Week 7 Work Effectively

CHCRF301EWork effectively with families to

care for the child

Element 1- Establish a positive relationship with family members

Recap Weeks 5 and 6 15th & 22/8/2013

• Creating welcoming environments• Partnerships

Creating welcoming environmentsWe are constantly exchanging information through

the words we speak and those that we do not.

We also communicate by the way we choose to set up our environment.

When we plan our environment we need to consider such aspects as the physical environment and materials as well as human and behavioural aspects within the setting.

When we look at the term welcoming environments – there are 2 areas that can be defined -

• The physical environment, and

• How we communicate.

When communicating with parents

• Show interest• Be positive• Be warm and friendly• Show empathy and sensitivity• Respond to questions and concerns• Share decisions• Honour the role of the parent• Avoid implying blame or criticism• Celebrate the partnership• Tell parents they are doing a good jobKearns, K., 2010, The Big Picture, Pearson: Aust. (p.170)

More points to consider

• Remember parents and child carers view things differently

• Make the service accessible and welcoming• Make staff accessible• Ensure that policies and practices are “parent friendly”• Think about the quantity and quality of information

given to parents

Kearns, K., 2010, The Big Picture, Pearson: Aust. (p.170)

A PartnershipCarers who behave in a professional manner:• Use language that communicates

professionalism and respect• Treat parents with courtesy and respect

regardless of what has been said or done• Maintain confidentiality when parents share

private information

Kearns, K., 2010, The Big Picture, Pearson: Aust. (p.170)

Partnerships (CONT)Partnerships are all about power and shared decision making.

Success depends on;• Mutual respect• Understanding and appreciating the perspectives of each• Two way communication• Common goals• Realistic expectations• Teamwork• Equality or defined roles, rights and responsibilities• Shared decision making

Partnerships

• Partnerships are built on mutual trust and respect. They recognise and value the ideas and opinions of all parties and, in early childhood services, both families and staff need to work together to support young children’s learning.

Partners• Have mutual respect for each other• Work towards the same goals• Co-operate, rather than compete with each other• Are willing to consider the other’s point of view• Communicate effectively with each other• Value each other’s role in caring for child• Develop a balance of power (equally important)• Have confidence in each other to do best for child• Keep each other informed about the child

Kearns, K., 2010, The Big Picture, Pearson: Aust. (p. 157)

NATIONAL QUALITY STANDARDS

• Think about the difference between the terms• INVOLVEMENTAND• PARTNERSHIPIS THERE A DIFFERENCE???Refer to Quality Area 6 within the standards.

Supporting the provision of quality, inclusive children’s services

Involvement vs. Partnership

Involvement

vs

Partnership


Involvement vs. Partnership

Involvement is

A set of activities or strategies surrounding service operations and social events

Providing reports to families on children’s learning

Primarily determined or initiated by the service or educators

The service or educator maintaining the power or control


Partnership

Do you welcome and communicate messages of partnership in your interactions?

Does your service philosophy highlight and give priority to partnerships with your families?

Are you confident in where compromise and negotiation can occur to include family requests?

Do you think about if, when and how to share concerns?

Do you ‘own’ the challenges that may arise with children when working with families?

• ACTVITY 1Complete Activity 1.10 – Sending

Welcoming Messages.

Element 2- Exchanging information and reaching agreement about care

practices Week 7 29/8/2013

• Exchanging information with families about the child's physical and emotional needs

• Communicating information in a culturally appropriate way

• Exchanging information with families about the child's physical and emotional needs

• The National Quality Standard Quality Area 1 – Educational program and practice states 'that documentation about each child's program and progress is available to families'...

• According to ACECQA's Guide to the NQS, Element 1.1.4 p 32., this includes 'how they access it and how meaningful it is to them. Nominated supervisors and educators should have an understanding of the importance of regular communication with families'.

• What does that mean for educators?

Exchanging information with families about the child's physical and emotional needs

ACTIVITY 2• LOOK UP NATIONAL QUALITY STANDARD 7.6• This section gives details on what is expected

from services in regards to exchanging written and verbal information with families. The EYLF principles and practices also details the importance of this exchange of information.

• Write a diary entry/day note/communication note to inform families of the days activities and events based on this information.

• HOW MUCH INFORMATION DO WE NEED TO SUPPORT THE CHILDREN IN OUR CARE?

• WE NEED AS MUCH AS POSSIBLE ABOUT CHILDREN'S -

• NEEDS • ROUTINES• PREFERENCES and• INTERESTSBUT HOW DO WE OBTAIN THIS?

• IF WE ARE TO OFFER CONSISTENCY AND CONTINUITY, WHICH ARE INDICATORS OF HIGH QUALITY CARE, THEN WE NEED TO BE CONTINUALLY INVOLVED IN A PARTNERSHIP OF SHARING INFORMATION WITH FAMILIES – BOTH INITIALLY WHEN THEY COMMENCE AND THEN ON AN EVERYDAY LEVEL.

ACTIVITY 3• COMPLETE ACTIVITY 2.2 (P 45)

• FOR EACH OF THE HEADINGS – OUTLINE WHAT YOU BELIEVE WOULD BE NECESSARY FOR A CHILDREN'S SERVICE TO BE AWARE OF.

• AS YOU CONSIDER THE INFORMATION NEEDED THINK ABOUT HOW YOU MIGHT ENCOURAGE FAMILIES TO SHARE THEIR SPECIFIC CHILD CARE PRACTICES.

• AS YOU MAKE THE LIST CONSIDER CONFIDENTIALITY AND THE FAMILY'S RIGHT TO PRIVACY.

ACTIVITY 3• COMPLETE ACTIVITY 2.2 (P 45)

• FOR EACH OF THE HEADINGS – OUTLINE WHAT YOU BELIEVE WOULD BE NECESSARY FOR A CHILDREN'S SERVICE TO BE AWARE OF.

• AS YOU CONSIDER THE INFORMATION NEEDED THINK ABOUT HOW YOU MIGHT ENCOURAGE FAMILIES TO SHARE THEIR SPECIFIC CHILD CARE PRACTICES.

• AS YOU MAKE THE LIST CONSIDER CONFIDENTIALITY AND THE FAMILY'S RIGHT TO PRIVACY.

• PLEASE NOTE HOW THE INFORMATION IN WEEK 7 RELATES TO ASSESSMENT TASKS 1 AND 2.

• WEEK 8 WILL DEAL PARTICULARLY ABOUT GATHERING INFORMATION – ASSESSMENT TASK 2.