1. CHCRF301E
Work effectively with families to
care for the child
Recap – Weeks 2 to 13 24/10/2013

2. Work effectively with families to
care for the child
Unit Introduction Week 2 –
25/7/2013

3. Element 1 – Establish
a positive
relationship with
family members

4. 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.


5. 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.

6. 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)

7. Week 3 1/8/2013
Considering standards, policies and procedures
• Discuss assessment guide
• Set due dates and submission format
Element 1 – Establish a
positive relationship
with family members

8. 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?

9. 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?

10. 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

11. 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.

12. ECA Code of Ethics
In this Code of Ethics, for the purposes of this document, these terms are
given the following meanings:
• Children
People between the ages of birth and eight years.
• Families
The people who have significant care responsibilities for and/or kinship
relationships with the child.
• Early childhood professional
A person who works with or on behalf of children and families in early
childhood settings.
• Communities
Groups of people who identify as having shared values and intentions. These
groups are recognised as complex, being simultaneously connected by
commonality and diversity.
• Employer
An individual or organisation which employs early childhood professionals.
• Student
A person undertaking study at a secondary or tertiary institution.

13. Week 4 8/8/2013
What do we mean by families?
Effective communication
Barriers to effective
communication
Element 1 – Establish a positive relationship with
family members

14. What do we mean by families?
What is a family?

15. • The concept and context of family
has changed over the past few
generations.
• What kinds of families are there in
our society?

16. • What kinds of families are there in
our society?
• Families with 2 parents;
• Families with single parents;
• Families with non-English speaking parents;
• Families from cultures other than your own;
• Australian Indigenous Aboriginal or Torres Strait Islander families;
• Blended families;
• Gay families;
• Foster parents;
• Grandparent/extended families;
• Families with strict religious/cultural convictions;
• Families who have additional needs.

17. Effective communication
Barriers to effective
communication
Both these areas covered in the recapping of the
communication unit CHCCOM201C .

18. Week 5 15/8/2013 and Week 6
22/8/2013
Creating welcoming environments
Element 1 – Establish a positive relationship
with family members
& Element 2 – Exchange information with
family members about the child's physical
and emotional care needs

19. 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.

20. When we look at the term
welcoming environments – there
are 2 areas that can be defined • The physical environment, and
• How we communicate (the emotional/social
environment).

21. 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)

22. 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)

23. What do you think the term cultural
competence means?
• Look up the EYLF glossary to find out it's
meaning.
• How would you include families from diverse
backgrounds and cultures?
• How would you make Australian Indigenous
Aborigines feel welcome?

24. Partnerships
(Code of Ethics
revisited from Wk 3)

25. 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)

26. 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

27. 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.

28. 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)

29. 5 stages
Roslyn Elliott outlines the five simple stages of the
communication spiral which will engage families
and strengthen the links between children's
services and home. In doing so, you will be
surprised at the valuable knowledge you will
uncover. Each stage of the spiral process builds
upon the achievements/developments of the
last. Enhancing staff-parent communication
brings services closer to providing the ideal
environment needed to support children leading to positive outcomes for both the
children and the community.

30. MASLOW
These stages correspond to Maslow’s (1968)
hierarchy of needs, which explains how humans
have identifiable levels of need that must be met
for their total wellbeing and development of
‘self’.
These needs begin with:
(1) physiological needs (food, water, clothing);
then move to
(2) safety and security; followed by
(3) affection; and then
(4) belonging. Meeting all these needs leads to
(5) self-actualisation (Maslow, 1968).

31. • This Code of Ethics provides a framework for
reflection about the ethical responsibilities of
early childhood professionals.

