SERVICE POLICY LINKED TO NAQ6
Posted: Wed Mar 16, 2016 7:35 pm
Hello there,
I am a newbie here and would greatly appreciate if you can assist me with my assignment please.
1) Access an Australian early childhood service’s’ inclusion policy’ and identify the links between the policy and NQA6 (Collaborative partnerships with families and communities)
Positive partnership with families is essential in providing high quality care and education. Working with children requires the Educator to actively view the child within the context of their family and needs to be aware and respectful of the culture, values and concerns of the family. To be responsive and effective, child’s needs, interests and the context must be considered as well. This is most effectively achieved utilising a range of strategies include the family, welcome the families and plan programs that both reflect and invite parent input.
The Importance forming a partnership with the families of the children in their care. Educators should remember that families are handling over to them
Children are the main beneficiaries of the positive partnership between families and educators – to provide care and education for children. Even from the youngest age, children are sensitive to the world around them, especially the actions, behavior and moods of significant people in their lives. When the child’s family and his/her educators display warmth, respect and respect toward each other, children will experience a sense of security and belonging. For the newly enrolled child, it will help to ensure a speedy and successful settling in period. For a child who has been in care for a period of time, it will be a constant source of reassurance, that the educators are trustworthy and dependable.
When the children are aware that their families and their educators have an easy, friendly and respectful relationship, they are more likely to enjoy attending the children’s service.
Through the partnership between families and services, children will have improved access to their community. Outcome 2 of the EYLF states “Children are connected with and contribute to their world” Children are more likely to learn about various cultures, heritage, backgrounds and tradition, and learn to accept and appreciate the similarities and differences,
Families’ positive partnership with educators will provide opportunity for them to influence the program, inform educators about their child’s likes and dislikes, interests and abilities and establish pathways for ongoing relationship as a basis and seeking negotiation. When families are treated as partners rather than adversaries, they are more likely to feel a sense of belonging to the service and to trust the work of the service and educators.
With increased partnerships between educators and families, services will notice quality programs being delivered, increased job satisfaction, resulting in higher levels of motivation and educators’ retention and lower absentee rates. Additionally, as the service’s need become known by families through the partnerships, services will see the greater numbers of families happy to assist the service such as participating in working bees and fundraising.
Partnerships between families and educators will have benefits to their communities. These partnerships will provide links to more areas of the community, resulting in improved interaction between the community and the service. The wider community will be aware of the work of the service and are more likely to assist in myriad of ways, such a person coming to speak to the children or donations of goods which the service can use directly or for fundraising purposes. The wider community will also benefit as families interact within their community as a result of their improved knowledge of the events and programs their community offers.
I am a newbie here and would greatly appreciate if you can assist me with my assignment please.
1) Access an Australian early childhood service’s’ inclusion policy’ and identify the links between the policy and NQA6 (Collaborative partnerships with families and communities)
Positive partnership with families is essential in providing high quality care and education. Working with children requires the Educator to actively view the child within the context of their family and needs to be aware and respectful of the culture, values and concerns of the family. To be responsive and effective, child’s needs, interests and the context must be considered as well. This is most effectively achieved utilising a range of strategies include the family, welcome the families and plan programs that both reflect and invite parent input.
The Importance forming a partnership with the families of the children in their care. Educators should remember that families are handling over to them
Children are the main beneficiaries of the positive partnership between families and educators – to provide care and education for children. Even from the youngest age, children are sensitive to the world around them, especially the actions, behavior and moods of significant people in their lives. When the child’s family and his/her educators display warmth, respect and respect toward each other, children will experience a sense of security and belonging. For the newly enrolled child, it will help to ensure a speedy and successful settling in period. For a child who has been in care for a period of time, it will be a constant source of reassurance, that the educators are trustworthy and dependable.
When the children are aware that their families and their educators have an easy, friendly and respectful relationship, they are more likely to enjoy attending the children’s service.
Through the partnership between families and services, children will have improved access to their community. Outcome 2 of the EYLF states “Children are connected with and contribute to their world” Children are more likely to learn about various cultures, heritage, backgrounds and tradition, and learn to accept and appreciate the similarities and differences,
Families’ positive partnership with educators will provide opportunity for them to influence the program, inform educators about their child’s likes and dislikes, interests and abilities and establish pathways for ongoing relationship as a basis and seeking negotiation. When families are treated as partners rather than adversaries, they are more likely to feel a sense of belonging to the service and to trust the work of the service and educators.
With increased partnerships between educators and families, services will notice quality programs being delivered, increased job satisfaction, resulting in higher levels of motivation and educators’ retention and lower absentee rates. Additionally, as the service’s need become known by families through the partnerships, services will see the greater numbers of families happy to assist the service such as participating in working bees and fundraising.
Partnerships between families and educators will have benefits to their communities. These partnerships will provide links to more areas of the community, resulting in improved interaction between the community and the service. The wider community will be aware of the work of the service and are more likely to assist in myriad of ways, such a person coming to speak to the children or donations of goods which the service can use directly or for fundraising purposes. The wider community will also benefit as families interact within their community as a result of their improved knowledge of the events and programs their community offers.