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It is important for families and staff to feel comfortable with each other in
order to initiate communication. Families and staff might have different ways of
communicating with each other and continuing to be flexible helps families feel
comfortable.
Information for families and early childhood staff Component 3 Working with parents and carers
Diversity and Effective communication benefits children, families
communication and early childhood staff
Diversity refers to differences between Effective communication helps families and staff share important information
individuals. Differences may be in life about children. Families benefit from effective communication with staff as:
experiences, family circumstances, family
f Effective communication helps build relationships between families and staff
values, languages spoken and cultural
through respectfully sharing information and observations.
and community backgrounds. Effective
communication can help to acknowledge, f Families and staff are more likely to share information if they feel listened to
understand and respect diversity. and understood by each other.
When families and staff share information f Families feel more involved in their childs experiences at the early childhood
about children, for example, languages service.
spoken at home, it assists in creating
Staff benefit from regular, effective communication with families by:
connections between home and an early
childhood service. This helps staff to f Building a deeper understanding of the children in their care.
understand what is important to families.
f Feeling appreciated in their role (e.g., when families talk and share
It is a good idea for staff to find out how information staff provide about children).
the families at their service would like to
f Understanding what is happening with families and children (e.g., when
be told about their childs day. Face-to-face
families share information with staff, this knowledge helps them support
communication is important and can give
children).
the most information because people can
read each others body language. Some
families may prefer face-to-face contact
while others prefer telephone or regular
When families and staff reflect together, they
email which may lead to face-to-face develop a shared understanding of children.
communication. Communication decisions
may be related to individual, family,
cultural or community values, priorities and When families and staff reflect together, it helps them develop a shared
commitments. Families may begin their understanding of children. A shared understanding allows for meaningful support
communication with staff in small steps. to be given to families and children.
It is important to acknowledge it can take
Children benefit from effective communication between families and staff
time for families to become comfortable and
because:
friendly with other families and the early
childhood service. This is where different f It helps both families and staff to be mindful of childrens needs on a
methods of communication can play an particular day.
important role in easing the process. Most
f A model of communication is demonstrated to children, which may help
families will usually find a combination of
them in their own social development.
communication methods will be comfortable
and best able to meet their needs. f It helps children build good relationships with staff when they see their
families and staff communicating well.
f Their family may wish to become more involved in the early childhood
service, which helps them better understand and contribute to childrens
social and emotional development.
f The early childhood program and curriculum can build more effectively on
childrens interests and developmental needs.
f It builds connections between home and the early childhood service which is
an important part of developing a high-quality early childhood environment.
When things are difficult What families might do What staff might do
Not feeling comfortable with each f Reflect on what might be f Reflect on what might be occurring
other. occurring to make you feel to make you feel uncomfortable.
uncomfortable. This might help This might help you to develop a
you to develop a different way different way of communicating
of communicating together. together.
Having different values or opinions f Try to see things from the other f Try to see things from the other
about children. persons perspective. persons perspective.
Being hesitant to approach f Consider the messages you f Consider the messages you might
someone based on their non-verbal might be communicating be communicating through your
communication. through your non-verbal non-verbal communication (e.g.,
communication (e.g., crossed crossed arms, rushing between
arms, rushing between responsibilities, tone of voice).
responsibilities, tone of voice).
f Be aware of other peoples non-
f Be aware of other peoples non- verbal communication which could
verbal communication which tell you whether or not it is a good
could tell you whether or not time to talk (e.g., rushing might
it is a good time to talk (e.g., mean you need to plan a time
rushing might mean you need to catch up, tone of voice might
to plan a time to catch up, tone indicate privacy and sensitivity are
of voice might indicate privacy needed).
and sensitivity are needed).
Information for families and early childhood staff Component 3 Working with parents and carers
When things are difficult What families might do What staff might do
Feeling as though you cant find the f Spend some time thinking f Spend some time thinking about
right words to express yourself. about the message you would the message you would like to
like to communicate. communicate.
f Talk it over with someone you f Discuss with other staff in the
trust prior to planning the service the ideas you want to
conversation. communicate and together you
might be able to come up with a
f If it is a planned meeting, you
helpful approach.
might like to bring along a
support person. f Ask another staff member to help
you at the time when you feel
f Allow yourself to take time. If
stuck.
you need to come back to the
conversation at a later stage, f Allow yourself to take time. If
this is ok. you need to come back to the
conversation at a later stage, this
f Check in to see if the other
is ok.
person understands the
conversation. This way, you will f Check in to see if the other person
know when you are conveying understands the conversation.
information in an effective way. This way, you will know when you
are conveying information in an
effective way.
Feeling confused about the message f Allow yourself to say you do f Allow yourself to say you do not
you are hearing. not understand and ask for understand and ask for clarification
clarification and examples. and examples.
f Summarise what you have heard f Summarise what you have heard to
to check with the other person. check with the other person.
For more information on forming partnerships, refer to Component 3: Working with parents and carers Building partnerships
between families and early childhood staff.
The KidsMatter Early Childhood information sheets are resources that have been developed in collaboration and with funding from the Australian Government Department of Health
and Ageing. While every care has been taken in preparing this publication, the Commonwealth does not accept liability for any injury or loss or damage arising from the use of, or
reliance upon, the content of this publication.