32. ECA Code of Ethics
In this Code of Ethics, for the purposes of this document, these terms are
given the following meanings:
• Children
People between the ages of birth and eight years.
• Families
The people who have significant care responsibilities for and/or kinship
relationships with the child.
• Early childhood professional
A person who works with or on behalf of children and families in early
childhood settings.
• Communities
Groups of people who identify as having shared values and intentions. These
groups are recognised as complex, being simultaneously connected by
commonality and diversity.
• Employer
An individual or organisation which employs early childhood professionals.
• Student
A person undertaking study at a secondary or tertiary institution.

33. 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.

34. EYLF
• Implementing the EYLF An evolving story
• 'Implementing the EYLF, with its focus on
"Belonging, Being and Becoming", provides us
with yet another avenue for exploring and
initiating quality relationships with children.'
• Children's learning and development is
dependent on them feeling safe and having
strong connections with the adults who care for
them.

35. 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?

36. • LOOK UP NATIONAL QUALITY AREA 6
• This area gives details on what is expected from
services in relation to collaborative
partnerships. It also outlines the process of
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.

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

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

39. • 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.

40. • 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.

41. Week 8
5/9/2013
Element 2 – Exchange information with family members about the
child's physical and emotional care needs
Element 4 – Reach agreement with family members about
care practices

42. • Communicate information in a culturally
appropriate way
• Establishing preferred communication
strategies
• Sharing opportunities
• Responding promptly to messages
• Gathering information
Training package Pp 46 - 53

43. Communicate information in a culturally
appropriate way
How can we achieve this on an everyday level?
• Be open and accepting in our practices
so families feel comfortable sharing
information;
• Ensure we do not support cultural or
stereotypical biases in any of our
practices;

44. Communicate information in a culturally
appropriate way
How can we achieve this on an everyday level?
• Continuously gain understanding and
information about our own and others
practices and how these can be accepted
into the setting;
• Check with individual families about their
preferred communication styles & times.

45. Establishing preferred communication strategies
• The communication strategies that we use
with families will constantly change or evolve.
• As we become more familiar with families we
might find that preferences change or they
may not have been as clear as we first
imagined them to be.
• The way in which we communicate with
families will depend on the preferences of the
child's family.

46. Establishing preferred communication strategies
The quantity and type of information required
by families will be influenced by a number of
factors, namely:
• The amount of time their child has been at the
service;
• The age of the child;
• Issues at home;
• Issues of the day.

47. Sharing Opportunities (CONT)
So how do we provide opportunities to share
information?
• Observations/interactions/communication
book
• Newsletters
• Meetings
• Mascot
• Letters/emails/phone calls
• Enrolment form/orientation
• Noticeboard

48. Responding promptly to messages
• IF WE ARE NOT CONCERNED ABOUT
ACTING IN A PROFESSIONAL
MANNER IN THE WAY WE DEAL
WITH FAMILIES, THEN HOW CAN
WE BE TRUSTED TO CARE FOR THEIR
CHILDREN?

49. Gathering information
• LETS HAVE A LOOK AT SOME EXAMPLES OF
GATHERING INFORMATION ABOUT CHILDREN
THAT IS REQUIRED FOR ASSESSMENT TASK 2.

50. •Parent information sheet
•Background Information Sheet

51. BACKGROUND INFORMATION
SHEETS
Form that caregivers can give parents to complete
on their child’s needs, interests and learning
styles.
Assists in providing individualised care.
Gives you background information on the
individual child.
Assists with settling children. their child’s needs,
interests and learning styles.

52. HANDOUT:
BIS Example 1

53. HANDOUT:
BIS Example 2

54. HANDOUT:
BIS Example 2
3 pages

55. HANDOUT:
BIS Example 2
3 pages

56. HANDOUT:
BIS Example 2
3 pages

57. For are to createchild: Information Sheet to give to
focus a Background
Students
Students are to create a Background Information Sheet to give to
their focus child’s parent/caregiver.
Consider the following areas when devising your Background
Information Sheet
Family members
Rest / Sleep requirements
Toileting requirements
Eating / Feeding
Health
Play interests
Social skills
Communication styles
Parents goals / concerns
Open ended questions
heir focus child’s parent/caregiver.
Consider the following areas when devising your Background

