Key Elements of Framework's Policy on Parent and Community Partnerships

Running head: EARLY CHILDHOOD STUDIES
EARLY CHILDHOOD STUDIES
Name of the Student
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Author’s note

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EARLY CHILDHOOD STUDIES
Key elements of the Framework’s policy on parent and community partnerships
Family and the community partnership plays an important role in the learning and the
development of a child. They provided the children with opportunities, relationships, experiences
and the opportunities shaping each of the child’s sense of being, belonging and becoming
(Victoria State government, education and training, 2019).
The local community, the tradition, the spaces and the availability fosters a sense of
wellbeing and belonging of the family and the child. The policy frameworks provides a list of
responsibilities that an early childhood educators are likely to follow, for developing an effective
partnership with the families and the community.
Summarization of the policy on parent and the community involvement
The VEYLF framework has stated what the early childhood professionals would do to
engage the family in the growth and the development of the child. An early childhood
professional should show respect in relationship with the families, adopting an open, non-
judgmental and honest approach responsive to a family situation (Victoria State government,
education and training, 2019). It is the duty of an early childhood educators to create a
welcoming and an inclusive atmosphere for the children and the families. In an inclusive
ambience, all the families are encouraged to take part and contribute to the experiences,
enhancing the learning and the development of children (Scully et al., 2015). Family, culture
and tradition plays a crucial role in the development of children coming of aboriginal families.
The Marrung educational plan the exclusively focusses of the building of the community
engagement in the learning and the development of a child (Victoria State government,
education and training, 2019). This plan is also in agreement to the VEYLD framework that

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EARLY CHILDHOOD STUDIES
believes that local collaboration with the parents/carers and the community organizations plays
an important role in the provision of the structure and the development of the children, young
people and adults.
The main aim of this section of the VEYLD is to bestow the sense of cultural sensitivity among
the educators.
Identification and the investigation of one strategy
According to this framework, the pre-school field officers are accountable to provide
consultancy to the early childhood educators and the parents for facilitating the inclusion of the
children in the state funded kindergarten program. It should be mentioned that the early
childhood teachers as well as the other students of the childcare centers come from different
cultural background, hence they sometimes might lack the ability to apply culturally responsive
strategies (Grant & Ray, 2018). In such cases it is necessary to educate the educators about
culturally appropriate curriculum design and strategies to promote an inclusive classroom.
The pre-school field officers can collaborate with the families by inviting them to visit
the classroom and join in various classroom activities. The educators can also take the initiative
to visit children at home, where the educators might engross in informal discussions with the
family members to ask about the needs of the child (Scully et al., 2015). This encourages the
families to share every information about the temperament of the child, their primary play
partners and the way they communicate at home (Epstein et al. 2015).
However, one of the gap that can be identified in this policy, is that parents are not
consulted before the designing of an inclusive curriculum and an inclusive classroom.
Furthermore, the policy did not mention in details, as what kind of community involvement is