Ongoing Partnerships with Families and Communities

Sharing information with caregivers about the care and education of their children is a fundamental aspect of early childhood settings, laying the groundwork for a collaborative and supportive partnership. This process is not just a one-time event but an ongoing dialogue that begins the moment a family and child enter the service and continues throughout their time in the program.

When a family first enrols their child, they often have many questions and concerns about how their child will be cared for and educated. It’s essential to address these right from the start, ensuring that caregivers feel informed and reassured. By providing clear and comprehensive information at this early stage, educators help families understand the service's philosophy, daily routines, and the educational approach that will guide their child’s learning and development.

The initial sharing of information sets the tone for the relationship between the service and the family. By being transparent about the service’s policies, procedures, and educational practices, educators can build trust with caregivers. This trust is crucial as it forms the foundation for effective communication and collaboration. When caregivers feel confident that their child is in a safe, nurturing, and stimulating environment, they are more likely to engage actively with the service and support their child’s educational journey.

During the early stages of a child’s enrolment, it’s important to establish clear expectations about what the child and family can expect from the service and what the service expects from them. This includes discussing daily routines, how the service supports each child’s unique needs, and how caregivers can be involved in their child’s education. Understanding these expectations helps to create a consistent and cohesive experience for the child, both at home and in the early childhood setting.

As the child settles into the program, the process of sharing information evolves into regular, ongoing communication. This includes updates on the child’s progress, any challenges they may be facing, and ways the service is supporting their development. By keeping caregivers informed and involved, educators can ensure that any issues are addressed promptly and that the child’s needs are consistently met.

Effective information-sharing also involves caregivers in the decision-making process regarding their child’s education and care. This might include discussing the child’s learning goals, any special needs or accommodations, and how the service can best support the child’s growth. By involving caregivers in these discussions, educators can tailor the educational experience to better align with the child’s needs and the family’s values and expectations.

Sharing information with caregivers is a critical process that begins as soon as a family and child enter the early childhood service. It’s a dynamic, ongoing exchange that fosters trust, sets clear expectations, and ensures that caregivers are actively engaged in their child’s education and care. Through this continuous communication, educators and caregivers can work together to create a positive, supportive environment that nurtures the child’s development and learning.

Enrolment/Orientation

When enroling a child in an early childhood centre, the process of sharing information with families is a critical step in establishing a successful partnership. This communication is vital during both the enrolment and orientation phases, as it sets the stage for a trusting and collaborative relationship between the centre, the child, and the family.

Enrolment

During enrolment, families are often introduced to the centre's values, educational philosophy, and the specifics of how the centre operates. This is the time to provide families with detailed information about daily routines, curriculum, health and safety policies, and the overall approach to early childhood education. Clear communication during this stage ensures that families understand what to expect and how the centre will meet their child's needs.

Orientation

The orientation process is equally important as it allows families to become familiar with the environment where their child will be spending time. It's an opportunity for educators to explain the day-to-day experiences their child will encounter, introduce key staff members, and answer any questions the family might have. Orientation sessions often include tours, discussions about how the child will be supported emotionally and socially, and explanations of how communication between the centre and the family will be maintained.

Key Information Included:

• Induction and Enrolment Process: Details on how families can navigate the service’s induction and enrolment procedures.
• Educational Program and Practices: Overview of the educational program, including how programs are developed, what children will experience, and how these practices align with child development and the Approved Learning Framework.
• Government Funding and Rebates: Information on accessing government funding or rebates for education and care services, including application procedures.

Key policies affecting families, including:

• Enrolment Policy and Procedure
• Orientation for Families Policy and Procedure
• Fees and Charges Policy and Procedure
• Grievances and Complaints Policy and Procedure
• Safe Sleep and Rest Policy and Procedure
• Immunisation Policy and Procedure
• Exclusion Policy and Procedure
• National Quality Standards or Regulations: Relevant standards and regulations that pertain to the information provided to families.

Topics to share with families at enrolment/orientation

Some topics to discuss with families during the initial enrolment phase to ensure they are well informed about the education and care services:

Service Philosophy and Educational Approach

Explain the centre’s educational philosophy and approach to learning. Discuss how the centre’s values and practices support child development and how the curriculum is designed to meet the needs of different age groups.

Daily Routine and Schedule

Provide a detailed overview of a typical day at the centre, including daily routines, scheduled activities, meal times, nap times, and any special programs or events. This helps families understand what their child’s day will look like and how it supports their development.

