- Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families. Educators recognise that families are the first and most influential teachers.
- Educators create a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions in order to ensure that learning experiences are meaningful.
- Partnerships are based on the foundations of understanding each other’s expectations and attitudes, and build on the strength of each other’s knowledge.
- In genuine partnerships, families and early childhood educators:
- value each other’s knowledge of each child
- value each other’s contributions to and roles in each child’s life
- trust each other
- communicate freely and respectfully with each other
- share insights and perspectives about each child
- engage in shared decision-making
- Partnerships also involve educators, families and support professionals working together to explore the learning potential in everyday events, routines and play so that children with additional needs are provided with daily opportunities to learn from active participation and engagement in these experiences in the home and in early childhood or specialist settings.
Our Practices Reflect:
- Educators create positive partnerships with families through creating a comfortable and supportive environment that encourages respect, acceptance, cultural competence and open communication. Some examples of communication processes include: parent interviews, family get togethers, information nights, talking with parents on arrival and departure, community/weekend books, emails and newsletters.
- Community connections are fostered. Some examples of our community connection programs include:
- Bush Place – TAFE teachers and students, School students, parents, visiting experts, parents and community members
- Bush Play Group – parents, children, TAFE and school teachers and students as well as members of the community engaging in clearing, designing and building the play group environment, and continuing with engaging in the play program
- Annabel – Art Studio program with connections to School students and community members
- School of Music – Visitors to the centre to engage in music experiences
- Young Education Services (YES) meetings
- Educators utilise and support other community and support professionals in planning for individuals and groups such as Early Intervention, Community Health and other early childhood professionals.
Links to the elements of Belonging, Being & Becoming: The Early Years Learning Framework:
- Respect for diversity
- Cultural competence
- Continuity of learning and transitions
Link to related policies: