CHCPR509A: Document, interpret and use information about children

Use information from observations with others

Contents

Demonstrate quality observation practices to other workers 3

Staff coordination in observing and planning 3

Provide information to others to inform program planning, support children’s play and evaluate programs 5

Writing child summaries 5

Use records of observations to provide feedback to children about their skills and competence and promote remembering 6

Make time available to share information with parents 8

Share information with parents 8

Tell parents what you observe 9

Follow up any concerns regarding child’s development with appropriate persons/services 10

Following up concerns about children with their parents 10

Referring to experts 11

2 Diploma of Children’s Services: CHCPR509A: Reader LO 9393 © NSW DET 2010

Diploma of Children’s Services: CHCPR509A: Reader LO 9393 3© NSW DET 2010

Demonstrate quality observation practices to other workers

Staff coordination in observing and planningThe process of using observations to inform program development is best done as a group or team process. Just as multiple perspectives in observation are fuller and richer, team-based program development results in a richer, more diverse program for a group of children.

All carers bring to their services a unique range of skills, knowledge and experience. We need to acknowledge each member of staff’s skills, interests and personality when we are developing observation systems and planning the program. For example, you may be musical and enjoy creative problem-solving experiences. In this case you should try to tailor the approach you use for planning to take best advantage of these attributes.

It makes sense to consider carers’ needs, strengths and interests as well as those of children because the staff are a significant part of the human dynamic in a service. It is necessary for carers to reflect on their own learning style, attitudes, temperament and activity preferences. If an observation and planning approach is selected which does not suit the style of the carers involved in its implementation then it is unlikely to produce the best outcomes for the children.

The NSW Curriculum Framework for Children’s Services (Stonehouse, 2002) has this to say about the link between observation and planning:

Planning is informed directly by close observation and documentation of children at work and at play, and by ongoing evaluation of practice. Traditional standard observation techniques such as anecdotal records and checklists provide some information, but careful observation and documentation of processes, interactions and relationships, children’s development and the emergence and progress of projects provide a much richer basis for planning … The sources of information on which plans are based also need to be diverse, going beyond what has worked in the past, identified emerging skills of children based on checklists of developmental milestones, or observations of individual children. These are valuable, but sources should include information from parents, reflection on what

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the children are talking about and doing, what is going on in the community, and interests expressed directly by the children. (p 133–134)

In essence, planning provides direction for our caring interactions and the education of young children. We can use the detailed information we have gathered from observations of children to plan programs that are better suited to the children in our care because the planning is firmly based in ‘authentic’ descriptions of children and situations.

We plan for our daily timetable, supervision of children, our learning environment, our routines and transitions, interactions, the experiences we present to children and their individual and group needs and challenges. All of these are enriched by the information we have gathered about children and our interpretations.

Diploma of Children’s Services: CHCPR509A: Reader LO 9393 5© NSW DET 2010

Provide information to others to inform program planning, support children’s play and evaluate programs

Writing child summariesIf you look at the observations and interpretations of the child, then answer some of the above questions about the child (allowing for their age and stage of development), you will end up with a fairly comprehensive summary of their development so far.

Why would you go to so much trouble—what are the likely uses of a child summary?

Activity 1

Child summaries have many uses in our work with children. They are also an excellent preparation for programming.

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Use records of observations to provide feedback to children about their skills and competence and promote remembering

Children learn a great deal about themselves and their own development and learning from looking at their own observations and work samples. Their comments and reactions are revealing to us and provide another perspective on the child and their development. They can be invited to make comments about observations that can be recorded.

When records of observations are used to provide feedback to children, the process assists in developing their memory skills and in promoting memory itself. The development of meta-memory skills, (consciously using the process of remembering) is enhanced by drawing children’s attention to and discussing past events in meaningful ways.

When children are actively involved in the development of their own portfolio it is an acknowledgement of a child’s right to see and know what is being documented about them. This is a particularly important ethical consideration to keep in mind. Children should also be able to revisit and review documentation of their earlier development. This process should be consistent and ongoing.

