“It’s our polite nudge in the ribs to help you and your team stay organised and on task.”
This week’s subject is Parent views are respected
Element 6.1.2: The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing.
What intentional strategies does your service implement to demonstrate respect for and gather current information about parents’ knowledge and expertise of their children’s needs, routines and background, and how does the service use this information to foster and engage in shared decision making to contribute to enhanced outcomes for children?
When services are proactive, innovative and consistent in their efforts to obtain new information about children’s evolving preferences, routines, interests and experiences, they show respect for parents and children’s individual backgrounds, building genuine, trusting partnerships, encouraging meaningful collaboration and shared decision-making to achieve collective goals.
Educators recognise that families are the primary influencers in a child’s life, bringing unique expertise, cultural perspectives, and values that must be honoured. By involving families in shared decision-making, services promote continuity of learning, enhance children’s sense of belonging, and support families in their parenting roles. When families and educators collaborate and draw on each other’s knowledge, they foster strong, reciprocal relationships, built on mutual respect, supporting children to reach their full potential.
To genuinely respect parent views, services must provide multiple, accessible ways for families to share their perspectives. This is particularly important for families from diverse linguistic or cultural backgrounds or those with demanding schedules.
During your self-assessment of element 6.1.2, consider some of the following practices and strategies. How can the service’s current practices can be improved:
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- Daily diary entries, including entries requesting specific information to assist with planning for individual needs, routines and educational experiences
- Informal discussions & information being exchanged at arrival and departure times (request parent permission to document information/feedback)
- Ensure educators apply active listening techniques, such as paraphrasing parent input to confirm understanding and asking open-ended questions to encourage deeper sharing
- Visual displays sharing information and inviting feedback
- Group emails or text messages requesting specific information and preferences
- Parent surveys (specifically targeted to obtain information about individual preferences to assist in decision making and curriculum planning). Use a combination of digital and paper-based surveys, to cater to families varied communication preferences
- Suggestions Box at the Service foyer or other high traffic area
- Communication book/s
- Child details form at enrolment and updated regularly throughout the year
- Online polls & posts via social media and information sharing apps; inviting parents to provide feedback by asking specific questions about their child’s experiences and preferences
- Providing space on the program for feedback
- Distribute a family/child goals form, for parents to complete, detailing their specific goals/objectives for their child each term/semester/year
- Invite parents to contribute to curriculum planning through regular feedback sessions, focus groups, or single question surveys conducted/completed by educators or older children at drop off/collection. Use this input to tailor learning experiences to reflect family values, cultural practices, or children’s interests
- Regularly review policies and procedures to ensure they are culturally responsive
- Celebrate cultural events and incorporate family traditions into the program and Service events and celebrations
- Regularly request feedback via the Service newsletter and specify what methods are available for families to share their feedback, including sending a text message
- Provide translated versions, in relevant languages of Newsletters, surveys and other key communication networks.
By fostering open communication, building trusting relationships, and actively involving families in decision making, services can create meaningful partnerships that enhance children’s learning and wellbeing.Educators nurture and strengthen these partnerships and learn key information through informal, daily discussions and interactions with families. Educators should keep a record of the information obtained and share with the team during team meetings and program planning. Ensure documentation of all family feedback and suggestions is consistently maintained, to provide valuable evidence for an Authorised Officer during the assessment and rating process.
Resources:
Guide to the NQF- Parents views are respected
Information Sheet: Quality Area 6: Building Partnerships with Families
Build Strong Partnerships with Families
Collaborative Partnerships with Families
Partnerships- Working Together in Early Childhood Settings
Within System7 go to Quality area 6/ Modules 7, 8, 9 to submit self-assessment notes and if required, open a QIP issue if you identify any areas of improvement.
The Childcare Centre Desktop has a range of resources to assist services with maintaining supportive relationships with families. These include Parent Surveys, Family Communication Policy, All about Me- Child Introduction Form, Family Goals Sheet, Program Template, our monthly “done-for-you” Newsletter template, Sharing Cultural Experiences letter and much more.
Resources, NQS Element, Regulation and System7 links:
Childcare Centre Desktop – Childcare Centre Desktop
National Quality Standard – QA 6/ 6.1.2- Parents views are respected
National Regulations – 155, 157, 160
System7 Module – QA 6/ Modules 7, 8, 9 If you have any questions, send us a note via the Contact page here!
