CHCRF301EWork effectively with families to

care for the child

Element 2- Exchanging information and reaching agreement about care

practices•

Recap Week 9 12/9/2013

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

• 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

• 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

• 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

• 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.

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

Element 3 – Responding to a family's concerns

Element 3 – Responding to a family's concerns•

Week 10 19/9/2013

• Parents concerns• Following up on concerns• Dealing with problem situationsTraining package Pp 62 - 66

There is no training available to become a

parent. There is no training available that allows families to stop worrying if they are doing the right thing. However, there are correct ways for children's services staff to respond to families concerns.

Q What could some of those concerns be?(list on whiteboard)

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?

Parent's concerns

• This can make raising a child an emotionally

charged and physically draining experience.

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.

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.

Parent's concerns

Parent's concerns

• Students are now to complete ACTIVITY 1

(3.1).

Parent's concerns

LETS LOOK AT THE NQSWhat would be the area that would be relevant to our investigations today?

Parent's concerns

AGAIN, LETS LOOK AT THE NQS – in particular

Quality Area 6 Standard 6.2• Look specifically at 'About Standard 6.2' • And follow up with 'What we aim to achieve

with Standard 6.2' on p 155.

Parent's concerns

• What is this telling us about our role?

Parent's 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.

Following up on concerns

We now need to consider what happens after a

concern is raised.

Following up on concerns

Based on these points, students are now to

complete ACTIVITY 2 (3.2).

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.

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.

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?

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.

Following up on concerns

Based on these points, students are now to

complete ACTIVITY 3 (3.3).

Following up on concerns

Relating the EYLF to working interactively with both children,

families, staff and the community.

VIDEO

Play-based learning and the Early Years Learning Framework with Lennie Barblett - EYLF PLP

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