Health and Safety Policies

Outline the centre’s health and safety policies, including procedures for managing illnesses, administering medication, and responding to emergencies. Discuss how the centre ensures a safe and healthy environment for all children.

Fees and Payment Procedures

Explain the fee structure, payment options, and any additional costs that may be incurred. Provide information on how to apply for government funding or rebates if available, and discuss any financial assistance programs that may be offered.

Communication Channels and Reporting

Describe how the centre will communicate with families, including regular updates on their child’s progress, upcoming events, and any important announcements. Explain how families can communicate with staff and provide feedback.

Policies and Procedures

Review key policies relevant to families, including the Enrolment Policy and Procedure, Orientation for Families Policy, and Grievances and Complaints Policy. Ensure families understand how these policies impact their experience with the service.

Support Services and Resources

Provide information about additional support services available at the centre, such as counselling or special education resources. Share resources and references for further information, including external services, community support, and organisations like ACECQA.

By covering these key topics, you can ensure that families are well-prepared and confident in their understanding of the education and care services provided by the centre.

Delivery of information

Early childhood services can provide enrolment and orientation information to families through various methods and strategies to ensure that the information is accessible, clear, and comprehensive.

Here are some effective ways services can deliver this information:

Welcome Packets

Printed Materials: Provide a comprehensive welcome packet containing essential documents, such as the parent handbook, enrolment forms, service policies, and a detailed description of the centre's daily routines, curriculum, and philosophy.
Digital Versions: Offer digital versions of the welcome packet, allowing families to access the information online at their convenience. This could be delivered via email or made available for download on the centre's website or parent portal.

Orientation Sessions

In-Person Orientation: Host scheduled orientation sessions where families can visit the centre, meet the staff, and receive a guided tour of the facilities. These sessions provide an opportunity to discuss important information in person and address families' questions or concerns.
Virtual Orientation: Offer virtual orientation sessions for families who may not be able to attend in person. This can include video tours, webinars, and live Q&A sessions with educators and administrators.

Parent-Teacher Meetings

Initial Consultation: Arrange one-on-one meetings between families and their child’s educators before the child starts at the centre. This meeting allows for personalised discussions about the child’s needs, routines, and expectations and an opportunity for families to share any specific concerns or preferences.
Ongoing Communication: Schedule regular parent-teacher meetings to review the child’s progress and discuss any updates or changes to policies and procedures.

Digital Platforms and Apps

Parent Portals: Use a secure online parent portal where families can access information about the centre, including policies, announcements, and updates. This platform can also host enrolment forms and other necessary documents.
Mobile Apps: Utilise mobile apps designed for early childhood centres that allow for real-time communication with families sharing daily updates, photos, and important announcements.

Newsletters and Emails

Regular Newsletters: Send out regular newsletters via email or print that include updates on centre activities, important dates, reminders about policies, and highlights of what children are learning and experiencing.
Targeted Emails: Use email to communicate specific information related to enrolment and orientation, such as deadlines for forms, upcoming orientation events, and any changes in policies or procedures.

Workshops and Information Sessions

Family Workshops: Organise workshops that cover important topics such as the curriculum, child development milestones, health and safety, and behaviour management strategies. These sessions can also be a time for families to ask questions and engage with the centre’s staff.
Information Sessions: Host-specific sessions focused on enrolment and orientation, where families can receive detailed explanations of the service's policies and procedures.

Open House Events

Pre-Enrolment Open Houses: Invite prospective families to open house events where they can learn about the centre’s programs, meet staff, and tour the facilities. This helps families make informed decisions before enroling.
Annual Open Houses: Hold annual open houses for all families, providing an opportunity to reconnect, share updates, and discuss any new developments at the centre.

Personalised Communication

Phone Calls: Reach out to families via phone to provide personalised guidance through the enrolment and orientation process, answer questions, and ensure they feel supported.
Follow-Up Contacts: Follow up with families after the initial enrolment and orientation to check in on their experience and offer further assistance if needed.

Visual Aids and Displays

Information Boards: Set up information boards or digital displays in the centre’s common areas that provide an overview of key policies, daily schedules, and upcoming events.
Video Presentations: Create video presentations or slideshows that explain the centre’s operations, introduce staff, and showcase daily activities. These can be shown during orientation sessions or shared online.

