The Principles Underpinning the Role of the Practitioner Working with Children

The Principles Underpinning the Role of the Practitioner Working with Children

The practitioner’s role in maintaining professional relationships with children and adults.   This includes:

The responsibilities of the practitioner in all professional relationships

As a practitioner we must uphold the Council’s Equality of Opportunity Policy/Code of Ethics.

The practitioner’s responsibilities in all professional relationships with children, families, colleagues and other professionals is to develop the trust and respect between each individual by “putting the needs and rights of children and their families first by ensuring the child is safe, showing compassion and sensitivity, respecting the child as an individual, enabling the child to achieve their full learning potential, never use physical punishment and by working in an open partnership with parents and carers” (Beaver et al. 2008).  

As a practitioner we have the responsibility of respecting choices made by others for example, respect parent’s views as they are the main carers and consider all parents’ wishes for their child (Beaver et al. 2008).   It is just as important to communicate well with the child by patiently listening, respecting their views and being sympathetic to the child’s concerns by answering any questions they may have with understanding and patience (Arthur et al. 2012).

Respect others by not being negative and not being biased.   Respect diversity of family structures, backgrounds and culture, language and beliefs.

Respect for boundaries and confidentiality is an important responsibility.   “Confidentiality forms part of your role as a professional” (Beaver et al. 2008) and it is “important that the needs of children are not discussed beyond the multi-professional team” (Beaver et al. 2008).  

As a practitioner we should be involved and active in each child’s learning by providing a stimulating environment as it makes the child feel welcome.   “Planning, recording and...