CHCRF301EWork effectively with families to

care for the child

The family is the most powerful influence on children's learning and development; therefore it is crucial that children's experience in their family and the family's perspective on the child are taken into account and that professionals operate in partnership with parents on behalf of their child.

Recap on week 2The importance and impact of a family on children's lives -

The most significant contribution that children's services professionals can make to a child's life is to enhance parent's understanding and appreciation of their child, increase their confidence in carrying out the challenging and enormously complex role of being a parent, and ensure that they understand that they are the most important people in their child's life.

While there are some dimensions of the parenting role that cannot and should not be delegated to anyone else, in many ways the notion embodied in this Framework is that use of a children's service can be likened to sharing parenting, sharing the provisions for the child's development. (Stonehouse, 2002)

Element 1- Establish a positive relationship with family members

Considering standards, policies and proceduresWeek 3 1/8/2013

• Discuss assessment guide• Set due dates and submission format

• Activity 1. What is a positive relationship? (List the skills you need in order to develop a positive relationship with anyone. Now tick off the ones that you feel you already have)

Work effectively with families to care for the child

When working in child care services we:• Must acknowledge parents are the primary

carers• Respect that parents have the right to be

involved in decisions relating to the individual care of their child

• Why? • Who benefits? • How do they benefit?

Considering standards, policies and procedures

Various legal, ethical and professional standards and bodies guide our practices,

our philosophy and our policies:

Who, or what, are they?

Governing bodies and standards

• The Department of Education and Communities• Australian Children's Education and Care Quality

Authority (ACECQA)• The National Quality Framework (NQF)• The National Quality Standards (NQS) • The Education and Care Services' National

Regulations 2011• Belonging, Being and Becoming (EYLF) • Early Childhood Australia (ECA) Code of Ethics

Activity 1.3 Working in groups of 3 students are to investigate where relationships with families

are referred to in the following documents -

1. The National Quality Standards (NQS) 2. The Education and Care Services' National Regulations 20113. Belonging, Being and Becoming (EYLF) 4. Early Childhood Australia (ECA) Code of Ethics

The Code of Ethics (2006) is given as an example. Please note that for the purpose of

this unit, only one section of the Code of Ethics is provided – working with families.

ECA Code of EthicsIn this Code of Ethics, for the purposes of this document, these terms are

given the following meanings:• ChildrenPeople between the ages of birth and eight years.• FamiliesThe people who have significant care responsibilities for and/or kinshiprelationships with the child.• Early childhood professionalA person who works with or on behalf of children and families in early

childhood settings.• CommunitiesGroups of people who identify as having shared values and intentions. These

groups are recognised as complex, being simultaneously connected by commonality and diversity.

• EmployerAn individual or organisation which employs early childhood professionals.• StudentA person undertaking study at a secondary or tertiary institution.

II. In relation to families, I will:1. Listen to and learn from families, in order to acknowledge and build upon

their strengths and competencies, and support them in their role of nurturing children.

2. Assist each family to develop a sense of belonging and inclusion.3. Develop positive relationships based on mutual trust and open

communication.4. Develop partnerships with families and engage in shared decision making

where appropriate.5. Acknowledge the rights of families to make decisions about their children.6. Respect the uniqueness of each family and strive to learn about their

culture, structure, lifestyle, customs, language, beliefs and kinship systems.

7. Develop shared planning, monitoring and assessment practices for children’s learning and communicate this in ways that families understand.

8. Acknowledge that each family is affected by the community contexts in which they engage.

9. Be sensitive to the vulnerabilities of children and families and respond in ways that empower and maintain the dignity of all children and families.

10. Maintain confidentiality and respect the right of the family to privacy.