This document discusses establishing positive relationships with families by creating welcoming environments and partnerships. It emphasizes the importance of exchanging information with families about their child's needs, routines, preferences, and interests. This allows for consistency in care and helps educators understand each child. Educators should communicate respectfully with families, show interest, be positive, and avoid criticism. Partnerships are built on mutual trust, respect, shared goals and decision-making. The document compares involvement, which is educator-led, to partnerships, which require cooperation and considering other perspectives. Educators are advised to obtain information from families sensitively while maintaining privacy. Overall, the document stresses the value of ongoing, two-way communication between educators and families to

1. CHCRF301E
Work effectively with families to
care for the child

2. Element 1- Establish a positive
relationship with family members
Recap Weeks 5 and 6 15th & 22/8/2013
• Creating welcoming environments
• Partnerships

3. Creating welcoming environments
We 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.

4. When we look at the term
welcoming environments – there
are 2 areas that can be defined -
• The physical environment, and
• How we communicate.

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

6. 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)

7. A Partnership
Carers 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)

8. 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

9. 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.

10. 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)

11. NATIONAL QUALITY STANDARDS
• Think about the difference between the terms
• INVOLVEMENT
AND
• PARTNERSHIP
IS THERE A DIFFERENCE???
Refer to Quality Area 6 within the standards.

12. Supporting the provision of quality, inclusive children’s services
Involvement vs. Partnership
Involvement
vs
Partnership

13. Supporting the provision of quality, inclusive children’s services
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

14. Supporting the provision of quality, inclusive children’s services
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?

15. • ACTVITY 1
Complete Activity 1.10 – Sending
Welcoming Messages.

16. Element 2- Exchanging information
and reaching agreement about care
practicesWeek 7 29/8/2013
• Exchanging information with families about
the child's physical and emotional needs
• Communicating information in a culturally
appropriate way

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

18. • 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

19. 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.

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

21. • WE NEED AS MUCH AS POSSIBLE ABOUT
CHILDREN'S -
• NEEDS
• ROUTINES
• PREFERENCES and
• INTERESTS
BUT HOW DO WE OBTAIN THIS?

22. • 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.

23. 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.

24. 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.

25. • 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.