ABSTRACT
It has been a privilege to have been part of the early years workforce for over twenty-five years and a parent for almost thirty. During this time of rapid changes I have witnessed first-hand the positive influences that knowledgeable early years practitioners can make across a range of settings and children’s centres. Parenting, too, has always been full of challenges; I remember vividly the experience of becoming a mother, suddenly having the responsibility of this new life. With the support of an extended family close by I rapidly learnt which of my daughter’s cries meant she was hungry and that she enjoyed kicking on her mat without a nappy. I became a regular face at the clinic and toddler group making many new friends who became my sounding board; supporting and guiding all manner of questions relating to breastfeeding, weaning, sleeping, walking and my anxieties relating to my child’s lack of speech. This ‘community of learners’, as I now see it, discussed, reflected, hypothesised and supported my new-found interest in child development. I believe today that many parents share my interest and desire to understand and provide the best opportunities for their children. However, it would appear that families in general are facing increased pressures, leading to parents very often feeling overwhelmed or unprepared for the responsibilities and constant changes that young children bring. We must remember that parents, carers and families are by far the most important influence on children’s lives. Those family members who take on a supportive role in their children’s learning make a huge difference in terms of health, achievement and behaviour. Sir Christopher Ball strongly emphasised this in the Start Right Report (1994):
The view from above
The Government has made it clear that all services that young children and families come into contact with must understand how they can best support child development in its broadest sense. As practitioners we have a responsibility to put the families and parents that we are working with at the centre of our work. The Early Years Framework has a renewed emphasis on the importance of working closely with families in order to support children to reach their full potential. New stronger partnerships between health and early years services should lead to better integrated working. Professor Sir Michael Marmot’s review of health inequalities indicates the priority now placed on the early years. He maintains that providing every child with the best start in life is now seen as crucial in reducing health inequalities across the whole life course. He indicates his belief that: ‘The foundations for virtually every aspect of human development – physical, intellectual and emotional – are laid in early childhood.’3
