Hi, a partnership model works around the theory of collaboration
, coming together with understanding and effectives ways of communicating. It's a way that helps to recognise how the very best outcomes can happen for children when their care, development and learning provision ie. a setting, a home, individuals and groups/family all work cooperatively.
A partnership model looks like this ..
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
source: abstract of technical paper 7
This finding indicates that what parents do is more important for the academic and social/behavioural development of their children than who parents are
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:
& 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
on direct gov and the children's act 1989
'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.
model for provision
Commitee run preschool
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
A health care model for the support of children - family partnership model
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.