2. Element 1- Establish a positive
relationship with family members
Recap
Week 4 6/8/2013
• Effective communication
• Barriers to effective communication
3. Week 5 15/8/2013
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 (the emotional/social
environment).
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)
8. • How will you show genuine interest in
families?
9. ACTIVITY 1 – Complete Activity 1.6 discuss
findings.
Then complete Activity 1.7
How will YOU show genuine interest in families?
10. • Families are diverse – remember how we listed all of
the different family types in Week 4?
11. 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?
20. A Partnership?
ACTIVITY 2
What is a partnership?
Answer the following in pairs:
• What type of relationship do carers have with
families attending a service ?
• What is the role of the family in a children’s
service?
• How might you expect the family to
demonstrate this?
21. 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)
22. 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
23. 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.
24. 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)
25. 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.
26. 5 stages
There are five sequential stages of communication to
achieve reciprocal understanding and engagement
(Elliott, 2003).
• 1: Communication about physiological and safety
needs
• 2: Communication about belonging
• 3: Communication about self-esteem
• 4: Communication about knowing and understanding
• 5: Communication based on self-actualisation
promoting reciprocal engagement
27. 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).
28. 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.
29. • This Code of Ethics provides a framework for
reflection about the ethical responsibilities of
early childhood professionals.
30. 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.
31. 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.
