Foundation Degree in Early Years Essay Example | Topics and Well Written Essays - 1250 words

Foundation Degree in Early Years - Essay ExampleDedication should excessively be present in supporting a boors healthy and happy development. To amend outcomes for children, the government, the early practitioners, the parents, other professionals and the society at large should be dedicated to helping them. This paper leave behind look at multi-Professional practice linking to relevant theory and order. The government puts up the legislation which governs the children, for example, the recent indemnity statement of supporting families in the foundation old age. In this, the governments vision for the early age is that a well qualified work force brings in a real difference in the quality of support that families with young children receive. Multi- professional practice The foundation grades are critically the well-nigh fundamental for a childs growth, also for their families. Early practitioners include foundation teachers, requiring nurses, pre- schoolhouse and child min ders as well as other professional practitioners, who are involved in the early years of a childs development. Multi- professional practice is required since these children have different needs, which require different, professionals. union working is seen as a priority, for instance, it is vital that parents and teachers utilize the childrens trust arrangements by working most with local authorities in order to, jointly plan, and deliver operates effectively (Anning, et al., 2006). Much legislation has been put in place after the education mentally handicapped childrens act 1970, which make all the children the responsibility of the local education authority. Before then, the responsibility of the handicapped children had been the responsibility of the health service (Tassoni, 2003). This is because, the children were being considered as impossible to educate because they had a learning disability. It was the consequence of the 1970 Act that led to the mankind of special school s, which gave many a(prenominal) children the opportunity of gaining an education for the first time, hence social inclusion (Whitney, 2007). In the year 1978, a report introducing the special education needs (SEN) was developed, and it came into effect from January 2002. This proposed the recognition of early diagnosis and pre- school support. The need for parental involvement and the integration of children, whenever possible into the mainstream school was also proposed (Soan, 2004). Research shows that, there is a need for coordination and communication between professionals themselves and between professionals and families for quality services to be provided (Townsley et al., 2004). There are many cases where poor communications between professionals and families has led to poor provision of services. Reviewing the current integration interlude, concern is with the reformation of work traffic as a way of creating new forms of social superior. The notion social capital has be en used by the government policy makers together with researchers in examining different types, qualities of relationships and configurations. These include professional relations and when put into practice, how they function as resources. Looking at the co-work of teachers, language and speech therapists, social capital is produced in the analysis as a means of understanding the integration of childrens service impact on professional practitioners groups and across