ears Foundation Stage (EYFS) specifically incorporates an holistic approach to education to develop the whole child, ‘children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them’ (2014, pg. 16).

Early Help Assessments (EHA) have replaced CAF with a basic principle of a lead professional advocating and coordinating support to the child and family. Working Together to Safeguard Children (2015) state for an EHA to be effective the assessment should be undertaken with the agreement of the child and their parents with additional professionals discussing concerns with a social worker in the local authority (pg.16) thus identifying integrated approaches when supporting the child’s views and needs. The Children’s Act 1989 requires local authorities to give due regard to a child’s wishes and feelings under Section 17 before making decisions and The United Nations Convention on the Rights of the Child (UNCRC) both protect the rights of children and provides a child centred framework for the development of services to children. Comparing international perspectives to compare how children’s rights are developed may offer new strategies to best support in the setting.

Section 2

International perspectives on family integration may provide progressive education that encourages families to socially interact within the setting creating discussion and involvement of child development. Regio Emilia schools in Italy focus on family inclusion to provide greater provision Henderswon et al (2007) state families that are involved in their children’s education have been shown to have better learning outcomes directly supporting holistic growth and shared values (Smith, 2014). During Smith (2014) study of Reggio Emilia schools teacher parent relationships where noted as open which strengthened working partnerships because parents felt they were listened too allo