Bilingual Resources

Translated Materials: Provide enrolment and orientation materials in multiple languages to accommodate families who speak different languages. This ensures that all families have access to the information they need.
Interpreter Services: Offer interpreter services during orientation sessions and parent meetings to support effective communication with non-English-speaking families.

By using a combination of these methods, early childhood services can ensure that the information provided during enrolment and orientation is thorough, accessible, and tailored to meet the diverse needs of families. This comprehensive approach helps build a strong foundation for a successful partnership between the centre and the families it serves.

Involving families as active participants in early childhood services is a crucial element in fostering a strong, supportive, and collaborative environment for children's development. When families are actively engaged, it strengthens the bond between home and the early learning setting, creating a unified approach to supporting the child's growth and learning.

In early childhood education, the involvement of families goes beyond simply informing them about their child’s progress or the daily activities at the center. It’s about creating meaningful opportunities for families to engage, contribute, and participate in the educational process. By welcoming families as active participants, services can tap into the wealth of knowledge, experiences, and cultural backgrounds that families bring, enriching the learning environment for all children.

Active family participation can take many forms, from volunteering in the classroom and contributing to curriculum development to participating in decision-making processes and engaging in regular communication with educators. This collaborative approach not only benefits the children by providing a more holistic support system but also empowers families, making them feel valued and integral to their child’s education.

Involving families in this way fosters a sense of community within the service, enhances the continuity of care between home and the early learning environment, and supports the development of strong, trusting relationships between educators, children, and their families.

There are many ways families can be involved in the service, including contributing to the service within an advisory, consultative, or decision-making role. Other examples include:

• Providing feedback on service policies and practices
• Adding to the service menu through consultation and relevant recipes
• Joining parent advisory committees
• Being consulted for feedback and ideas around the Quality Improvement Plan (QIP) and NQS areas being delivered
• Contributing to the educational program
• Being involved in special events such as fundraising, cultural festivals and social activities.

Involving the families in broader aspects benefits the parents and the service. It provides an opportunity for families to be involved and meet other families. It also allows them to build an understanding of how the service operates and provide feedback about possible improvements.

Gathering and Sharing of Information 

Gathering

When families first enrol their child in an early childhood service, the collection of comprehensive information is essential to ensure that the child receives the best possible care and education. This information helps educators understand the child’s needs, preferences, and background, allowing them to create a supportive and tailored learning environment.

Some details that need to be collected upon enrolment include:

Personal and Contact Information

• Child’s Details: Basic information such as the child’s full name, date of birth, and gender is required. This helps in identifying the child and understanding their developmental stage.
• Parent/Guardian Contact Information: Accurate contact details for parents or guardians, including phone numbers, email addresses, and home addresses, are crucial for communication. Emergency contact information is also gathered in case the parents or guardians cannot be reached.

Medical and Health Information

• Health History: Information about the child’s medical history, including any chronic conditions, allergies, or past illnesses, is vital for ensuring their safety and well-being.
• Immunisation Records: Up-to-date immunisation records are often required to comply with health regulations and to protect all children in the service.
• Medications: Details of any medications the child is currently taking, including dosage and administration instructions, help staff manage the child’s health needs effectively.
• Dietary Requirements: Information about any special dietary needs, such as food allergies, intolerances, or cultural dietary restrictions, ensures that the child’s nutritional needs are met safely.

Developmental and behavioral Information

• Developmental Milestones: Information on the child’s developmental milestones helps educators understand the child’s current stage and plan appropriate learning activities.
• Behavioral Traits: Details about the child’s temperament, behaviour patterns, and any specific behavioural challenges or strategies used at home are important for creating a consistent approach to behaviour management.
• Interests and Preferences: Understanding what the child enjoys or is interested in allows educators to tailor activities and learning experiences that engage and motivate the child.

Family Background and Cultural Information

• Family Structure: Information about the family structure, including who lives in the household and who is primarily responsible for the child’s care, helps educators understand the child’s home environment.
• Cultural Background: Understanding the family’s cultural background, languages spoken at home, and any cultural practices or traditions can help the service provide culturally responsive care and education.
• Religious Beliefs: If the family practices a particular religion, this information can help ensure that the service respects and accommodates religious practices, such as dietary restrictions or prayer times.

Educational Needs and Goals

• Learning Goals: Parents may provide information about specific learning goals they have for their child, which can help educators align the curriculum with the family’s expectations.
• Special Needs or Support Services: If the child has any special educational needs or is receiving support services, such as speech therapy or occupational therapy, this information helps the service coordinate care and ensure that the child’s needs are met.

