Quality Area 6 is an area of the National Quality Framework (2017) that articulates the importance of collaborative partnerships with families and the community, with the Australian Children’s Education and Care Quality Authority (2017) arguing, partnerships are essential for excellent outcomes for children, and the surrounding community. Bessie Street Children’s centre has been asked to research theories and come up with strategies and recommendations to implement to improve their practice of Quality Area 6 of the National Quality Framework (Swinburne Online, 2017).
This case study looks at four childhood developmental perspectives and recognises one to be best-suited for Bessie Street Children’s Centre to improve Quality Area 6 of the National Quality Standards (2017). Individual Task Strategies Strategy 1: Human Rights Perspective “Fly Around the World. ” To improve Bessie St Children’s Centre with regards to Quality Area 6, Collaborative Partnerships with Families and Communities, the center could promote a “Fly Around The World” experience.
Each week the children learn about one country, including the flag, language, food, and culture to provide children with examples of various ways, identities and cultures are recognised and expressed (DEEWR, 2009, p. 23). The experience can be set up in the children’s learning room, and family members are encouraged to bring in items that promote the country of the week. Educators could cook traditional dishes and parents are welcome to come and join in or even to make the dish, along with learning basic language and songs.
Throughout the week, children will explore the culture, heritage, backgrounds, and traditions of each child within the context of their community (DEEWR, 2009, p. 23). With a human rights perspective, educators need to become familiar with their families so that they can understand their needs and interests of their culturally diverse backgrounds. This will gain trust with the families and build a relationship that can be positive for the children (Kids matter, 2016).
Having a new country each week, the educators and children will become familiar with the families they encounter, learning to appreciate the diverse backgrounds in their local community. Planning experiences along with appropriate resources helps broaden children’s perspectives and encourages the appreciation of diversity in their community (DEEWR, 2009, p. 23). According to Convention on the Rights of the Child, Article 31. states, “Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity” (Convention on the Rights of the Child, Australian Human Rights Commission, 1990). Therefore, engaging children with a different country each week will enhance knowledge allowing children to feel safe and respected about their heritage, and the heritage of others.
Strategy 2: Developmental Perspective “Parent/family helper days. ” To improve Quality Area 6 using the developmental perspective, implementation of parent or family helpers to strengthen collaborative partnerships with families and the community at Bessie St, is suggested. The National Association for the Education of Young Children (n. d. ) believes children learn best through secure relationships with others. Parental and family help days on a regular basis will provide experiences that build on authentic relationships with others.
Subsequently, the early childhood professional’s objective is for all young children to be confident, self-reliant, and resourceful beings, effective learners, and functional and knowledgeable citizens (Ministerial Council on Education, Employment, Training, and Youth Affairs (MCEETYA), (2008). Inclusion of parents and family in the education of children develops a sense of belonging in the child and parent and aids the educators in getting to know each family as a whole rather than just the child, and therefore, delivers a more personalised beneficial learning environment for the children.
Most significantly, children have improved academic and social outcomes when parents and teachers work collectively (“Involving parents in school and child care | Raising Children Network”, 2014). A developmental emphasis highlights that families are the influence behind the progression and development of the child. This underlines the relationship with the parent, beyond anything else (Feller, 2015).
Hawkins (1985) stated the learning elements required in family, school, and peer relationships create accessibility of opportunities for positive social events, participation in these events, and the presence of incentives for displaying standard social, cognitive, and behavioural abilities. Hawkins (1985) theory expresses that bonds, trust, and faith in the family do not progress when parents are unreliable and devoid of participation with the child (“developmental theories of parental contributors”, n. d. ).
Strategy 3: Socio-cultural Perspective “Shared home/school Diary. The purpose of Quality Area 6 is to emphasise and encourage the development of strong relationships with families, understanding and respecting differences in parenting and cultural differences and to provide collaborative community support to families (“Collaborative partnerships with families and communities”, 2017). To improve these areas of early childhood learning with a social and cultural perspective, implementing a home/school diary would create higher standards of collaboration, respect and relationships between families, educators, and children.
A diary will foster respectful relationships where families and educators can share ideas, aspirations of the child’s learning outcomes and cultural contexts of home and school life, which affects a child’s development and learning. MacNaughton & Hughes (2011) argue that to encourage parents to feel safe and express ideas and issues, educators must create a space where ideas and views are encouraged and respected. A diary in which communication will be supported and encouraged allows for deeper understanding of a child’s and families social and cultural contexts.
Developing relationships and understanding family cultures and values represents a social and cultural approach while also supporting family-centered education, enhancing family and community involvement and learning support. Research shows, educators must understand and use a child’s family, community, and cultural influences as a learning tool to develop children’s knowledge and abilities through trust, communication, and relationships (Kennedy & Stonehouse, 2012).
The diary will provide families who are too busy to personally be present at school events a way to communicate and be involved in their child’s learning. Families are influenced by many factors resulting in different levels of involvement. However, less time doesn’t necessarily mean less care or desire for involvement (Cohrssen, Church & Tayler, 2010). The diary will create deep relationships and understanding of all children and families at Bessie St. Strategy 4: Political and Economic Perspective “Annual Charity Bake sale/ Fate event.
Another potential strategy from the political and ecological perspective to strengthen collaborative partnerships with families and the community at Bessie St Children’s Centre could be to organise an annual community bake sale or fate where all proceeds go towards a local charity. Having a charity event held at the premises can foster a sense of belonging within the community, and provide a great opportunity for parents and families alike to be actively involved in the service. Parent involvement is known to benefit the learning process of the child while also being important for effective schooling (Comer and Haynes, 1991).
Effective schooling is in the interest of the political and economic perspective, as making sure children have the adequate resources to further develop their skills is said to benefit the economy and improve social capital (Woodhead, 2009). The Australian Early Development Census (2017) support claims that positive collaborations and partnerships within the community have many benefits, stating that community partnerships will “Ultimately lead to positive outcomes for early childhood education services, families, school and the community as children experience better support through their early years” (para. ). This strategy is a great chance to teach the children about equality, and about those who are living in improvised communities. Perhaps the proceeds from the charity fate could go towards a less fortunate children’s center that lacks resources, as equality and access to educational resources is an aspect of the political and ecological perspective (Woodhead, 2006).
It has been recognised by The Australian Children’s Education and Care Quality Authority (2017) that building relationships and engaging with the local community helps to improve quality area 6 of the National Quality Framework, and this directly links to the political and economic perspective of childhood development. Conclusion Numerous perspectives regarding early childhood education and development have been examined and related to the given scenario at Bessie St.
Through critical evaluation and comparison of the perspectives, a social and cultural perspective is believed to be the most appropriate, due to the focus on the importance of understanding, inclusion of family and community, cultural and social effects on children and early childhood education. The perspectives values support the improvement of relationships, the understanding of cultural differences regarding parenting and community involvement. Different strategies are provided relating to perspectives and scenario at Bessie St, aiming to improve collaboration, communication and engagement with families and communities.