Role of Leadership in Collaborating with Families and Communities

There are many complex areas in Early childhood education and care services that
require the assistance of the managerial positions so that a demonstration can be
made about the leadership skills for operating in an effective manner to provide their
customers with proper quality of service. Service director can be considered as main
key leader based on which the provision for quality most dependent. A provision of
quality service begins with the way the director communicates and leads its
employees. They are responsible for selecting quality aspects that they consider
essential for their service and create new techniques to meet them. Directors need to
continually refresh their knowledge and research of both the frameworks that include
the legislative and non-legislative functions so that guidance can be provided to them
throughout the practice as well as planning; the National Quality framework is a
guide that offers the regulation as well as the rating for the provision of quality
service. Bryant & Gibbs (2013) states well known high-quality education and cares
services help children’s development outcomes achieve significant forms and
learning programs along with the strengthening the family and social community and
grows into a reliable service associated with support and knowledge. Quality of care
and education in Australia is usually divided into parts, which are process elements
(qualitative indicators, e.g. interactions) and structural components (quantitative
regulatory and measurable indicators). The role of curriculum and teaching and
working with the community are some of the critical components of providing quality
service for children. The essay brings out a discussion on the role of leadership in
collaborating with the families and communities; it will also critically analyse the
leadership skills required by management positions in the area of family and
community partnerships; particularly, building a positive relationship between all
parties. The primary objective of this partnership as stated in the National Quality
Framework Area 6 so that quality program and outcomes can be provided to the
employees can deliver to every child with the help of family as well as community
involvement and opinion (ACECQA, 2017).
A quality early education along with care service is aimed at meeting the
requirements of families as well as the community in which they are located. There
are benefits for the development, health and well-being of children when programs
meet, support and respect needs. This meets one out of the five outcomes in the
Early Years Framework (EYLF) (DEEWR,2009). A genuine connection among

employees as well as families begins promptly upon service entry. An excellent
method to start the relationship will be inviting the families to the orientation; this way
parents feel comfortable when meeting different families and staff members.
Attending orientation will create a sense of belonging that should also reflect the
policies of the centre while accepting and respecting the diversity as another strategy
(Bryant & Gibbs, 2013). Establishment of a relationship during the initial stage is
essential as family is the main influences within their child's life (DEEWR, 2009).
In order to achieve this, employees must provide value as well as respect the
significance related to diversity, which is referred to as a cultural competence in the
EYLF (DEEWR, 2009). Quality area 6 The National Quality Framework (NQF)
standard 1 is of the opinion that the respectful relationship with families are formed
as well as sustained and support is provided to the families during parenting. Family
understand the children along with the identity, and educators know the manner of
providing education and development of children. Correlation among taking care for
the twin sides related to education need to be acknowledged as complementary
(Bryant & Gibbs, 2013). The partnership among employees as well as parents may
not only "enhance the program, but help in creating an additional place of respect
"(Bryant & Gibbs, 2013), enabling kids to gain benefit. Families grow detailed
information about the program and are designed to meet the needs of their child,
while educators understand the life of a kid placed outside the facility. A genuine
relationship arises from a mutual as well as collaborative partnership applying
process to the elements associated with interactions that allows individuals to gain
further knowledge about one another. Though the relationships as well as
partnerships with families come with various benefits, many challenges are present.
Bryant & Gibbs (2013) state an international leader would apply for a non-
hierarchical leadership model, like Blanchard and Hersey's Situational leadership to
help each person within the team deal with challenges by giving support,
empowerment, coaching and guiding them. As an intentional leader, it is essential
that they educate and help their staff to support families in diverse situation with
confidence and to be able to make families understand that they are welcome into
the environment by including them within the setting. This is linked to Foucault's idea
that freedom must be available for both sides in any power relationship (Bryant &
Gibbs, 2013). A method for facing challenges allows the intentional leader to develop