Emergency and Custody Information

• Emergency Contacts: Besides the primary caregivers, additional emergency contacts are required in case of emergencies when the parents or guardians cannot be reached.
• Custody Arrangements: If there are specific custody arrangements, such as legal custody orders or restrictions on who can pick up the child, this information is crucial for the child’s safety and well-being.

Permissions and Consents

• Media Consent: Parents are often asked to provide consent for their child to be photographed or recorded during activities, which may be used for educational purposes or service promotion.
• Excursion Consent: Consent forms for excursions or off-site activities ensure that parents are informed and approve of their child participating in these events.
• Medical Treatment Consent: Parents may be asked to give consent for emergency medical treatment if required, ensuring that the service can act quickly in case of an emergency.

Collecting this detailed information during the enrolment process enables early childhood services to provide personalised, responsive, and effective care and education. It helps educators create a safe, nurturing, and engaging environment that supports each child’s unique needs, fosters their development, and respects their family’s values and expectations. By gathering and regularly updating this information, the service can ensure that they are well-prepared to meet the needs of every child and family in their care.

Educators must, at a minimum, gather the required documents under the Regulations and then seek to enhance their knowledge of the child to support their transition into care and education. For example, educators might ask new families to complete a "What should you know about me" document for each child joining the service. The document would invite the families to provide information on key areas:

What You Should Know About Me

• My Name
• My Birthday
• My sleep routine and comforters
• My mealtime routine/What I do and do not like to eat
• My toilet/nappies routine
• What I am currently learning
• How I communicate with you
• My favourite things to play with
• My temperament
• Who do I live with
• Traditions or events that are important to my family and me
• My self-help skills—can I dress myself / wash and dry my hands?

There are several ways to gather information from the children's primary caregivers/families, including:

• Face-to-face conversations
• Surveys and questionnaires
• Interviews
• Parent/educator meetings
• Incidental conversations, such as during drop-off and pick-up
• Emails.

When gathering information from families, educators can choose to record the information themselves or ask the family to record the information. Once the educator begins documenting information about the child—such as their learning documentation, curriculum, incident or accident records, medication records, attendance records and more—they are required to make that information available to families at any time.

Sharing

Service policies based on the National Quality Standards of Educational Programs and Practices and Collaborative Partnerships with Families require educators to share information with families about children's learning and development. Services will ensure they build relationships with the parent to achieve quality outcomes for children by using active communication, opportunities for consultation, and collaboration.

Information will be shared with families about the service induction and enrolment process, including a summary of the enrolment process and induction to provide families with guidance on 'what to expect'. Practical details about induction and enrolment as they arise, such as:

• service tour
• what to bring on your service tour
• what information will be required
• information and documents the service will provide
• how inductions work and what the process is 
• when the child can start
• what else the family may need to know before their child starts. 

Services will share information on available financial and government support and how to apply for government funding. Information on the National Quality Standards or Regulations relevant to the information provided to families, such as Quality Area 1, The Educational Program and Practice, including how the service develops programs, what the children will be offered and how this links to child development and the Approved Learning Framework. 

Educators will ensure that the information they share is child-focused and that families are informed about the program and their child's progress. Parents will share information about the child's relationships, interests and experiences. Educators share positive feedback about the child's progress rather than only telling families about difficulties and behavioural issues that may have occurred. Families can also access their children's learning records to see their progress.

Services will also share information with families about incidents that have occurred to the child at the service. The regulations require parents to be informed as soon as possible (and no later than 24 hours after the incident occurred). The service will demonstrate sensitivity during the conversation to inform the parent about the incident. They will provide clear and concise information that does not cause undue alarm but ensures the parent understands what has happened. Parents will be supported during the process, and educators will respond professionally to their questions and their responses.

Shared Decision-Making

Engaging in shared decision-making involves a collaborative consultation process where families and educators work together to identify the best course of action for the child. Educators should meet with families to explore various options and then jointly develop a plan. After implementing the plan, it is important for educators and families to maintain regular communication and continue working together to ensure the child’s needs are being met.

Families and the Learning Journey

Families and the Learning Journey is about creating a collaborative environment where both educators and parents work together to support and enhance a child's educational experience. Parents play a crucial role in this journey by contributing valuable insights, ideas, and suggestions that reflect their child’s interests, strengths, and home environment. Here’s how this collaboration can be effectively fostered:

The collaboration between families and educators is central to the success of a child’s learning journey. By actively involving parents and seeking to understand the child's home life, educators can create a more personalised, inclusive, and effective learning experience. This partnership not only supports the child's academic growth but also nurtures their overall well-being and development.

