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  #1  
Old 11-11-2011, 06:14 AM
Fulham Supporter Fulham Supporter is offline
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Default EYMP 1 Explain the partnership model of working with carers

hi everyone,
I need more guidance please, if any can help it would be so appreciated.
The question is unit eymp1, 3.1 Explain the partnership model of working with carers AAHHHHHHHHHHHHHHHHHHH

Hope somebody will help me on this.

Thank you X
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Old 11-11-2011, 01:49 PM
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Ruthierhyme Ruthierhyme is offline
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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
Quote:
This finding indicates that what parents do is more important for the academic and social/behavioural development of their children than who parents are
source: abstract of technical paper 7 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:
-- Communication & 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

Parental rights on direct gov and the children's act 1989

Howard Gardner'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.
Parent co-operative model for provision
Commitee run preschool
www.bernardvanleer.org
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

Working together:A health care model for the support of children - family partnership model CPCS.org.uk

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.

Hth xx
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Old 01-30-2012, 01:33 PM
SpparrowD. SpparrowD. is offline
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Hi,
I am stuck on last question from this unit : "Some parents or carers are very keen to take advantage of partnership opportunities. How could you ensure that they remain positive about this?"
I don't know where to start with it, can you pleas help me
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Old 01-31-2012, 10:28 AM
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Hi, how does your setting maintain parent's enthusiam for working in partnership?

Regularity of events: frequency maintains an interest.
Don't turn people away: try to accomodate what's being offered. If it seems difficult work out what your restrictions are, the benefits of the offer and how a solution can be organised.
Type of events & requesting input: how do you know what parents want to be involved with? eg. their child/ren's development, health, well-being, fundraising, resource suggestion, skill provision, learning activities.
Methods of contact: do you overcome communication barriers and fit means of contact to suit a parent/carer: email, txt, large print, audio, send newsletters, post events on a website, have access to resources written/signed for additional language needs.
Request feedback: how do you guage thoughts and feelings on things about to happen, that have happened, plans for the future.

Theres a fundraising planner here if it helps with ideas :)

Hth, best wishes xx
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Old 01-31-2012, 07:33 PM
KBondy.x KBondy.x is offline
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im currently doing EYMP1 is so confusing! all of the above has helped
Thanks :)
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Old 01-31-2012, 09:30 PM
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Thanx so much.
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Old 02-19-2012, 01:46 PM
Optimus Prime Optimus Prime is offline
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This answer has really helped me too, thank you for taking the time to post it.
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Old 05-22-2013, 01:08 PM
Stacey Dean Stacey Dean is offline
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Thank u guys i get it a bit better then i did before the first time i looked at it i was confussed thanks
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Old 08-18-2013, 12:04 AM
mmcdowell mmcdowell is offline
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Multi-agency working, how partnerships promote links with agencies and parent/carers and mosiac approach
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