Early Year - Communication

Collaborative work in an early childhood setting is essential. A relationship based on respect and trust between staff, parents and the child is salient. The parents will benefit from peace of mind knowing that the carer is a complimenting factor to their child’s holistic development by helping the child use his/her potentials according to his/her abilities. It is a thriving factor to all when parents feel welcome in the early childhood setting and encouraged to join in the child’s life at school (Bruce & Meggitt, 2006). The presence of parents in class means having more adult attention in the setting. This extra attention benefits the child and setting while at the same time helping the carer’s job. Carers and parents should work together along an agreed schedule that involves the input by both sides (Blatchford & Meighan, 2003).
Through Urie Brofenbrenner’s micro-system, like in an early childhood setting, participation of significant others who are capable of maintaining lasting, harmonious relationships augments child development (Charlesworth, 2002). When group effort transpires between all significant people in the child’s life, there is a greater probability that the child will progress with positive collaboration skills throughout his life (Peisner-Feinber, et al., 1999). Collaborative work ensures that the development of the child is not staccato, but all contribute to his/her wellbeing (Beaver, et al., 2002).
Team work is needed for a setting to succeed. The early childhood settings will profit where there is a good level of dedication, commitment and the effort of staff (Blatch & Manni, 2007). When all team members aim for the same target the goal is easily reached (Curtis & O’ Hagar, 2003). The purpose of collaboration in the early years setting must have as a focal point the child him/her self, ensuring that the child’s input is evaluated and given the due attention. An early childhood setting must invest in staff who is dedicated to work with kids,...