Case Study: Family, Community, and Citizenship in Early Childhood

This case study explores the interconnectedness of family, community, and citizenship within the context of early childhood education. It emphasizes the influence of social and cultural perspectives on child development, advocating for the preservation of traditional values alongside modern approaches. The analysis delves into the importance of educators developing a guiding philosophy, highlighting the need for collaborative partnerships between childcare centers, families, and communities, particularly in Australia. The study reviews the strengths and limitations of various theoretical perspectives, including developmental, political, economic, social, cultural, and human rights, and provides a critical review and self-assessment. Furthermore, it outlines guiding principles and proposes quality improvement plans focusing on children's safety, health, happiness, and the effective use of assessments to support each child's unique needs, emphasizing the crucial role of family and community involvement in fostering holistic development. The case study also provides an improvement plan template to maintain the happiness and health of the children and to help in the development of children using assessments and observations. This document is a valuable resource for students seeking to understand the complexities of early childhood education.

Running head: FAMILY, COMMUNITY AND CITIZENSHIP IN EARLY CHILDHOOD
Family, Community and Citizenship in Early Childhood
(Case Study)
Name of the Student
Name of the University
Author note

1FAMILY, COMMUNITY AND CITIZENSHIP IN EARLY CHILDHOOD
Social and Cultural Perspective
In early childhood, I believe there is a reflection of social and cultural effect on the
family, community and citizenship (Dyment et al., 2014). Certain approaches are to be
adopted for the developmental structure and policies of a child since the early childhood. In
my opinion, western culture should not be adapted while upbringing a child instead
traditional culture and values must be inhibited within them. For instance, making children
solve puzzles, read books and maintain a healthy environment at home. There are different
stages of development of a child. Parents and families must be aware of what their children
are going through while growing up (Elliot, 2014). In my belief, cultural resources should be
available to parents and communities of the young children. Cross-cultural research in the
early development practices of children has been a chief source of theoretical and research. I
believe development is recognized as a socio cultural process that plays a major role in the
early childhood of a child. Developing social skills of children at an early stage will be
beneficial for them later in life. Patterns of communication skills of children must be taught at
the early age. In context of Australia, I feel that early childhood educators need to develop a
philosophy to guide their practice. Australian early childhood education focused on taking
care of the children but they must also invent and develop new strategies for educating the
children (MacQuarrie, 2015). A philosophy underpins everything we do as early childhood
educators. From an established Daycare centre of Australia, a review was taken and I
observed that it was a happy place where children laughed and had fun. The daycare centre
acted as the guide where children can feel valued and develop self-confidence. The
philosophy is regarded as principles which help the children to grow and develop their skills.
The educators should be responsible enough to find out that the children are acquiring new
skills. In my belief, the early childhood educators should create a sense of self-confidence
and they must feel valued. In the given scenario, I noticed that Bessie St Children’s Centre

2FAMILY, COMMUNITY AND CITIZENSHIP IN EARLY CHILDHOOD
failed to meet the standards for the Quality Area 6. It included Collaborative partnerships
with families and communities. Inviting parents over on Mother’s and Father’s Day and such
activities takes place in the children centers. As mentioned, fire fighters from local fire station
visit the daycare center every year. However, early childcare centre’s quality improvement
plans involve check up of children’s health needs and requirements (Taylor et al., 2013).
Health management plans must be kept ready and updated with the educator. Childcare
centers should collaborate partnership with families and communities to develop plans. The
centre should establish programs and fun activities where the families of the children need to
be present and participate (Heikka, Waniganayake, & Hujala, 2013). This will help to
strengthen the bond between the children and their families. The five phrases which I would
like to state as guiding principles that underpin practice are child development plans build
relationships and knowledge, Parent and educator relationship embraces the children,
children learn while playing, environment shapes learning and positive suggestions always
guide children correctly.
Critical Review and Self-Assessment
There are various theoretical perspectives regarding the early childhood development.
Developmental, political and economic, social and cultural and human rights perspective
covers the scenario of the development of children (Lewis & Mitchell, (2014). A
developmental perspective focuses on the physical growth of children during early childhood.
It highlights the various phases of their lives. On the other hand, the political and economic
perspective is informed by developmental policies and principles that are translated into
educational and social interventions by preparing economic models. Social and Cultural
perspective aims on how the communication and social skills of the children. It teaches the
young children how the models and standards are explained (Wells, 2015). A human rights
perspective draws attention to conventional approaches to theories and research policies. It

