Here she describes how Karen Howard, a teacher and assistant manager of a 52-place nursery for children from two to five years, while on the short pathway to EYP Status, found evidence for Standard 30: Establish fair, respectful, trusting and constructive relationships with families and parents/carers and communicate sensitively and effectively with them.
In her role as key worker, Karen had noticed that a child who was very able across the majority of areas of learning had some social and emotional difficulties, especially in relating to his peers. Karen implemented the nursery's behaviour management procedure, but wanted to involve the child's family to ensure continuity between nursery and home.
Karen arranged an interview with the parent and began by giving her lots of advice about what she might be able to do with him regarding his areas of strength. He particularly enjoyed reading, so Karen suggested starting a reading scheme and developing reading strategies at home. She explained how the local library ran a variety of activities to encourage children to enjoy reading. Karen felt it was more constructive to begin on a positive note and developed a supportive relationship with the parent and grandparents, who played a major role in the child's life, before addressing his social issues.
Areas of difficulty could now be addressed. Karen discussed the child's routines and interests with the family to see how best to enhance his personal, social and emotional development. She discovered he had little contact with other children outside nursery. With the family's agreement, she arranged some play dates with other children, and encouraged them to swap phone numbers with the parents of the children he played with at nursery. As a result he learned to share and take turns in small groups at home, and to take part in the activities at nursery in a much more positive and constructive way.
- This is the last column in the current Case Studies series. A new monthly EYP Update will kick off in the 28 January issue.
