Extract
[...] I have developed valuable skills in accompanying parents in their first steps with their baby, identifying the fundamental needs of the newborn, in collaboration with the medical teams, and above all, in acquiring listening, discretion, fine observation, and benevolence. My practices are adapted to the rhythm of each baby. I welcome the emotions of the parents. I establish the link between care and relationship. Previously, in my professional career, I worked in a nursery. There, I learned to provide individualized, inclusive care adapted to each child, particularly those with disabilities, within a collective setting. I experienced the importance of educational continuity, the richness of educational projects, co-education with families, and group dynamics with children. [...]
[...] I had enrolled in a co-education approach. It was necessary to maintain a relationship of trust with the parents. This was done, in particular, by regularly exchanging with them about the daily routine of their child, their progress, or the difficulties they encountered. I also accompanied them to help them adapt their child to life in a community. I also participated in the development and implementation of the social, educational, and pedagogical project of the structure, in which I valued the place and role of the parents. [...]
[...] I welcome their emotions and help them make the link between care and relationship. Newborns: I monitor the vital signs of newborns such as breathing, heart rate, and body temperature. My relationship with newborns is essential because I must be able to detect the slightest sign of distress or illness in order to alert the healthcare staff for proper care. Colleagues: I maintain a close collaborative relationship with my colleagues. We work together on a daily basis even though we do not have the same functions and responsibilities within the structure. [...]
[...] This name change materializes the uniqueness of the different forms of reception, as shown by article 2 which specifies that childcare establishments for young children (Eaje), maternal assistants and childcare at home participate all three in "childcare for young children"." The RPEs can be managed by a local authority, a Community or Inter-Community Social Action Centre, an association, a mutual or a public administrative establishment. In Carquefou, it is a Community Social Action Centre. They are animated by professionals in early childhood and aim to improve the quality of childcare at home by accompanying parents, maternal assistants and home caregivers. The national RPE reference framework breaks down the missions around its two main target audiences. [...]
[...] Function Teamwork and partnership. - Collaborate with nursery assistants, partner institutions, and ensure a smooth communication. Professional reflection and personal contributions: This experience has allowed me to develop my skills in reception, active listening and administrative and educational accompaniment of families. It has also given me a more global vision of the role of EJE in supporting parenthood and in the territorial organization of the reception of the young child. Function(s) concerned: Function 2 - Design, management and animation of the educational project / Function 3 - Teamwork and professional communication / Function 4 - Multidisciplinary team work and partnership. [...]
