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