Diploma in ECE: Partnerships with Families and Communities Assignment

This assignment explores the crucial concept of partnerships between educators, families, and communities in early childhood education. It begins by examining how the Early Years Learning Framework and the National Quality Standards guide educators in collaborative practices, providing specific examples from each document. The assignment then delves into the influence of sociocultural theories on these partnerships, emphasizing the importance of considering a child's social context. It identifies two local organizations that offer resources for parenting and family well-being, including their contact details and services, and suggests ways educators can share this information with families. Finally, it outlines effective strategies for educators to communicate information about services and operations, including the use of school blogs and social media, and how to provide information in multiple languages. The assignment highlights the importance of cultural competency and effective communication in supporting children's development and well-being. This document provides a complete solution to the assignment.

Running head: DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student
Name of the University
Author Note

1DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
1. The concept of Partnerships with Families and Communities is embedded in the
Early Years Learning Framework and the National Quality Standards. Explain how
these documents guide educators to work collaboratively with families in early
education & care. Support your response with one example from each document.
The Early Years Learning Framework explains the principles, practices and
outcomes which an educator should follow to support and improve in early education of a
young child. The framework provides a vision in which every child is able to learn and
become successful in life. For example, educators include diversity into this service by
providing a lot of opportunities for the families and their children by sharing their
personal stories, thus creating an atmosphere of cultural acceptance.
The National Quality Standards define the national benchmark to offer quality
services in the fields of education and care. It aims to promote wellbeing, safety and
health of children. An educator, for instance, can focus on attaining outcomes through
high-quality educational programs for children. It also gives a better understanding of
collaborative partnership with families and communities at large (Moss et al 2016).
2. “The sociocultural view of child development encourages us to look at the child in their
social context – as a product of their family, their neighbourhood and their culture.”
(Nixon & Gould, 2005) Give one example of how socio-cultural theories could influence
partnerships between educators and families.
Sociocultural theories are an important tool which states that an educator must
need to address the development of a child within their own communities. The educator
assures a child’s education system in which they interact with others and get an exposal.
The social environment is essential for a child’s learning as several cultural practices are

2DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
strengthened through his community. Educators are considered as the agents of culture
who should perceive the actions of a child in a setting deeply affected by their cultural
beliefs and knowledge. The development of a child, according to this theory, must not be
viewed as universal but rather be interwoven with their social and cultural values. This
theory helps in influencing the partnership among educators and families when the
educators scaffold and convert learning in response to the previous understandings of the
child (Flook et al 2013).
3. Identify 2 organisations in the local community that offer resources to support parenting
and family wellbeing. List the name and contact details of each organisation and detail the
services each of them provides. Suggest two (2) ways that educators could share
information about these support services with families.
The following are the two organisations that offer support for parenting and well-being of
the family:
1. Relationships Australia – they are one of the leading providers of services related to
relationship support for individuals, families as well as communities. They serve for all
people irrespective of religion, gender, caste, financial status, etc. Their services include
education programs, counselling and resolution on family dispute.
Contact details – 1300 364 277 / [phone]
2. Healthdirect Australia – this organization offers health related information and advice for
the overall wellbeing of a family. They have 24X7 services over the phone as well as online.
People can communicate directly to the registered nurses about their health issues. They also
run a mobile app which provides the basic details of health services.
Contact details – 1800 022 222

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The educators can share about these support services to the needy families by interacting
with them regularly and getting to know the root causes of their problems. They can also explore
the cultural competences by exploring each of the family cultures. Thus, educators can provide
the helpline numbers of the organizations or even ask them to register for online help (Black et
al 2017).
4. Outline 2 effective strategies educators could use to share information about the services
operation with families. How could they provide this information in languages other than
English?
a. School Blogs – most of the schools nowadays have their individual websites where they can
put up a school or class blog. They can also create a school hub and update it regularly to
promote communication with the families of the children. The parents get the opportunity to
hear directly from the staff or parent community.
b. Social media – this powerful weapon can be used to reach out to a larger mass of families. It
is an excellent strategy of meeting parents where they are at. Parents are familiar with using
platforms like Twitter, Facebook or Instagram and these can be used efficiently to bridge the
communication gap between the educators and the families of children.
Presently, social media like Facebook and other give the opportunity to operate in other
languages except English. Hence, educators can set up school blogs or even accounts on social
media in regional languages other than English, so that the parents feel comfortable in
communicating and it becomes easier for them to express their views and share thoughts in
their own languages (Barnett et al 2013).

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Reference
Barnett, W.S., Jung, K., Youn, M. and Frede, E.C., 2013. Abbott preschool program longitudinal
effects study: Fifth grade follow-up. New Brunswick, NJ: National Institute for Early Education
Research, 10, pp.2001-2004.
Black, M.M., Walker, S.P., Fernald, L.C., Andersen, C.T., DiGirolamo, A.M., Lu, C., McCoy,
D.C., Fink, G., Shawar, Y.R., Shiffman, J. and Devercelli, A.E., 2017. Early childhood
development coming of age: science through the life course. The Lancet, 389(10064), pp.77-90.
Flook, L., Goldberg, S.B., Pinger, L., Bonus, K. and Davidson, R.J., 2013. Mindfulness for
teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain,
and Education, 7(3), pp.182-195.
Moss, P., Dahlberg, G., Grieshaber, S., Mantovani, S., May, H., Pence, A., Rayna, S., Swadener,
B.B. and Vandenbroeck, M., 2016. The organisation for economic co-operation and
development’s international early learning study: Opening for debate and
contestation. Contemporary Issues in Early Childhood, 17(3), pp.343-351.