CHCRF301EWork effectively with families to

care for the child

Element 2- Exchanging information and reaching agreement about care

practices•

Recap Week 8 5/9/2013

• Communicate information in a culturally appropriate way

• Establishing preferred communication strategies

• Sharing opportunities• Responding promptly to messages • Gathering informationTraining package Pp 46 - 53

• 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;

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.

Communicate information in a culturally appropriate way

How can we achieve this on an everyday level?

• 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.

Establishing preferred communication strategies

The quantity an 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.

Establishing preferred communication strategies

• Families rely on staff to pass the information that they have given you

• Sometimes the message may seem trivial or unimportant but it is most definitely not to that family

• They are providing information that they feel IS important for you to know how to properly care for their child that day.

Responding promptly to messages

• A lack of attention to messages communicates to the family that it is not important which translates to 'you are not important'.

• This non-verbal response will tear away at a relationship that you are attempting to establish with this family.

• It says a lot about our credibility and professionalism.

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?

Responding promptly to messages

•Parent information sheet

•Background Information Sheet (refer week 8)

Element 2- Exchanging information and reaching agreement about care

practices•

Week 9 12/9/2013

• Reaching agreements about care practices• When agreements cannot be reached • Communicating decisions clearlyTraining package Pp 53 - 58

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......

Reaching agreements about care practices

“When we show a genuine interest in getting to know each child and their family as individuals we create a sense of belonging and partnership. Positive relationships are built on points of connection. As early childhood educators we already have one very obvious point of connection with each family member – their child. To build a genuine connection we need to take the time to have meaningful conversations with families about their children.”

'Connecting with families – Bringing the EYLF to life in your community' P8. www.deewr.gov.au

Reaching agreements about care practices

Refer also to -

The Early Years Learning Framework in Action -Educators Stories and models for practice

Supporting Allisa's Aboriginal identity P45

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.

Reaching agreements about care practices

• Students to complete ACTIVITY 1 (2.9)

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.

Reaching agreements about care practices

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...

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.

When agreements cannot be reached

• 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.

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.

Communicating decisions clearly

Students can now complete ACTIVITY 2 (2.11)

Communicating decisions clearly