Activity 2a

Activity 2b

Activity 2c

Activity 2d

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Activity 2e

Activity 2f

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Make time available to share information with parents

Share information with parentsParents have a right to all the information you have about their child.

Any written or photographic records of children belong to the child and their families. Even though these are kept at the centre, parents have a right to see them at any time. There is also much to be gained from sharing information with parents.

Here are a couple of thoughts about sharing information with parents from some writers about good childcare practices:

Anne Stonehouse (2002) suggests that a policy of honest optimism is a great way to share information with parents. What do you think this means?

To me it suggests a tactful, hopeful but honest approach to talking about a child to their parents. If the child has been distressed all day because they are new to care, parents need to know this. You also have a more long-term perspective as an experienced carer. You can point out other children who are now happily settled at the centre but who were once just as distressed. You can also tell the child's parents what you plan to do in the coming days to help overcome the child's distress. You have told the parents the truth about the child's day but you have also added an optimistic outlook by sharing your expectation (based on experience) that it will not always be like this.

Barbara Nilsen (2001) says that 'the person at the door should only tell good news' (p 303). Less-than-good news should be left for a special time and a private space. The end of a busy, rushed day is not the time to confront parents with a frustrated outburst about their child.

Activity 3

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Tell parents what you observeTalking with parents in this positive and constructive way about what you have observed tells them many things about you as a carer. It tells them that:

• their child is not just one of the mob to you – you have noticed them and taken a personal interest in them

• you know what their child can do and what they are interested in• you want the parents to be a part of the child's day at the centre• there are things about their child that you like (even if there are other

things you are not so happy about)!

The NSW Curriculum Framework for Children’s Services (Stonehouse, 2002) has this to say about the partnerships between carers and families:

(Parents) are collaborators with professionals and the child in the provisions made for children.

The family is the most powerful influence on children’s learning and development; therefore it is crucial that children’s experiences in their family and the family’s perspective on the child are taken into account and that professionals operate in partnership with parents on behalf of their child. (p 79)

Activity 4

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Follow up any concerns regarding child’s development with appropriate persons/services

Following up concerns about children with their parentsMost of the time it is a positive experience to share information about a child with the child's family. When children are developing well and steadily, the communication process is usually smooth and satisfying.

What about when you have identified a concern about a child’s progress, or when a parent has a concern about the child or perhaps a concern about your programming for the child?

Try to recall all of the information you have studied about communication in general. There are times when you will need to use all your skills and empathy to communicate well with families. Revisit techniques such as active listening, two-way communication and conflict resolution strategies. These are helpful techniques for strengthening your ability to communicate effectively in possibly stressful situations.

Imagine you are a parent who has just been alerted to a concern about your child’s progress. How might you feel? Worried, scared, guilty, angry, confused, responsible, defensive, embarrassed or disbelieving might be some of the emotions a parent might experience. We need to be aware of these possibilities and be sensitive when communicating our concerns.

It is much easier to raise sensitive issues with families if a well-established, positive relationship has already been developed. This is why it is so important to consistently nurture open and trustful communication with all parents right from the time a child enters your care. When a true partnership exists both the carers and the family have the child’s best interests at heart. Two-way communication will ensure that those interests are served in the most appropriate and beneficial way for the child to reach their potential.

Activity 5

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Referring to expertsSometimes a concern about a child’s development might need to be followed up with an appropriate person or service. This needs to be done in consultation with parents. Carers must always obtain permission from parents to refer a child or to share records and aspects of the portfolio with other professionals.

It is very important to realise the limits of our responsibility as qualified carers when we identify an area of concern about a child’s development. We are not experts, specialists or health professionals so we must refer to appropriate people when necessary. You should follow your service policy and procedures in consultation with your senior staff and with the child’s parent/s.

Activity 6

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