58. Week 9
12/9/2013
Element 2 – Exchange information
with family members about the
child's physical and emotional care
needs
Element 4 – Reach agreement with
family members about care practices

59. • Reaching agreements about care practices
• When agreements cannot be reached
• Communicating decisions clearly
Training package Pp 53 - 58

60. Reaching agreements about care practices
• Families need to feel welcome in a service.
• They need to feel that they are able to discuss
their requirements and wishes for their child.
• Consistency between home and centre care
practices is essential....
• This assists families to settle into the service.
• Consistency helps to minimise anxiety – for
both children and parents......

61. Reaching agreements about care practices
• It is relatively easy to work with a family to
care for a child when the approach taken is
similar to our own thinking and practices.
• When requests made by families are alittle
unusual or outside of our own experiences, it
becomes a little more difficult.

62. Reaching agreements about care practices
• It is also important to discuss any unusual or
difficult requests with your colleagues and the
director of the service. They may have
different perspectives and see ways that you
can meet the parents' requests without
difficulty or disruption.

63. When agreements cannot be reached
• There may be times when we are asked to
implement care practices that we may not be
comfortable with.
• Not all requests will be appropriate for us to
implement.
• There are numerous reasons why –
and they can include...

64. When agreements cannot be reached
EXAMPLES INCLUDE....
• The resources available to us. We may not
have the staff or physical resources available
to accommodate the request.
• Insufficient time.
• The time the request needed to be
implemented may be busy/rest time.

65. • The physical layout of the building offers
restrictions.
• Our own health, stamina may hinder the
execution of the request.
• The number of children in care may prove
difficult.
• The request may not be in the best interests of
the child.
• It contravenes regulations/standards/ethics.

66. Communicating decisions clearly
When a decision has been made it is important
that it be clearly and promptly communicated
to all those involved. The way we
communicate the decision will depend on:
• The type of decision/request;
• The preferred communication style of those
involved;
• The importance or severity of the decision.
Usually verbal communication – at a suitable
time and place – will be all that is required.

67. Element 3 – Responding
to a family member's
concerns about their
child

68. Week 10
19/9/2013
• Parents concerns
• Following up on concerns
• Dealing with problem situations
Training package Pp 62 - 66

69. Parent's concerns
•
•
•
•
•
Is my child eating correctly?
Are they getting enough sleep?
Do they have enough friends?
Are they accepted by their extended family?
Does their teacher like or engage enough with
them?
• Do they feel good about themselves?

70. Parent's concerns
• This can make raising a child an emotionally
charged and physically draining experience.

71. Parent's concerns
• Parents will always have concerns over their
child's welfare, particularly when they are
separated during the day.
• It is our role to communicate support to the
families as they work through their concerns.
• Some concerns may not relate to the care
being provided.

72. Parent's concerns
• In these situations it is not possible or even
appropriate to resolve their concern for them.
• However, providing assistance and
reassurance through the process is part of our
working roles with families.

73. Following up on concerns
We now need to consider what happens after a
concern is raised.

74. Following up on concerns
WHEN DEALING WITH CONCERNS IT IS IMPORTANT
THAT WE -
• Listen attentively and not interrupt the family
member. Do not assume you know what they
have to say.
• Ensure body language is open and receptive.
• Use active listening and clarification
statements to demonstrate your interest and
understanding.

75. Following up on concerns
BUT WHAT HAPPENS TO A CONCERN AFTER IT HAS
BEEN RAISED?
• You may be feeling confronted and
overwhelmed.
• Even though you may not be able to resolve
the problem, it is still important that the
family feels they have been heard.

76. Following up on concerns
BUT WHAT HAPPENS TO A CONCERN AFTER IT HAS
BEEN RAISED? (cont)
• You may need to talk it over with someone –
possibly to gain some new perception on the
situation or to seek some information or
advice.
• Remember your confidentiality requirements.
• So ensuring it stays 'in house' is important – a
supervisor could be an appropriate person to
talk to.