Watch 

When caring for young children, educators are responsible for keeping parents informed about any incidents or observations that occur while their child is in care. Effective communication ensures that parents are aware of what happened and can address any concerns or questions they might have.

Incident/Injury reporting

An Incident Injury Procedure at an early learning service is a structured process designed to ensure the safety and well-being of children, as well as to maintain clear communication with families and comply with legal and regulatory requirements.

Incident/Injury reporting process

Below is a typical procedure that an early learning service might follow when a child is injured:

Immediate Response

• Assess the Situation: The first priority is to assess the severity of the injury. Educators should quickly determine if the injury is minor or if it requires urgent medical attention.
• Administer First Aid: If the injury is minor, trained staff should administer appropriate first aid. This could include cleaning a wound, applying a bandage, or using an ice pack.
• Seek Medical Help if Needed: If the injury is more serious, such as a deep cut, head injury, or broken bone, emergency medical services should be contacted immediately. The child should be kept calm and comfortable while awaiting medical assistance.

Notify Parents/Guardians

• Immediate Notification: After assessing the situation and providing initial care, parents or guardians should be notified of the incident as soon as possible. This can be done via a phone call, and it should include details of what happened, the nature of the injury, and the steps that have been taken to care for the child.
• Provide Details: When communicating with the parents, it is important to offer clear and concise information. Include the time of the incident, how it occurred, what first aid was provided, and if further medical attention is needed.

Documentation

Incident Report Form

All incidents and injuries must be documented using the service’s incident report form. This report should include:

• The child's name and age
• Date and time of the incident
• Description of the incident, including where and how it happened
• Nature of the injury
• First aid or treatment provided
• Names of staff who witnessed or responded to the incident
• Signature of the staff member completing the report

Parent/Guardian Signature: The incident report should be shared with the parent or guardian when they arrive to pick up their child, and they should be asked to sign it to acknowledge that they have been informed.

Click here to see a template incident/injury form 

Follow-Up

• Monitoring the Child: Depending on the severity of the injury, the child may need to be monitored for any further symptoms or reactions. Staff should keep an eye on the child and report any changes to the parents.
• Follow-Up Communication: Educators should follow up with the family the next day or as appropriate to check on the child's condition and provide any additional support or information needed.

Review and Reflection

• Internal Review: After any significant incident, the service should conduct an internal review to evaluate how the situation was handled and whether any changes to procedures or training are needed.
• Staff Reflection: Staff involved in the incident should have the opportunity to reflect on the situation, discuss what went well, and identify any areas for improvement in the future.

Regulatory Reporting

Notifying Authorities: For serious incidents, such as those requiring medical attention or hospitalisation, the service may be required to report the incident to the relevant regulatory authority (such as the Department of Education and Early Childhood Development). This ensures compliance with legal requirements and helps in maintaining safety standards.

Review of Policies and Procedures

Policy Updates: The service should update its policies and procedures, if necessary, based on the incident and the internal review. This may include revising first aid protocols, improving supervision strategies, or providing additional staff training.

Communication with All Families

General Communication: Depending on the nature of the incident, it may be appropriate to inform all families about the incident and any steps the service is taking to prevent similar occurrences in the future. This communication should reassure families that their children's safety is a top priority.

By following a clear and consistent incident injury procedure, early learning services can ensure that they respond effectively to injuries, maintain strong communication with families, and continually improve their safety practices.

Communicating incidents

Communicating an incident to a parent at an early learning service requires sensitivity, clarity, and professionalism. The goal is to ensure parents are fully informed about what happened, how the situation was handled, and what steps are being taken to care for their child. Here’s a step-by-step guide on how to effectively communicate an incident to a parent.

Prepare Before Communicating

• Gather Information: Before reaching out to the parent, gather all the necessary details about the incident, including when and where it happened, how it occurred, the nature of the injury or issue, and the immediate actions taken by staff.
• Calm the Child: Ensure that the child is calm and comfortable before contacting the parent. If possible, address the child’s immediate needs to prevent further distress.

