Continued from page 1...
Reflect on how you talk to individual families. One approach does not suit everyone. Remember we don’ t know everything that is happening in a parent’ s life and what is small to us may be a large issue to them. We all make decisions that, with hindsight, we may not have made. Therefore, try not to rush parents into decision making. Allow them time to get back to you. Staff should also not rush decision making. Parents sometimes catch us running between situations and our response to their request may not always be the one we would give if we had time to reflect. Be honest and give a timeframe in which you will get back to them.
It may be in people’ s nature to quickly observe and judge others. It has been my experience that many parents are doing the best they can in the context of their family. Their choices may not be the same as ours, but it is the best that family can do at that time. Our conversations need to be supportive and non-judgemental, not allowing our personal feelings to override our professional engagement with the family. This needs to be balanced with our responsibilities for children’ s wellbeing.
Ensure information given to parents is balanced. We all know children will have some challenges in their day and yes, we do need to inform parents. However, giving families only negative information can supersede the wonderful things that have happened in their child’ s day. Decide who will talk with parents when challenging information needs to be conveyed. If they hear the same information from more than one person, it can become a bigger issue than it needs to be.
Lastly, parents know their child better than anyone else. We need to acknowledge this and draw on their expertise.
The points above are just a few ideas you can implement to build a relationship with families. Remember, most important is the first message you convey to families. If you are welcoming, interested, respectful and willing to listen and engage, you have already begun to build a relationship.
RETHINKING RELATIONSHIPS WITH FAMILIES AT KU CHATSWOOD COMMUNITY PRESCHOOL BY KATHY HATCHER
At KU Chatswood Community Preschool, educators value the family role as integral to the curriculum and the culture of the space. This can only be achieved when the dance of reciprocity and relationship is thriving, respectful and positioned as the foundation on which rich pedagogical pursuits occur.
The National Quality Standard has an expectation that educators in early childhood centres create an environment where the role of parents and families is respected and supported. Their expertise, culture,
values and beliefs are respected and that families, from enrolment, share in decision making about their child’ s learning and wellbeing. This prompted the educative team at KU Chatswood Community Preschool to begin a review of current practices to ensure they were aligned with the expectations of the NQF. And so began a journey of research and reflection.
For many years the team at KU Chatswood Community Preschool approached the orientation
Page 2 www. ku. com. au APRIL 2018