(E1 Describe the responsibility of the practitioner in professional relationships)
According to Tassoni, Beith, Bulman, and, Eldridge (2007), the responsibilities of the practitioner in all professional relationships are, “work as part of a team to provide a quality service for children and their parents. To work with parents as partners, respecting them as having the main information about their child.” Another responsibility of the practitioner is “to encourage parent’s active involvement and participation. To participate in providing an environment that is appropriate, warm, welcoming and stimulating.” Practitioner’s responsibility is to also, “work according to the principles of the sector and codes of confidentiality.”
Tassoni et al (2007) also states that, “early years settings will have a management structure which should clarify practitioner’s responsibilities and those of other adults working in the setting.”
In my view, the responsibilities of the practitioner in all professional relationships are to respect the children, their families and other professionals who work in the setting. Also to be friendly but not too friendly, because the children will get used to you while your nice, then when you get annoyed or angry at them for not doing as they are told, they will not take you seriously. A main key as your responsibility is to respect the parent’s role. Always remember that parents are the child’s number one carer and teacher. If a parent teaches and brings up their child to do one thing, do not try to make or teach them to do something else e.g. if a parent teaches and brings their child up in a certain religion e.g. If a child belongs to the Islamic religion, do not try and change their religion into something else e.g. the Roman Catholic religion, to suit your needs e.g. you don’t want to teach another religion.
A great way to maintain your role in a high standard as a practitioner is to talk and be friendly to other professionals and children is to treat them; the same way as teaches treated you when you were in school / college / university.
According to Margaret Simms (2007), “perfecting the art of building effective inter-professional relationships will help you construct the strong team that is needed to provide children with the best start in life.” Practitioners do this, “to give young children a chance to develop and reach their full potential we must commit ourselves to growing a network of effective relationships”.
Margaret Simms (2007) also states that, “if you are serious about building a strong team around every child, use the people collecting, relationship making skills you already have, as a solid foundation for your next piece of learning. In that way you have the advantage of already knowing something about building inter-professional relationships. Successful inter-professional relationship building is, first and foremost, about how you relate, not react, to the other person or people.”
In order that children of all ages receive effective care and education, parents must be acknowledged as their child’s main carers and first educators. When working with parents it is therefore important to consider their wishes and to offer them high standards for their own views about their child and to express concerns as appropriate.
According to Tassoni et al (2007), “working with parents is an essential part of your role as an early year’s practitioner. You will need to be able to listen to parent’s advice and advice and needs regarding their child and create a relationship of mutual trust and respect.” It is important to respect the children’s beliefs and to include them in your daily plan. It is important because you don’t want the child to feel left out when you do religious education or celebrations example Christmas. If the child has a different religion, and, has celebrations throughout the year, you should celebrate those days. It would make the child feel