week 8 work effectively

CHCRF301EWork effectively with families to

care for the child

Element 2- Exchanging information and reaching agreement about care

practices Recap Week 7 29/8/2013

• Exchanging information with families about the child's physical and emotional needs

• Communicating information in a culturally appropriate way

• HOW MUCH INFORMATION DO WE NEED TO SUPPORT THE CHILDREN IN OUR CARE?

• WE NEED AS MUCH AS POSSIBLE ABOUT CHILDREN'S -

• NEEDS • ROUTINES• PREFERENCES and• INTERESTSBUT HOW DO WE OBTAIN THIS?

• IF WE ARE TO OFFER CONSISTENCY AND CONTINUITY, WHICH ARE INDICATORS OF HIGH QUALITY CARE, THEN WE NEED TO BE CONTINUALLY INVOLVED IN A PARTNERSHIP OF SHARING INFORMATION WITH FAMILIES – BOTH INITIALLY WHEN THEY COMMENCE AND THEN ON AN EVERYDAY LEVEL.

• PLEASE NOTE HOW THE INFORMATION IN WEEK 7 RELATES TO ASSESSMENT TASKS 1 AND 2.

• WEEK 8 WILL DEAL PARTICULARLY ABOUT GATHERING INFORMATION – ASSESSMENT TASK 2.

Element 2- Exchanging information and reaching agreement about care

practices•

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.


How can we achieve this on an everyday level?

ACTIVITY 1• STUDENTS ARE TO FIND THE DEFINITION OF

THE TERM CULTURAL COMPETENCE IN THE EYLF USING THEIR IPADS.

What do you think it means?


• 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

• Some families will seek information daily, some weekly and some perhaps not at all.


The quantity and 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.


• So how do we provide opportunities to share information?

• ACTIVITY 2 (2.6) discuss reference book and list ideas on whiteboard

COPY LIST ON FOLLOWING SLIDE FOR STUDENTS• Reference: Arthur, L Beecher, B, Dockett, S Farmer, S and Death, E, 2008

Programming and planning in early childhood settings, 4th edition Harcourt Brace, Sydney – Refer Chapter 2 Pp 58 – 66 (Initial Information and Ongoing Exchange of Information).

Sharing Opportunities

So how do we provide opportunities to share information?

• Observations/interactions/communication book

• Newsletters• Meetings• Mascot• Letters/emails/phone calls• Enrolment form/orientation• Noticeboard

Sharing Opportunities (CONT)

• ACTIVITY 3 (2.7) . Pp51-52 Discuss.

Sharing Opportunities (CONT)

• 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 definetly 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.


• 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?


• HOW CAN WE ENSURE MESSAGES ARE PASSED ON?

(Ideas to be listed on whiteboard)


• ECA PLP Vignette – Talking about practice series Partnerships with Families Part 5

• Students to refer to the section on Principles within the EYLF as per the comments from Anne Stonehouse.


• LETS HAVE A LOOK AT SOME EXAMPLES OF GATHERING INFORMATION ABOUT CHILDREN THAT IS REQUIRED FOR ASSESSMENT TASK 2.

Gathering information

•Parent information sheet

•Background Information Sheet

BACKGROUND INFORMATION SHEETSForm that caregivers can give parents to complete on their child’s needs, interests and learning styles.

Assists in providing individualised care.

Gives you background information on the individual child.

Assists with settling children. their child’s needs, interests and learning styles.

HANDOUT:

BIS Example 1

HANDOUT:

BIS Example 2

HANDOUT:

BIS Example 2

3 pages

For focus child:Students are to create a Background Information Sheet to give to Students are to create a Background Information Sheet to give to their focus child’s parent/caregiver.

Consider the following areas when devising your Background Information Sheet

Family membersRest / Sleep requirementsToileting requirementsEating / FeedingHealthPlay interestsSocial skillsCommunication stylesParents goals / concerns

Open ended questions

heir focus child’s parent/caregiver.Consider the following areas when devising your Background

week 8 work effectively

Self Improvement