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Review barriers to participation for carers and explain ways in which they can be overcome
Barriers to participation are factors that can cause difficulties for families who experience discrimination preventing them from accessing services, barriers include environmental, [ attitudinal and institutional. Attitudional and institutional are often those of practitioners, as they quite often worry as they do not have enough understanding of how to meet the needs of a disabled child etc,
settings should not have these barriers and barriers can be overcome by training. Environmental barriers are for example steps lack of space and language barriers which can be identified and removed steps replaced by ramp etc. These needs should be assessed before a child starts a setting so that an individual plan of the childs/carers needs can be dealt with eg. translator brought in as to overcome language barrier etc. ]
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Asked 3/7/2012 2:58:23 AM
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why do i have to have individual approach to each child
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Explain why early years frameworks emphasise a personal and individual approach to learning and development User: Explain why early years frameworks emphasise a personal and individual approach to learning and development
Weegy: It provides the backbone for growth of you people, and increases individuals learning expieriences. The Victorian Early Years Learning and Development Framework advances all children’s learning and development from birth to eight years. [ [ It does this by supporting all early childhood professionals to work together and with families to achieve common outcomes for all children. In this Framework, the term ‘Early childhood professional’ includes any person who works with children between the ages of birth and eight years. It includes, but is not limited to, maternal and child health nurses, all early childhood practitioners who work directly with children in early childhood settings (educators), school teachers, family support workers, preschool field officers, inclusion support facilitators, student support service officers, primary school nurses, primary welfare officers, early childhood intervention workers, play therapists, health professionals and teachers working in hospitals, and education officers in cultural organisations. Appendix 1 describes the roles of these professionals in more detail. The Victorian Framework shares the vision of the Blueprint for Education and Early Childhood Development: Every young Victorian thrives, learns and grows to enjoy a productive, rewarding and fulfilling life, while contributing to their local and global communities. The Victorian Framework is informed by the principles of the United Nations Convention on the Rights of the Child (1989) and the Victorian Charter of Human Rights and Responsibilities Act 2006. The United Nations Convention on the Rights of The Child advances an image of children as subjects of rights and full members of society, capable of participating in their social worlds through their relationship with others. These principles are consistent with contemporary early childhood research. ] (More)
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Asked 3/6/2012 7:48:48 AM
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explain the partnership model of working with carers
Weegy: The partnership model works around a theory of collaboration, understanding and communication. Recognising how the best outcomes for children can evolve when care, development and learning provision, a child, [ their parent/family/carers including other settings and agencies all work cooperatively together. 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. Share observations - daily happenings, how parents/carers contribute & are part of all assessments & updates - data protection & freedom of information. Considerations for a partnership model are barriers to communication & how to overcome them - language, use & access to technology eg. phone, email, literacy skills, time. Confidence & self esteem - anyone with less confidence, sense of worth and value may feel uncomfortable/incapable of imparting their ideas, views and opinions. 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. Equal opportunity, equality & inclusion in participation whilst extended to all 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 the positive reinforcement - operant conditioning exerted over children's choice/motivation to participate, knowing that the less pressure adults feel exposed and obligated to, the more likely it is they'll feel free to take part where and when 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. ] (More)
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Asked 3/6/2012 8:50:54 AM
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explain strategies to support carers who may react positively or negatively to partnership oppurtunities
Weegy: Disability can cause difficulties in the partnership the way to overcome these barriers are much dependent on the individuals need signing for deafness, large print for visual impaired, [ advocate .culture can affect this partnership anxiety can be caused for someone how doesn’t know what is expected of them. We always try our best to create partnerships working with carers but there are people how wish not to be involved and we must respect their wishes. And they shouldn’t be pressured into doing so. Sometimes stepping back can bring positive results. a more relaxed attitude can make cares feel more comfortable ad we might find out the reasons why attempts are not working. Parents are always encouraged to become more involved they could engage with other parents, give ideas. ] (More)
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Asked 3/7/2012 11:54:38 AM
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Explain how effective multi agency working operates within early years provision and benefits children and carers.
Weegy: As well as working together with parents and carers practitioners need to recognise that this should be taking place with multi- agencies working together too. [ Setting should be pointing parents in the directions of other agencies which could be of benefit to them. Multi agency working is different services, agencies, professionals and practitioners who work together to provide services for children and parents. These services are sometimes integrated together to offer a more effective care for young children. Children in the early years may have a wide range of needs and working together with other professionals can have a positive impact on the child’s health, development and learning. Professionals that work together with children and their families can share lots of information. They can agree which ways they may assess and plan for a particular child. Both children and the parents can be involved in any planning this will help the child to reach his full potential. It is also important that confidentiality is maintained at all times. By sharing information and all professionals concerned working together the outcome for the child can only be positive. ] (More)
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