Choose the Right Method

• Urgency Matters: For serious incidents, a phone call is the most appropriate and immediate way to inform the parent. For minor incidents, it may be acceptable to inform the parent in person during pick-up or via a written note.
• Timing: Contact the parent as soon as possible after the incident occurs, particularly if the incident is serious. Delaying communication can lead to unnecessary worry or erode trust.

Initiate the Conversation

Start with Reassurance: Begin the conversation by reassuring the parent that their child is safe and receiving appropriate care. For example, “Hi [Parent's Name], I wanted to let you know that [Child’s Name] is safe, but I need to inform you about an incident that happened today.”
Be Direct and Honest: Clearly explain what happened without minimising or exaggerating the situation. Use simple and straightforward language. For example, “Earlier today, [Child’s Name] fell while running and scraped their knee.”

Provide Details

• Describe the Incident: Offer a concise but complete account of the incident, including where it happened, how it occurred, and what might have contributed to it. For example, “During outdoor playtime, [Child’s Name] tripped on a toy and fell on the pavement.”
• Explain the Response: Describe the actions taken by staff immediately following the incident, such as administering first aid or comforting the child. For example, “We quickly applied first aid by cleaning the scrape and applying a bandage. [Child’s Name] was very brave and is now resting.”

Address Any Concerns

• Acknowledge the Parent’s Feelings: Understand that parents may feel anxious or upset, so be empathetic. For example, “I understand this might be concerning, but I want to assure you that we are closely monitoring [Child’s Name].”
• Invite Questions: Allow the parent to ask questions and address any concerns they may have. Be patient and provide additional details if needed.

Next Steps

• Inform About Follow-Up: Explain if any further action will be taken, such as monitoring the child for the rest of the day or following up with the parent later. For example, “We will continue to keep an eye on [Child’s Name] throughout the day and will give you a call if there’s anything else you should know.”
• Discuss Any Required Medical Attention: If the incident requires further medical attention, discuss the next steps and whether the parent should seek additional care.

Documentation

• Provide a Written Report: Inform the parent that an incident report has been completed and that they will need to review and sign it. This report should detail the incident and the response taken by the staff.
• Offer a Copy: Provide the parent with a copy of the incident report for their records.

End on a Positive Note

• Reassure and Support: Conclude the conversation by reassuring the parent that their child is in good hands and that the staff is dedicated to their safety and well-being. For example, “We care deeply about [Child’s Name], and we’ll make sure they continue to have a positive and safe experience here.”
• Offer Continued Communication: Encourage the parent to reach out if they have any further questions or concerns. For example, “Please don’t hesitate to contact us if you have any more questions later on.”

Follow-Up

Check-In: Depending on the nature of the incident, follow up with the parent later in the day or the next day to check on how the child is doing and to offer any additional support.

By following these steps, educators can ensure that parents feel informed, reassured, and confident that their child’s safety and well-being are being prioritised. Clear and compassionate communication helps build trust and maintains a positive relationship between the early learning service and families.

There are many ways we can communicate to families concerning changes to the child's care needs and educational programs.

Interactions with families are important and require a focused effort to ensure the family and child are supported in their time in care. Children respond to the interactions they have with educators and the interactions between their families and educators. When building trust with children, we should ensure interactions are positive, welcoming, and engaging.

Providing care functions to children in an education and care setting is central to the educator's role. Educators work with families and primary carer to determine the care needs, seek information about the child, and plan care arrangements. Educators then communicate on an ongoing basis about the care that is provided.

Enrolment

The first interactions with the family occur during enrolment. To ensure that positive relationships are established, there should be a clear process to ensure information is gathered, rapport is built, and plans are put in place to provide the best possible care to the child. Ensuring a range of strategies to facilitate ongoing shared decision-making is also important.

Example

A Welcoming Environment

The process for developing rapport and supporting a family through enrolment includes creating a welcoming environment. A welcoming environment for all families can be established using communication techniques that build rapport and respect. Educators can be welcoming toward the parents by using a positive tone to greet and communicate with them. 

Educators will present positively towards families by smiling, using open body language, and always being respectful, professional, and courteous. In a welcoming environment, parents and families are afforded the space to talk, ask questions and become relaxed in the environment.

Educators will use rapport-building strategies, including:

• Being personable and positive
• Being confident in answering questions so the family felt confident in the service
• Welcoming families to sit and showing them information
• Not rushing families
• Acknowledging the child and remembering names
• Acknowledging any concerns of the family.

