Settling into a new year
ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.
The beginning of the year is a great time to strengthen partnerships with families, sharing
information about children’s current knowledge, interests, abilities and preferences. As children and their families begin their time at your service, or return after a break, it is vital to build their sense of belonging as part of this partnership and settling process.
The Early Years Learning Framework (EYLF) and Framework for School Age Care (FSAC) emphasise that ‘partnerships are based on the foundations of understanding each other’s expectations and attitudes, and building on the strength of each other’s knowledge’ (EYLF, p. 12 / FSAC, p. 10). Working in partnership with families and sharing information:
- supports a shared vision for children’s learning and development
- enables educators to plan effectively for children’s next steps and
- empowers families to participate in decision-making in relevant and meaningful ways.
The key focus of Quality Area 6: Collaborative partnerships with families and communities is to engage families in the decisions that shape the program for their child and to share information about their child’s engagement and learning. Encouraging a family’s sense of belonging and inclusion at your service strengthens their understanding of the service philosophy in addition to how and why service policies and procedures operate. This is also a time to clarify everyone's expectations by valuing each party’s expertise and building trusting relationships.
Collaborative partnerships between families and educators are created through initial contact that is respectful and shows genuine interest in developing shared outcomes for children. Settling into a new service is aided by responsive educators who create a sense of belonging by supporting children to develop friendships and by an environment that is engaging and reflective of each child’s culture and identity.
For babies and toddlers, this may be their first experience in an education and care service, so it is important to understand and recognise families’ perspectives. Initially, the focus is likely to be on routines, building confidence that their child is receiving individualised care and their learning and development is being supported. For preschool children, it may mean a change of rooms or new expectations in an older group, or a completely new education and care environment, so it is important to reflect on how families and children are supported through the orientation process.
For school age children this could mean transitioning to after school hours care in addition to settling in at school. It is a time to reflect on supporting children’s wellbeing while still respecting their growing autonomy and agency. This could be a time for older children to support new children to settle into the service. This is a time to draw on children’s expertise and involve them in service decisions and planning.
Think about what might work best for and your families to support that vital partnership. Also, reflect on how you can capture the valuable information that families have on their children. Is it using conversations, emails, forms, interviews or some other way or a combination of
these? It may even change depending on the needs of each child and family.
Other reading and resources
Collaborative partnerships with families
Engaging families in the early childhood development story
Recognising and supporting babies' and toddlers belonging, being and becoming
My Time, Our Place
Educators' Guide to the Framework for School Age Care
Katika mwaka huu wa kwanza wa mwaka wa elimu, Mkurugenzi wa Elimu ya Taifa wa ACECQA, Rhonda Livingstone, alitoa maoni juu ya mada za kuvutia za Mfumo wa Ubora wa Taifa. Mwanzo wa mwaka ni wakati mzuri wa kuimarisha ushirikiano na familia, kushiriki habari kuhusu maarifa ya sasa ya watoto, maslahi, uwezo na upendeleo. Wakati watoto na familia zao wanaanza wakati wao katika huduma yako, au kurudi baada ya mapumziko, ni muhimu kujenga hisia yao ya kuwa sehemu ya ushirikiano huu na mchakato wa makazi. "Mfumo wa Mafunzo ya Miaka ya Mapema (Early Years Learning Framework) na Mfumo wa Huduma ya Umri wa Shule (FSAC) unasisitiza kwamba ""ushirikiano unategemea misingi ya kuelewa matarajio na mitazamo ya kila mmoja, na kujenga juu ya nguvu ya maarifa ya kila mmoja"" (EYLF, p.12)." Kufanya kazi kwa ushirikiano na familia na kushiriki habari: - inasaidia maono ya pamoja kwa ajili ya kujifunza na maendeleo ya watoto - inawezesha walimu kupanga kwa ufanisi kwa ajili ya hatua za watoto zifuatazo na - inawezesha familia kushiriki katika maamuzi kwa njia muhimu na yenye maana. Lengo kuu la Mkoa wa Ubora wa 6 ni kushirikiana na familia na jamii katika maamuzi ya kuunda programu kwa mtoto wao na kushiriki habari kuhusu ushiriki na kujifunza kwa mtoto wao. Kuhamasisha hisia ya familia ya kuwa na na ushiriki katika huduma yako huimarisha uelewa wao wa falsafa ya huduma pamoja na jinsi na kwa nini sera na taratibu za huduma zinafanya kazi. Hii pia ni wakati wa kufafanua matarajio ya kila mtu kwa kuthamini utaalam wa kila chama na kujenga mahusiano ya kuamini. Ushirikiano kati ya familia na walimu huundwa kupitia mawasiliano ya awali ambayo ni ya heshima na inaonyesha nia ya kweli katika kuendeleza matokeo ya pamoja kwa watoto. Kujipanga katika huduma mpya husaidia na walimu wanaojibu ambao huunda hisia ya kuwa na uhusiano kwa kuunga mkono watoto kuendeleza urafiki na mazingira ambayo ni ya kuvutia na kutafakari utamaduni na utambulisho wa kila mtoto. Kwa watoto wachanga na wadogo, hii inaweza kuwa uzoefu wao wa kwanza katika huduma ya elimu na utunzaji, kwa hivyo ni muhimu kuelewa na kutambua mtazamo wa familia. Kwa upande mwingine, ni muhimu kuzingatia utaratibu wa kawaida, kujenga ujasiri kwamba mtoto anapokea huduma ya kibinafsi na kujifunza na maendeleo yake yanaungwa mkono. Kwa watoto wa kabla ya shule, inaweza kumaanisha mabadiliko ya vyumba au matarajio mapya katika kikundi cha wazee, au mazingira mapya kabisa ya elimu na utunzaji, kwa hivyo ni muhimu kufikiria jinsi familia na watoto wanavyoungwa mkono kupitia mchakato wa mwelekeo. Kwa watoto wenye umri wa kwenda shule hii inaweza kumaanisha mpito kwa baada ya masaa ya shule utunzaji pamoja na kukaa katika shule. Ni wakati wa kutafakari juu ya kuunga mkono ustawi wa watoto wakati bado kuheshimu uhuru wao kukua na shirika. Hii inaweza kuwa wakati kwa watoto wakubwa kusaidia watoto wapya kuishi katika huduma. Hii ni wakati wa kutegemea utaalam wa watoto na kuwaingiza katika maamuzi ya huduma na mipango. Fikiria jinsi unavyoweza kufanya kazi kwa ajili ya familia yako na familia yako ili kuunga mkono ushirikiano huo muhimu. Pia, fikiria jinsi unavyoweza kupata habari zenye thamani ambazo familia zina kuhusu watoto wao. Je, ni kwa njia ya mazungumzo, barua pepe, fomu, mahojiano au njia nyingine au mchanganyiko wa haya? Huenda hata ikabadilika ikitegemea mahitaji ya kila mtoto na familia. "Kufanya kazi kwa familia na familia: kushirikiana na familia katika hadithi ya maendeleo ya utotoni mapema: kutambua na kusaidia watoto wachanga na watoto wachanga kuwa, kuwa na kuwa, ""Wakati Wangu, Mahali Petu"" Mwongozo wa Walimu kwa Mfumo wa Utunzaji wa Umri wa Shule."