Welcome to Child Centred Practice on -line learning site.  If you are currently participating in modular learning this is the site for downloading and up-loading any documents and exercises for each session.

If you are considering commissioning learning development from Child Centred Practice, you can find out more about our approach and the materials we use here.

If you have any queries please email Jo at jfox@childcentredpractice.co.uk

Please go to the Training Resources pages for modular learning courses.

The approach used by Child Centred Practice is one that is known as blended learning.

Blended learning can mean combining methods, techniques or resources and applying them in an interactively meaningful learning environment. Learners should have easy access to different learning resources in order to apply the knowledge and skills they learn under the supervision and support of the teacher inside and outside the classroom.

A blended learning approach can combine face-to-face instruction with computer-mediated instruction. By using a number of tools, it turns learning into an on-going process which can be embedded in the workplace.

By using forums such as supervision, established meetings and other work place events as opportunities to rehearse and use skills gained through training, it encourages transition from the class room to the workplace.

Specifically the learning tools that can be used include:

Large group events that introduce a theme to a varied audience and include the key messages from the organisation about the purpose of the learning.

Traditionally one or more days of face to face learning involving group work, that presents the theme in a number of different ways to respond to adult learning styles including presentations, role play, problem solving activities and demonstrations.

Small groups that meet to discuss a case study and problem solve using a range of tools that the facilitator coaches them through to produce an outcome for the child and the practitioner.

One on one sessions where the practitioner brings an issue to do with the learning to the coach who works through it using questioning, modelling, best practice knowledge and analysis to support the practitioner to think through the issue.

Either electronically or paper based that allow a participant to carry out reflection on their learning by providing in depth reading and questions. These questions should support the practitioner to internalise the knowledge through examining their own values, beliefs, knowledge and practice.

Blended learning (e-learning) allows staff with different experience levels to be brought up to the same level of understanding before a workshop session, so that they can come along fully prepared to make the most of face to face training.

Task that are work placed based that require the participant to use the knowledge and tools they have gained. Opportunities are identified with the commissioners, the managers and the practitioners prior to participating in the course. The skill level of the participant is evaluated prior to the course and is monitored in a series of tasks that are performed in the work place.

Discussion forums

An electronic, moderated ‘room’ that allows the tutorial groups to discuss their reading and practice with input from a moderator (usually a coach or tutor). This ‘room’ is password protected and monitored by the moderator for content and all postings are managed.

Information made available during the course of the program that is not mandatory reading but is up to date best practice. Selected by the facilitator, it could be recommended by another practitioner, by the management team, or be part of the literature search that supported the course design. This reading is available and can be discussed in any of the above forums. This research should always include the organisations policy and procedures around the learning theme to ensure they are well linked into the content.

Knowledge and skill is assessed prior to the participants enrolling on the course and is carried out at agreed intervals during the course. Evaluation can include supervisor reports, coaching reports, self report, service user report, or peer report. It can involve the use of a tool during a work event such as a meeting or a service user interaction which is then fed back in terms of effectiveness. This can then feed back into the overall evaluation of the usefulness and effectiveness of the learning program overall.