Bunya recognises the need to establish true partnerships with families that are based on trust and respect.
Involvement can be defined as engaged participation with families. It should be consistent, organised and meaningful in the consultation, planning, implementation and evaluation of programmes and activities that assist in a child’s development. It includes regular meaningful two-way communication between families and educators and involving all parties in the decision making process (including children). It is crucial for families to play an integral role in their child’s development and families are encouraged to be full partners in their child’s educational and social progress. Partnerships should happen in all aspects of the setting. This involves information sharing about the child, the setting and its goals, and outlining approaches to curricular and activities, policy and planning. Building partnerships is a daily process based on ongoing communications.
Families decide their degree of their involvement. Sharing information about your child’s family life, routines, etc is encouraged. When families work in partnership with educators, they can both build on each other’s strengths and knowledge. With genuine partnerships, educators seek authentic ways to truly listen and speak respectfully with families. Volunteering through committee involvement, offering educators feedback on observations and programming, being part of program decision-making and policy development plus completing surveys are all ways families can be involved. Opportunities for involvement are endless and are based on mutual respect and understanding.
“Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families…partnerships are based on the foundations of understanding each other’s expectations and attitudes, and building on the strengths of each other’s knowledge”.
Early Years Learning Framework p. 12
Involvement can be defined as engaged participation with families. It should be consistent, organised and meaningful in the consultation, planning, implementation and evaluation of programmes and activities that assist in a child’s development. It includes regular meaningful two-way communication between families and educators and involving all parties in the decision making process (including children). It is crucial for families to play an integral role in their child’s development and families are encouraged to be full partners in their child’s educational and social progress. Partnerships should happen in all aspects of the setting. This involves information sharing about the child, the setting and its goals, and outlining approaches to curricular and activities, policy and planning. Building partnerships is a daily process based on ongoing communications.
Families decide their degree of their involvement. Sharing information about your child’s family life, routines, etc is encouraged. When families work in partnership with educators, they can both build on each other’s strengths and knowledge. With genuine partnerships, educators seek authentic ways to truly listen and speak respectfully with families. Volunteering through committee involvement, offering educators feedback on observations and programming, being part of program decision-making and policy development plus completing surveys are all ways families can be involved. Opportunities for involvement are endless and are based on mutual respect and understanding.
“Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families…partnerships are based on the foundations of understanding each other’s expectations and attitudes, and building on the strengths of each other’s knowledge”.
Early Years Learning Framework p. 12
