ABSTRACT
This chapter looks at the changing role, relationships, and responsibilities of the worker in a context of early years. It describes the development of care to include education and the development of education to encompass the therapeutic relationship and attachment with a primary or secondary carer: parent or professional. Selective mutism is a rare anxiety disorder which can be supported by the use of therapeutic approach to learning. The chapter introduces the topics of cultural sensitivity and of implementation of curriculum within each organisation. It explores change in identity from solitary practitioner to worker within extended integrated team. A responsive practitioner observes child, recognises implicit and explicit cues, evaluates in relation to child's current and past circumstances, and uses her or his skills and knowledge to implement practice. The importance of emotional maturity and child's ability and capacity to engage in learning activities has been actioned since the 1960s in the UK in form of nurture classes.