77. Following up on concerns
BUT WHAT HAPPENS TO A CONCERN AFTER IT HAS
BEEN RAISED? (cont)
• Families need to feel that they can trust you
to take their concerns seriously and not
dismiss them with a laugh or breach
confidentiality as you talk it over with another
family.
• If the concern is over an issue regarding the
service, what steps would you need to take in
line with a possible procedure?

78. Following up on concerns
BUT WHAT HAPPENS TO A CONCERN AFTER IT HAS
BEEN RAISED?
• Some concerns you will be able to assist with.
• Others will require a more qualified or senior
staff member (even if you feel you may be
able to deal with the issue).
• It is important that you become aware of what
types of concerns you can deal with vs what
more qualified staff are expected to deal with.

79. Element 3 – Responding
to a family member's
concerns about their
child

80. Week 11
10/10/2013
• Dealing with problem situations (cont)
• Looking at the big picture
• Assumptions
CHC08 Community Services Training Package Learning Guide Pp 66 - 72

81. DEALING WITH PROBLEM SITUATIONS
• Most problems are easily solved. Yet others are
not.
• It is not always possible to have an answer on
the spot.
• Some concerns may need to be taken to staff
meetings or to the owner/committee of
management.

82. THE BIG PICTURE
• Sometimes the concerns that are expressed to
us are outside our area of expertise. When
families grow to trust us they will share
information – not always looking for a solution,
but as a way to deal or understand a situation.
• It is important to consider whether some of the
roles you are expected to play are appropriate...

83. THE BIG PICTURE
• BE MINDFUL OF THE ROLES YOU TAKE ON.
• Sometimes information given to us can be
quite personal and has strong implications in
terms of confidentiality.
• For us the challenge then lies in assisting
families in finding the help they need, without
taking on this role ourselves.

84. THE BIG PICTURE
• When you talking to a parent, you do need to
make them feel respected, and that they are
being listened to.
However, take note of the following key points
1) Acknowledge what has been said. Your role as
a listener is to understand what is being said.
Use any information to relate back to what is
happening in the service with the child.

85. THE BIG PICTURE
• 2) Decide whether this is a problem that is
within your level of ability or whether a
supervisor or outside referral is required.
• 3) Take action if the situation is do-able. This
could include having other educators at the
service involved – or taking it to a staff meeting
for further input.

86. THE BIG PICTURE
• 4) Agree to assist if possible (within the
guidelines of your role). Even if referred to
another agency, there may be ways to assist
both the family and the agency. As, once the
problem has been acknowledged, it is
important for everyone concerned that it is
worked through to the end.

87. ASSUMPTIONS
• When we communicate with families, we need
to be careful that we are not using an
assumption based on their culture, age or
linguistic background as a characteristic in the
way we deal with them. Such assumptions can
prove dangerous in the establishment of a
partnership with families.

88. ASSUMPTIONS
• When families bring a concern to us, they are
saying that they are trusting our judgement. They
believe that we will be professional in taking their
concern seriously.
• Rather than feel anxious, we should feel pleased
that families are comfortable enough to share
and express concerns with us.
• Even if we are not always in a position to answer
concerns, we are in a position to assist & and
listen so that they can get the help they need.

89. Element 5 – Facilitate a
child's transition into
care

90. Week 12
17/10/2013
•
•
•
•
•
Choosing a centre
Enrolment
The first day
Arrivals and departures
Collaborating with families about arrivals and
departures
• Attitudes towards child care
CHC08 Community Services Training Package Learning Guide Pp 75 - 99

91. Choosing a centre
A visit to the service can include • Introduction of staff (particularly relevant room
staff);
• A description of the program and activities
offered;
• What facilities the service has;
• How the service can incorporate both the child's
and family's individual needs.

