the child and family of working collaboratively. There have been many recent high-profile cases where things went wrong and the relevant legislation and outcomes of key inquiries will be covered in detail. This learning aim covers working with colleagues in the learner’s own setting but also across other settings and teams and learners will come away with a clear understanding of best practice, as well as the knowledge of how and when to pass on any concerns about a child in their care. Learning aim C needs learners to draw on their learning from LA A1, LA.A2 and LA.B and demonstrate how they can apply their knowledge to be able to work effectively with parents and/or carers, colleagues and other professionals. © Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free

LA A2 – Key learning point As early years professionals, we have an important role to play in ensuring that all parents, carers and families are welcome in our setting. We need to recognise the emotional attachments that parents and carers have toward their children. We need to recognise any barriers that make it difficult for them to access our services or participate in activities. We need to know how to support parents and communicate effectively. Teacher notes (PS 5): By developing close working relationships with parents and/or carers, learners will have a better understanding of how to meet the needs of the children they are caring for. They therefore need to understand the central role of parents/carers in children’s lives and ways of working to build positive relationships with them. This means ensuring that all children and families are welcome in the setting but understanding that for some families there are factors that may affect their ability to participate – either because of difficulties in communication or other learning disabilities – or for social or cultural reasons. There may also be times when early years workers feel it is necessary to provide advice or guidance to parents or carers and it is important to recognise the limits of their own role and responsibility in this as well as ensuring that they communicate appropriately and confidentially at all times. © Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.

Objectives By the end of the lesson you should be able to: Discuss the importance of building professional relationships in partnership work with parents and/or carers. Explain the importance of respecting the emotional attachment that influences parents’ and/or carers’ choices and behaviours.

Key Term Key Person: A practitioner designated to take responsibility for child’s emotional well-being by having a strong attachment with them and a good relationship with their parents. EYFS Legal requirement EYFS state KP must encourage parents to support their children’s learning at home. © Pearson Education Ltd 2013. Copying permitted for purchasing institution only.

The Importance of Building Relationships Why is it important for parents and carers to have strong relationships with their child’s key person (and other members in the setting)? Helps parents to feel more confident leaving their child Help when settling child in and supporting separation. More likely to share information with us Continuity of care between home and setting. Parents more likely to ask questions EYFS expect to provide parents with information to support child’s development at home. © Pearson Education Ltd 2013. Copying permitted for purchasing institution only.

Activity Identify what information each setting needs to know about a child to ensure continuity of care. Create a list of questions that you would ask a parent or carer to complete before their child started at your setting. How will this information impact on the holistic outcomes for the child? © Pearson Education Ltd 2013. Copying permitted for purchasing institution only.

Activity Using Post-it® notes, write down: how children may feel when left at a setting for the first time how parents or carers may feel when children are left at a setting for the first time © Pearson Education Ltd 2013. Copying permitted for purchasing institution only.

Activity Complete the activity sheet on emotional attachment Feedback answers © Pearson Education Ltd 2013. Copying permitted for purchasing institution only.

Homework / Work for Progress Coaching Evaluate the importance and relevance of respecting parents’ choices. 400 words please. © Pearson Education Ltd 2013. Copying permitted for purchasing institution only.