National Quality Framework NSW:
Parental Interaction and Involvement in the Service Policy
- Communications between family members and the Service are considered crucial for a child to reach their full development potential.
- The aim of this policy is to provide an environment where there is a strong emphasis on family/Service communication to allow consistency and continuity between the home and the Service environment.
- Through encouraging family members to be involved in the service, the policy aims to provide a service that best meets the needs of the chosen community.
Implementation
Parent Communication
This policy aims to provide as many outlets as possible for family/service communication. These include:
- Face to face.
- A monthly newsletter which will be put in the children’s cubbies to be taken home.
- A communications book in the service’s foyer.
- A notice board displaying upcoming events and notices.
- Regular informal meetings with parents and the opportunity to plan formal meetings if necessary.
- A Suggestions Box in the foyer where parents can anonymously (or give their names if desired) make suggestions to improve the service.
- Short surveys regarding the service’s philosophy and how you feel your child/ren feel about the service.
- Each family will be allocated a ‘pocket’ where private correspondence between educators, the nominated supervisor or approved provider and the family can take place.
- Information evenings.
- Meet and greet evenings.
- Skype
Parental and Family Involvement
- Families are welcome to visit at any time of the day.
- Families are encouraged to make suggestions and offer critique on our program, philosophy, management and food menu.
- Families are encouraged to share aspects of their culture with the educators and children as well as appropriate experiences.
- Families are invited to participate in the service’s daily routine by helping out with activities such as craft, the preparation of morning tea, special activities and afternoon tea.
- A family/staff committee will be established to set goals for the service, help write and implement policies and help to meet aims of the NQF Assessment process.
- Minutes of regular staff/parents meetings will be kept aside for either side to make suggestions.
Open Doors
- O Our Service can be accessed at any time for parental inspection.
- P Please come and see how we help your child develop and grow.
- E Entry by you any time shows that we are happy for you to see our practices at any time of the day.
- N Never leave your child in a Service unless you feel 100% competent in their ability to provide for your child.
- D Don’t hesitate to ask us any questions about your child, their development or our Service philosophy.
- O Our Service is proud of the quality of care we provide.
- O Our educators are qualified, trained, experienced and talented.
- R Rather than take our word for this
- S See for yourselves!
Reference:
National Quality Framework NSW:
Parental Interaction and Involvement in the Service Policy:
http://unicentre.uow.edu.au/content/groups/public/@web/@unic/@mrkt/documents/doc/uow146300.pdf
What is social inclusion for families in an early childhood setting?
by Pat Jewell
Be Proactive!
- The EYLF is the foundation of all planning and programming in early childhood and as the name (Belonging, Being, Becoming) suggests it is imperative to acknowledge the importance of children’s social inclusion in early childhood settings.
- Social inclusion is about a child and their family member’s sense of self, connection and belonging to groups and communities.
- “Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families, who are children’s first and most influential educators.” (EYLF, p7).
- Early childhood settings have been identified as a significant “community hub” where relationships between early childhood educators and families can grow.
- With the Early Years Learning Framework in place it is timely for early childhood educators to revisit and rethink the importance of social inclusion both for children and their families. Early Childhood Australia’s Code of Ethics states: “In relation to families I will: assist each family to develop a sense of belonging and inclusion” (ECA Code of Ethics, 2009).
- Research shows there is a strong link between the relationship that early childhood educators have with families and the child’s experience in the early childhood setting.
- Kasting reminds us “the closer the parent is to the education of the child, the greater the impact on child development and educational achievements” (Kasting, 1994 p146).
- Allowing and encouraging parents to be closely involved in their children’s education actually means that families have a feeling of “belonging” in the early setting.
Communication
Relationships
- Clear values and expectations (Both of the educator and parents)
- Comfortable and inviting early childhood environment
- Effective two-way communications established
Relationships
- The research identified differences in what early childhood educators and parents wanted in their relationship with each other.
- Early childhood educators wanted parents to: “come to centre with everything the child needs for the day”, “read notices”, “bring back paperwork needed on the day” ie signed permission forms and “bring child on time.”
