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Reflections Magazine : Reflections Issue 60 Spring 2015
How does this process help to develop meaningful partnership with parents? In these12-weekly plan and review meetings, the educators share accurate and unbiased information with the parents in ways that enable the parents to understand their children's progress and needs as well as share their own ideas for new goals and strategies that might help to achieve them. Meaningful partnerships are developed when parents' views are listened to, when their knowledge is treated respectfully and inclusively in the goal setting process, and when they are seen as their child's most important educator as well as capable contributors in their children's lives. Conclusion At the heart of any meaningful partnership is a positive, respectful, reciprocal, trusting relationship. Developing meaningful partnerships takes time, lots of time. Skills such as listening, caring, not judging, not jumping in and giving advice but sharing information when it is requested, are key to their success. There are of course many ways that educators can develop positive partnerships with parents, but it is hoped that the two strategies shared here might be useful for others in the ECEC sector who are working with vulnerable children and families. References: Australian Early Development Census 2014, Banyule community profle. Commonwealth of Australia. Available from: <http://www.aedc.gov.au/ data/data-explorer?id=44686>. [3 July 2015]. Department of Education, Employment and Workplace Relations [DEEWR] 2009, Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Canberra, Australia, Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia. Jordan, B, Tseng, Y, Coombs, N, Kennedy, A & Borland, J 2014, 'Improving lifetime trajectories for vulnerable young children and families living with significant stress and social disadvantage: The early years education program randomised controlled trial' BMC Public Health, vol. 14, pp. 965-975. Lord, P, Southcott, C, & Sharp, C 2011, Targeting children’s centre services on the most needy families (LGA Research Report). Slough: NFER. Available from <https://www.nfer.ac.uk/publications/LGTC01/LGTC01.pdf>. [3 July 2015]. Papatheodorou, T & Moyles, J (eds.) 2009, Learning together in the early years: Exploring relational pedagogy, Milton Park, Abingdon, Oxon, Routledge. Skattebol, J, Blaxland, M, Brennan, D, Adamson, E, Purcal, C, Hill, T, Jenkins, B & Williams, F 2014, Families at the Centre: What do low income families say about care and education for their young children? (SPRC Report 28/14), Social Policy Research Centre, UNSW Australia. Winkworth, G, McArthur, M, Layton, M, Thomson, L & Wilson, F 2010, ' Opportunities lost: Why some parents of young children are not well-connected to the service systems designed to assist them', Australian Social Work, vol. 63, no. 4, pp. 431-444. 13 REFLECTIONS • GOWRIE AUSTRALIA • SPRING 2015 - ISSUE 60 Example Part of an Education and Care Plan for a child aged 5 years: Previous Goals Progress To continue to extend the child's learning in all areas of the curriculum. EYLF Learning Outcome 4: Children develop dispositions for learning such as curiosity, cooperation, confidence and enthusiasm. Child is a very keen learner. Child is keen to share thoughts and knowledge. Child is creative and enjoys making 3-D objects at the pasting table. Child has learnt to draw recognisable people and objects such as trees and flowers. Child enjoys teaching peers how to draw people. Discussion Educator and parent have both noticed that recently the child does not want to attempt new activities especially if the child feels that they can't do the task perfectly. Sometimes the child gives up on an activity and appears sad. This also happens at home. New goal (Link to EYLF Outcomes) Activities / Actions to achieve this Help the child to break down new tasks into small components EYLF Learning Outcome 4: Children develop dispositions for learning such as curiosity, cooperation, confidence and enthusiasm. If educator notices that the child is not managing well with a new task, encourage the child to use a "work in progress" card to give child's brain a rest. Encourage the child to return to the task later. Parent can use the words "Give your brain a rest" at home, so that child does not lose confidence in trying a task again.
Reflections Issue 59 Winter 2015
Reflections Issue 61, 2015