Week 5 and 6 Work Effectively...
- 1. CHCRF301E Work effectively with families to care for the child
- 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.
- 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. • What do we mean by a welcoming attitude? Creating welcoming attitudes
- 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?
- 19. Partnerships
- 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.