Work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.14: Use observation, assessment and planning to promote the development of children
Learning outcome: Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development
Assessment criteria: Work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development

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As an Early Years practitioner, it is important to encourage parents or carers to take an active role in their child’s play, learning and development. Working with parents and carers in this way can help build strong relationships between practitioners and families, as well as ensure that children have access to the best resources for their development. This blog post will discuss some of the ways that Early Years practitioners can work with parents or carers to encourage active involvement in a child’s play and learning.

One way for practitioners to engage with parents or carers is through communication. It is important for practitioners to have open and honest conversations with families about the goals they have for their children’s development. This includes discussing what they would like their child to learn, how they would like them to behave, and how they can work together towards these goals. Practitioners should also provide regular feedback on a child’s progress and any areas where additional support may be needed. By keeping lines of communication open between themselves and the family, practitioners are better able to understand a child’s needs and provide tailored support accordingly.

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Additionally, providing opportunities for parents or carers to observe their children during play activities can be helpful in encouraging greater engagement from families in a child’s development. Practitioners should set up activities which will allow parents or carers to observe their children playing independently as well as interacting with other children or adults, so that they can gain insight into how their child behaves and learns when not at home. Practitioners can then discuss these observations with families afterwards as part of a dialogue about a child’s development.

Furthermore, providing resources for families based on their individual needs can also be beneficial. For instance, practitioners could provide tips on how best to engage with a particular activity or advice on what materials are suitable for certain age groups. Providing tailored resources gives families access to information which may help them better understand their child’s needs while also giving them confidence that they are capable of providing appropriate support at home.

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Encouraging active parental involvement in early years development helps foster strong relationships between practitioners and families while also ensuring that children have access to the necessary resources for successful growth and learning outcomes. Through open communication, offering opportunities for observation during play activities, and providing tailored resources based on individual family needs, Early Years practitioners can effectively work with parents or carers towards this goal. Ultimately, these strategies create an environment where each party feels supported in helping young people reach their fullest potential during the early years of life.

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