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Nov 15, to talk to the parent, perhaps because of other professional commitments. Where there is a true commitment to parent partnership, teams will be creative in their An up-to-date development profile can provide a useful focus for . Other displays celebrating children's work around the nursery should be. Single Parent dating – meet an understanding partner single-parent families by itself – so there are plenty of other single parents out there looking for love!. Page 1 of 2. Review Date August communication, and parents and practitioners really listen to each other and value each other's views. Working together in partnership can have long-lasting and beneficial effects on children's .
Families must have their goals and needs met through the use of assistive technology with their children. Decisions on types of equipment, guided by professional knowledge, will impact all aspects of the family's and child's life.
Professionals and families must work together to find appropriate equipment and funding sources for assistive technology.
Working with parents to support children's learning
All caregivers must be educated in the use and care of the assistive equipment. Choosing and using assistive technology approaches to gain early intervention outcomes most definitely requires the collaborative efforts of families and professionals.
Much has been written about the importance of parent involvement and the need for professionals to work closely with families. Little information is available, however, for parents on "how to" develop their skills and foster effective relationships with professionals. The purpose of this chapter is to discuss components of early intervention. We will also look at parent roles in assistive technology selection and training as a type of early intervention services. General strategies that promote parent-professional partnerships are discussed throughout this chapter.
Screening and Assessment When parents first begin to have questions about their young child's development, it can be a very overwhelming and confusing time. Some parents may feel they have no one to whom they can turn. Others may have already established a relationship with a professional such as their pediatrician or know another family who "knows the system. In other words, the Mental Health system is responsible for screening and providing early intervention services to infants and toddlers at risk for or who have established disabilities.
Screening is the first step toward determining if your child has special needs. Parents, or someone else closely involved with the child, can call the local Mental Health department and ask for the Part H Coordinator. Families and professionals in North Carolina also have access to the Family Support Network phone TLCa valuable resource that can provide information, addresses, and phone numbers of most service providers and programs across the state.
When contacting the Part H Coordinator, parents should share their concerns about their child's development and ask where to have their child screened. The screening process is free to all families and will help determine if a child needs a more comprehensive evaluation.
If so, families may be referred to one of the state's Developmental Evaluation Centers DECs at which a child can receive a multidisciplinary evaluation at no charge.
Families may call and ask for the location of their closest DEC. What is the role of a parent in the assessment process? Parents know their child best and it seems logical that they participate in the evaluation as much as they feel comfortable and to the extent they feel it would be helpful. Some parents may feel that their child will work better if they are not in the room; others may feel that they can help their child do his best during the assessment by talking to his or by presenting test items themselves.
Some professionals may feel threatened by this loss of testing "expertise" or standardization, or be uncomfortable working with a child with the parent in the same room. Some parents, on the other hand, may not feel comfortable "helping" with the evaluation with professionals watching. They may feel helpless or frustrated when their child will not or cannot do something. Parents should realize, however, that many professionals may feel the same uneasiness and frustration whey they cannot get a child to respond.
While it can certainly make a difference who administers a test to a child, it may be even more important that the evaluation process is made clear before, during, and after the actual assessment. Parents have every right to know who will be working with their child and why.
If this is not explained prior to the actual day of the initial assessment, parents should feel free to call the evaluation center and ask questions. Each child should be assigned a case coordinator or family advisor at the evaluation center. This would be the person with whom to speak. For children birth to age three, the evaluation may include some assessment of the family's strengths and needs as they relate to the child's development. Families are not required to provide personal information unless they wish to.
They should feel okay asking professionals why that information is important. Again, this can be a difficult time for professionals because the majority of them have not been trained to assess and use information gained about family strengths and needs. The evaluation may represent the beginning of a long journey for some families. For others, it can either relieve them of fears and anxieties or validate concerns they have had about their child.
It is important for both families and professionals to share feelings and concerns. Sharing feelings can help to begin to develop a partnership. For some families, the professionals at an evaluation center may be the first team they work with.
For others families, it may be one of many.
Families with premature or very sick infants will probably have experienced a hospital-based team and other teams through Neonatal Follow-Up or Special Infant Care Clinics. Regardless of the level of family experience, an evaluation team will be an important link in getting appropriate early intervention services.
Introduce yourself and share your concerns prior to the assessment. Show an attitude of openness, respect, and trust. Find out what will be happening during the assessment. Recognize the expertise of both the professional and yourself. Ask and suggest ways you might be able to help. Ask questions and provide information about your child's development.
Tell the professionals how typical your child's behavior was during the assessment. Discuss the results and ask questions.
Make sure you understand what the professionals are suggesting. Develop a plan about what the next steps will be with the professionals. Make sure your needs and concerns are addressed in this plan.