Visits to the service are typically called transition visits or orientation visits. They can vary depending on the child and family and the service. Some services have guidelines around the orientation or transition visits to ensure the child settles well and enough communication is shared between families and educators.

Supporting a family through enrolment is important for ensuring the future relationship is successful. Much of the enrolment and orientation process is about building trust with the families. They need to trust that you can support their child in line with their expectations.

Sharing information with a family about the service can let them know what to expect and allow them to ask any questions they have. This information can be publicly available on a services website or parent information handbook. This allows the information to be accessible to families to be informed.

Families will have different needs and expectations of the education and care team taking care of their children. One family will be happy to follow what the centre thinks is best and adjust to the centre routine; another family will ask lots of questions and have specific care needs they want to be met. As educators, we can adjust our approach to support each family's journey.

Note

The purpose of the Little.ly Families Orientation Policy is:

To ensure families and children feel safe, secure and comfortable before commencing within the service and providing staff with an opportunity to learn about the child and build relationships with the families.

Following on from the initial enrolment and orientation process, you will then engage with families on an ongoing basis to update and modify care plans for children based on a range of factors, including:

• development
• changes to routine
• excursions
• health changes
• medical conditions.

Creating regular opportunities for consultation with families is important. Arranging meetings and ways of communication to consult with and build a partnership with families is important. Communication should occur daily with families, and educators should consider different means of communication such as email, phone and formal or informal parent meetings. During these meetings or communications, educators must communicate to show understanding for each child and their family.

Watch 

Watch the following YouTube video to explore more about creating partnerships with families: TAPS Partnerships with Families Part 1 of 5 

The National Law and Regulations set out the requirements that services must meet. Education and Care services are required to share information about the child's education and the service program. The program and practices link to the Approved Learning Framework. In early childhood, this is Belonging, Being and Becoming: The Early Years Learning Framework (EYLF). 

Quality area 1 of the NQF

The National Quality Framework outlines the requirements and the related Regulations related to families and the educational program. Quality Area 1: Educational Programs and Practices are in place to ensure that the program and service practices enhance children's learning and development. It also required services to engage with families and share information about children's learning and development.

Building effective reciprocal relationships with families are based on open communication and mutually respectful relationships that value the contributions made by each other. 

Communicating information with families is a platform for building reciprocal relationships. The service can share information about the program and the child's progress with families via email, phone, online and in person. Educators can also share the children's records of progress and examples of their work.

There are many types of documentation that educators share with families to communicate with families about the program and the child's progress, including:

Individual Children's Progress	Individual observations Artwork and drawings Photographs Videos Learning stories Goals and achievements Progress notes against the Learning Outcomes Summative Assessments Developmental Assessments Short stories or jottings shared on the online platform Children's voices
Group Program Information	Group observations Artwork and drawings Photographs Videos Group Learning Stories Group goals and term plans or intentions Events Daybook Floor book Room routine information Information about visitors to the service.

Understanding Family and Community Context

Services will communicate in ways that show understanding of each child and their family and community context. When working with families and children, educators identify that each one comes from a unique culture and family situation. It is important to respect the diversity of each family and be sensitive to their traditions and needs.

You will gain their trust to build relationships by understanding the family and community context. You can communicate more effectively by respecting their culture and background. 

Communicating with families from diverse backgrounds and situations in a culturally appropriate manner requires respect for their different cultural backgrounds and beliefs. It is essential to be aware of the different needs of families from diverse backgrounds and to be able to communicate with them effectively.

Educators will display empathy and understanding when communicating with people from diverse backgrounds and situations. They will avoid jargon and use words that are easily understood. They will observe cultural practices such as gender roles of who to communicate with, level and types of eye contact, and level of formality, such as using Mr or Mrs rather than first names for people older than the educator or older family members. If needed, they will use the services of an interpreter.

Educators would ensure that they are aware of the child's family make-up, whether they have siblings, and where the child is in the family, e.g., the youngest. They would consider the parents and their working situation, where they work, and how long the commute to the service is. They would also have knowledge of the family's cultural background and their links to their community, e.g., attending a local church or being active in a community sustainability program. 

Children's services need to be inclusive and cater to the needs of all families. Service information needs to be available in various languages for families who speak languages other than English. This supports children's care services to be culturally appropriate and responsive to the needs of all families. Information can be accessible to all families when it is provided in various formats. This includes translated materials, interpreters, and culturally appropriate formats. It ensures that everyone can access the information they need, regardless of their background, first language, or accessibility needs.