- These comments have an outcome focus – what parent need to do to meet the needs of the early childhood educator.
- Parents on the other hand wanted a relationship.
Educator (Direct needs) vs Parents (Desire for strong nurturing relationships)
Reference:
What is social inclusion for families in an early childhood setting?
http://www.himh.org.au/__data/assets/pdf_file/0006/2769/3-What-is-Social-Inclusion-for-Families-in-an-Early-Childhood-Setting.pdf
Effective communication between families and early childhood staff
Effective communication:
Verbal vs Non-Verbal
Effective communication helps families and staff share important information about children. Families benefit from effective communication with staff as:
Staff benefit from regular, effective communication with families by:
Children benefit from effective communication between families and staff
because:
- Communicating together involves a two-way sharing of information and helps to develop a common understanding, meaning it is easier for parents, carers and staff to support one another.
- Effective communication also helps families and staff to build a trusting partnership and develop honest and respectful relationships. When families and staff have a genuine interest in one another, people are able to be open about their thoughts and feelings.
- When families and staff share information, everyone can be aware of children’s strengths and challenges and can work together to support children’s social and emotional well-being.
Verbal vs Non-Verbal
- Verbal communication can be spoken conversations (e.g., face-to-face, phone calls) and written messages (e.g., letters, email, newsletters).
- Non-verbal communication is less direct.
Effective communication helps families and staff share important information about children. Families benefit from effective communication with staff as:
- Effective communication helps build relationships between families and staff through respectfully sharing information and observations.
- Families and staff are more likely to share information if they feel listened to and understood by each other.
- Families feel more involved in their child’s experiences at the early childhood service.
Staff benefit from regular, effective communication with families by:
- Building a deeper understanding of the children in their care.
- Feeling appreciated in their role (e.g., when families talk and share information staff provide about children).
- Understanding what is happening with families and children (e.g., when families share information with staff, this knowledge helps them support children).
Children benefit from effective communication between families and staff
because:
- It helps both families and staff to be mindful of children’s needs on a particular day.
- A model of communication is demonstrated to children, which may help them in their own social development.
- It helps children build good relationships with staff when they see their families and staff communicating well.
- Their family may wish to become more involved in the early childhood service, which helps them better understand and contribute to children’s social and emotional development.
- The early childhood program and curriculum can build more effectively on children’s interests and developmental needs.
- It builds connections between home and the early childhood service which is an important part of developing a high-quality early childhood environment
Reference:
Effective communication between families and early childhood staff
http://www.kidsmatter.edu.au/health-and-community/family-matters/communication-schools-and-services/effective-communication
Effective communication between families and early childhood staff
http://www.kidsmatter.edu.au/health-and-community/family-matters/communication-schools-and-services/effective-communication
National Quality Framework NSW:
Collaborative partnerships with families
What are the characteristics of a collaborative partnership withfamilies?
The relationship with each family will be unique in many ways, but all partnerships will share some features:
- The best experiences for children happen when there is a strong relationship between you and the child’s family that is evident in your daily practice.
The relationship with each family will be unique in many ways, but all partnerships will share some features:
- Mutual trust
- Open, respectful communication
- Empathy
- Openness to others’ views, values and perspectives
- Shared decision making
- Clarity about roles and responsibilities
- Appreciation of each other’s knowledge and experience
- Willingness to negotiate and compromise
- Commitment to resolve tensions and conflicts
- Shared aims or goals—what is best for the child.
Reference:
Collaborative partnerships with families
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/NQS_PLP_E-Newsletter_No35.pdf
Collaborative partnerships with families
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/NQS_PLP_E-Newsletter_No35.pdf
Supporting partnerships through family participation
Reference:
Supporting partnerships through family participation
http://ncac.acecqa.gov.au/educator-resources/pcf-articles/Supporting_partnerships_through_family_participation_Sep09.pdf
Supporting partnerships through family participation
http://ncac.acecqa.gov.au/educator-resources/pcf-articles/Supporting_partnerships_through_family_participation_Sep09.pdf