92. Choosing a centre – parent concerns
• How to get their child to eat (if they are a fussy
eater);
• Sleep time – how much?, how they have time to
individually rock a child to sleep?;
• A shy child – how can they be encouraged to
interact with others?;
• Cultural/religious requirements..
• Toileting etc

93. Choosing a centre
SO WHAT IS IMPORTANT?
• First impressions (both physical and emotional);
• The information given ... Was it relevant to what
you were asking? Did you understand it?;
• The non-verbal communication between staff and
your family;
• What you actually saw AND felt i.e. did both the
children and staff appear happy and engaged?

94. Enrolment
• The next stage of transition to care usually
involves the enrolment process.
• From a family's perspective, this is the first real
chance to ask specifically how your service will
meet their child's/children's needs.
• This will be when much personal information
about the family will be shared.
• It will also provide them with the understanding
of how continuity can happen between home and
the service.

95. Enrolment and the orientation process
• One of the most important aspects of helping a
child to settle is to have familiar faces around
them – it is important to have what is called
continuity with staff, as often a child will
emotionally need to bond with someone before
they can start to feel comfortable and secure.

96. Enrolment and the orientation process
• Delegating a primary educator for the child – in those
initial first few days or weeks;
• Have a notice on the front or room door to welcome
them as a new family;
• A phone call on the first day to advise parents as to how
the child is settling;
• A welcome letter to the family prior to commencement
at the service;
• Introducing the family to other families.

97. Enrolment and the orientation process
• Send home photographs – either electronically or
printed, so that families can visually see how their child is
progressing;
• Send a certificate or first day laminated A4 poster with a
photograph of their child etc
• Welcome new families in the newsletter;
• Make contact with families during those first few days,
weeks and subsequent months to reflect on their
experiences – is there anything else that could have been
done to ensure the process ran more smoothly?

98. The first day
• Families have the power to choose the service
that they feel complement their practices and
beliefs;
• If the service that they have chosen is truly
committed to the ideal of partnerships they will
feel involved in the decision making process;
• This is why it is so important to have a continual
flow of information sharing between both parties.

99. Preparing the parent
• Parents will at this stage have been given all
relevant printed information;
• They will have visited the service;
• They will have asked questions and have had
questions asked of them;
• It is important to continue to work on this new
relationship.

100. Preparing the child
• If the family is feeling confident and happy about
their decision, this will transfer to the child;
• However – this is also dependant on the child and
their personality/past experiences in
care/readiness etc
• The way in which children are assisted in the
transition period is also dependant on their age
and what they can relate to, understand, or
articulate.

101. Arrivals
• Leaving a child in care is not easy, and we need to
recognise that it can be a very emotional time for
them – even though they may have full
confidence in the service.
• Children need consistency in their lives – and the
process of arriving at care and saying farewell to a
family member should be consistent to assist
them.

102. Departures
The following strategies can be used to assist
parents when they are commencing care • Plan a relaxed morning. Pack the child's bag the
night before so you are both feeling unhurried.
Rushing adds to the stress of the situation.
• Plan to spend some time with your child those
first few mornings. Learn the names of some of
the other children and toys so you can talk about
them the next time your child comes.

103. Departures
• When it is time to leave, say goodbye confidently.
• Give the child a hug and a kiss and then leave.
• Lingering can make the situation worse for both
parties.
• Saying goodbye assists greatly with the trust
element. It is not emotionally empowering to just
leave without saying goodbye.
• If possible, plan shorter days initially until the
child has settled in.

104. Collaborating with families about arrivals and
departures
• Developing a routine for farewells is important
for family and child alike.
• Familiarity and routine creates security – for both
parties;
• Educators must recognise the value of these
rituals and support them.

105. Attitudes towards child care
• We need to acknowledge their feelings and help
them to better understand what they are seeking
for their child. We may never fully understand
this because families may find it difficult to
articulate.