Week 10-12

Task 3

 Reflect: 
  • How do you ensure families and children are the focus of service planning and service delivery? Do you seek their feedback on programs and services? Do they provide input into planning their support?- Families and their  children help guide the program. It is through their feedback that they are essentially helping their child's learning.  
  • Are services responsive to local needs? How is local participation encouraged and supported?- The local services are supportive, we encourage active participation in the local community through organising excursions for the children to engage in. 


    • Are local cultures and languages represented in communication materials and service atmosphere, e.g. art-work?- Yes, the art work that we have in the classroom ( both aboriginal and the children's own creation ) are representative of the child's individuality and cultures.
    • Do staff and partners engage with families and recognise when more targeted or intensive services may be needed? Are there information sharing channels to facilitate this?- Engagement with families is done both in person at the centre and at time via a parent resource hub where parents are able to view the child's activities throughout the day and get in contact with the teacher. 
    Different professional disciplines have different meanings for similar phrases. How does the organisation establish shared definitions for commonly used words across the multiple disciplines? Consider for example: play, child, child-centred, parent, parenting, strengths-based, holistic.
    • Do these commonly used words have the same meaning in the community? Do you discuss the differences?- There are differences in the terms used above. Each with their own distinct meaning that differentiates one from the other. 
    • Is communication across disciplines respectful and built on trusting relationships?- Yes. there is a form of trust that is built within these disciplines. 
    • Are successes and challenges communicated across staff and partners?- Active and effective communication is key when it comes to discussing a child's strengths and weaknesses. This then allows for both to organise or work collaboratively to organise a plan that will work on both a child's strengths and weaknesses. 
    How do partnership arrangements engage children, families and the community?- Partnerships are crucial in a early childhood setting. These partnerships help inform both parent and teacher of any crucial developments that have happened so that both can work collaboratively to support the learning development of the child. 

    • Task 8
      Reflect on ways in which you will plan for and manage communication for collaborating with a transdisciplinary team. 

       This aims to provide a more family-centre and integrated approach to meet the needs of children. It has also been recognise as the best practice for early intervention. Having an open and honest communication with the family regarding the child is crucial, building teacher-parent relationship is key in gaining more information regarding the child that educators may need to know about. 

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