Don't be afraid to ask questions and make your feelings, ideas, and beliefs known. Early Childhood Table of Contents ] Initial Assistive Technology Assessments Some early intervention teams may not have the knowledge or experience to suggest trying some assistive technology options with young children.
Parents may have more knowledge in this area. Family members should feel comfortable in asking assessment teams, "Well, what about trying?
These should be discussed with the parents and their contributions incorporated in a section provided on the format. Sharing information about the curriculum In a high-quality setting, practitioners will share with parents information about the Foundation Stage curriculum and about young children as learners, as opportunities arise. However, group parents meetings are an excellent way to: Practitioners should be on hand to answer questions, although it would generally be inappropriate to discuss a specific child's learning in such meetings.
It is also worth pointing out that practitioners should only lead such meetings if they have confidence in their presentation skills and their underpinning knowledge of child development and early learning. Less experienced members of staff could, however, support a more experienced one in delivering a presentation and managing discussions. Be responsive to the needs of individuals and the community when arranging the timing of such meetings.
For working parents, a late afternoon or evening time slot will probably be the most convenient, but other parents may prefer to attend during the day. Video observations and photographs shown on a large screen are a good way to illustrate talks and to make the link between principles and practice, but ask parents' permission to use these images with a wider audience.
Study group meetings Settings could follow up these group meetings with smaller study group meetings, in which practitioners use video observations as a means to analyse a child's learning in depth. Again, the issue of confidentiality should be addressed and anxieties handled sensitively. Once a group of parents are familiar and comfortable with each other, they are likely to feel more relaxed about contributing to discussions. Workshops Workshops with parents and children working together in the setting can be an effective, informal and hands-on way to reinforce messages given at group and individual meetings and focus on an area of learning or provision.
When organising such workshops: For example, post up a card in the construction area saying, 'Can you work together to make a garage big enough for this car? Digital photographs Practitioners should aim to provide parents with daily digital photographs offering evidence of their child's learning, as such a system is easy to organise once the equipment is available and software installed. Replaying the images on a 'loop' or slide show on the computer screen at the end of each day or session will also be popular with both children and adults.
The photographs will enable the children to revisit their experiences during the day and to share these with parents. Practitioners could provide photographs that focus on an area of learning or provision, a key group of children or a particular learning story. Or, they could provide a random selection illustrating the breadth of learning experiences observed that day in both indoor and outdoor provision. Again, this can be an effective way of celebrating learning that has no tangible outcome.
A brief written explanation or statement accompanying the images may be helpful - for example, 'Look at all the different writing experiences your children have had around nursery today' or 'Look what we have been finding out in the water area today'.
Display Display, such as a permanent board designated for parents' information, can be an effective way of sharing up-to-date news about events in the nursery and the community. Copies of nursery newsletters and guidance leaflets could be made available there.
Other displays celebrating children's work around the nursery should be annotated to make clear to parents the significance of their children's play and learning. A Shared Understanding of the Curriculumwritten for the Scottish curriculum but with principles relevant to all settings.
Sarah, whose qualifications include the NNEB now DCEhas been a childminder for four years and was last year joined in the 'family business' by her husband, Alan. Together they look after 14 children, including three of their own. When she takes on a child, she issues the family with a disposable camera with which to photograph the child's family members and home.
The photographs are then used as the starting point for the child's profile.
Working with parents to support children's learning | Nursery World
A daily chat with parents and a two-way diary, including Sarah's observations, provide up-to-the-minute information about a child. Both she and the parents also regularly use photographs as a means of exchanging information about a child's interests and learning, and parents are encouraged to bring in examples of their children's 'work' from home.
The children's profiles, containing observations, photographs and examples of the children's work, are available to parents all the time. Sarah also uses displays to provide evidence of their learning and talks to parents about the learning recorded in the children's 'tracker books', which are divided by area of learning and cross-reference the learning outlined in the profiles. She plans to schedule more regular parent meetings and newsletters about the curriculum in an attempt to reinforce messages about children's early education.
NE Lincolnshire Childminding Network Meanwhile, childminders in Lincolnshire are taking part in a DfES-funded pilot looking at how ICT will help them and other early years settings rise to the challenge of working in partnership with parents.
The North East Lincolnshire Childminding Network is one of ten local 'settings' to be involved in the project, which was initially rolled out to five childminders. Under the scheme, the childminders were given a digital camera and Digital Blue movie maker and worked with an ICT consultant to create a 'virtual learning environment' for each child.
Parents can access their child's records via the Lighthouse for Education portal and the Network's internet site, using a protected password.
Network co-ordinator Helen Weston says, 'The reaction from parents and the support that they have given the scheme have been overwhelming. Her policies and procedures, newsletters, curriculum planning and two-way diary with parents are all now available via the internet along with the individual child's learning journey, 'brought to life' by images.