Work matters: A day in the life ... Thelma Barnes, children's centre worker

Name: Thelma Barnes

Age: 49

Role: Children's centre worker

Qualifications: Diploma in Pre-School Practice.

As part of a team at the children's centre, I support families with pre-school children within play-based groups. These include a 'young parents' group, 'story time', 'stay and play', and 'afternoon activities'. The aim of the groups is to encourage parents and carers to become actively involved with their children's learning.

I enjoy seeing individual children grow and develop confidence, helping with their transition into nursery or school. We are fortunate in that our children's centre is located on the same site as the primary school, LEA and private nursery, and we have excellent links with all.

I feel families really benefit from our support and value the relationships we build with them.

9am

A family support worker and I set up the room for story time and more: one area is cosy, with carpets, bean bags and chairs; the other has tables and chairs.

We greet families as they arrive while we set up another room for 'stay and play' activities. I will make a craft activity that complements our story theme.

We have been working hard to develop the learning environment as a golden thread through all activities. Parents are recording their children's learning through journals and sharing extended learning experiences. This enables us to develop other sessions using this information.

9.30am

The family support worker and I take turns to read stories and we lead with songs and rhymes together. These morning sessions are popular and we can have between ten and 20 families.

10.00am

The children are encouraged to sit down at the tables and we give them healthy snacks and drinks. Parents are then offered refreshments and social time, too. After a bit of a tidy up it's off next door for a 'stay and play' session, to extend upon the story-time activity. This gives the family support worker and me the opportunity to chat to parents and carers.

11.30am

Parents leave and we tidy up and get the room ready for the afternoon session. The set-up of the room is crucial to providing inviting and welcoming sessions.

12pm

I grab a much-needed drink and some lunch.

12.30pm

I check my e-mails and catch up with other team members. Time for research into initiatives, looking at other resources and giving creative input into other sessions.

1.30pm

For continuity we use the same stories as in the morning. This is a smaller group, so we involve the children in their choice of songs and rhymes.

2pm

Repeated opportunities as above. This is a shorter session as most parents collect siblings from school. We then tidy up.

4pm

Time to plan and prepare any craft activity and resources for the following day before going home at 5pm.

What it takes

A children's centre worker has a range of responsibilities to assist in the development of activities that engage, encourage and support children, parents and families.

Working within a wider team of support staff and other professionals, the role can be varied and creatively stimulating. Skills are used to develop, adapt and implement ideas and activities that will not only stimulate and motivate children to succeed within the EYFS, but also support parents.

It is vital therefore to have a full and current understanding of EYFS National Standards, the care requirements of young children and knowledge of the significant difficulties and needs of parents.

Working as part of an integrated team demands sensitivity to specific roles and responsibilities. A children's centre worker must be able to differentiate between their responsibilities and those of others - knowing when, and how, to share information and liaise with other staff.

Specific skills and attributes necessary for the job include confident communication, empathy, creativity, resourcefulness, initiative and flexibility. Respect for parents, as well as children, by being able to easily build rapport and trust, takes a high degree of skill that involves the ability to listen and observe well.

Quality play experiences are vital to a child's learning, so the ability to prepare and present meaningful play activities is important to the role.

The qualifications required are at least a level 2 or 3 in early years care, learning and development, with suggested additional training in areas such as child protection and the EYFS.

The opportunities building on from this role include the chance to become a family support worker, liaising between families in their home settings and the children's centre, and further training such as a foundation degree in health and social care, leading on to becoming a social worker.

- Tina Jefferies, managing director of training provider The Red Space Company, www.redspace company.com