3FAMILY, COMMUNITY AND CITIZENSHIP IN EARLY CHILDHOOD
contributes to the development of the children (Sigelman & Rider, 2014). Therefore, each of
these perspectives focuses on specific theoretical researches and policies. The first phrase
focuses on child development plans that help to build relationships and knowledge. A child
development plan contains knowledge about the child and new information gained by
educators. Such information will help the educator to cater to the child’s unique needs.
Secondly, parent and educator partnerships embrace the child (Christian et al., 2015). Both
parents and educators help, encourage and support children at every stage of their learning
and development. They communicate to ensure that the children’s every need is fulfilled. The
third phrase talks about the fact that children learn through play. This process of learning is
beneficial for the children as this is their natural process of learning. It also keeps them active
and explore the environment. Fourthly, environment shapes learning. Children’s imagination
can be inspired through the environments (Fay‐Stammbach, Hawes & Meredith, 2014).
Indoor and outdoor environment should have a balance for the children to learn. Lastly,
positive advice guides children. Positive suggestions or advice given by the parents to their
children boosts them up with excitement. Getting negative response or suggestion has a
worse effect on the children. The strengths of these phrases are that they are motivating and
convincing for the parents. Quality improvement plans of a childcare centre must be good
enough to attract children. Children must be treated with care and feel comfortable at the
childcare centers. The limitations, on the other hand, states that the educators of the childcare
centers needs more development and update. They should improve the standard of quality.
The three phrases that act as the guiding principles of the plan are that there should be
responsive engagement with the children. An early childhood professional should be attentive
while dealing with children in early childhood. The concept of caring presence nurtures the
growth and development of children. Another principle is respectful relationship with
families. Interactions between children and early childhood professionals develop the

4FAMILY, COMMUNITY AND CITIZENSHIP IN EARLY CHILDHOOD
connection with children’s families and communities. It is important to understand the family
culture to enjoy respectful relationships and responsive engagements. Such relationships and
engagements are important and effective for teaching. The third phrase that governs the
principle used is the correct assessment of the children. The early professionals should be
dedicated enough to teach and assess the children correctly with care. The five phrases
mentioned above are significant to the approached principles for the early childhood
development. Strengthening the connection and bond of the children with their families will
be a good method of bringing up the children. Children must be taught values and lesions
through playing. It is easy for the children to adapt with the situation is a playful manner.
Positive suggestions given by adults, parents and professionals will generate a strong
connection among them.
Quality Improvement Plan
The first improvement plan must focus on the children’s safety, health and happiness.
The elements of quality care and education helps in the growth and development of children.
The professionals must incorporate essential strategies for promoting physical health and
social-emotional development. The second improvement plan is to use assessments and
observations to support every needs of the child during their early development. Cultural and
linguistic characteristics should be used in the development and growth process of the
children. The results of the assessments should be passed over to the parents of the children
and should guide the communications (Dunham, 2013). This includes teaching, activities and
strategies of how to improve the education and growth of their children.
Quality Area 6 focuses on the key principles and standards (Bowes & Grace, 2014). It
highlights the improvement plans on the growth and development of children in the early
childhood day care centers. This quality area of the National Quality Standard focuses on

5FAMILY, COMMUNITY AND CITIZENSHIP IN EARLY CHILDHOOD
collaborative relationships of family, community and citizenship in early childhood that are
fundamental to achieving quality outcomes for children. It is based on active communication,
consultation and collaboration of professional educators, families and the communities.
Quality Area 6: Standards and elements
 Standard 6.1 Children’s safety, health and happiness should be maintained.
· Element 6.1.1 Children must be kept safely in the Childhood day care centres.
· Element 6.1.2 Professional educators should take care of the children’s health. They
must communicate with their parents if any serious health issue arise.
· Element 6.1.3 Families and parents should check upon their children as to how
happy are their children in the day care centre.
 Standard 6.2 Use assessments and observations to support the needs of the
child
· Element 6.2.1 The day care centres should come up with assessments and
observations to help in the development of the children.
· Element 6.2.2 Assessments acts as a guidelines on what children should do and be
able to know about kindergarten.
Improvement plan template
Standard/
element
What
outcome or
goal do we
seek?
Priority
(L/M/H)
How will we
get this
outcome?
(strategies)
Success
measure
By when?
6.1 The outcome
of this element
will be
maintaining
the happiness
and health of
M The outcome
can be
achieved by
taking care
of the
children on a
The success
measure is
high as the
professional
educators
will contact
The outcome
will be a
success within
two to three
months.

6FAMILY, COMMUNITY AND CITIZENSHIP IN EARLY CHILDHOOD
the children. daily basis
and getting
check-ups
done.
Children can
be made
happy
through
various
elements
which should
be available
in the day
care centre.
the nearby
child
specialists
for the health
safety. They
will also get
hold of the
things that
make them
happy

7FAMILY, COMMUNITY AND CITIZENSHIP IN EARLY CHILDHOOD
6.2 The goal that
we seek is that
assessments
and
observations
play a vital
role in
comprehendin
g every child’s
problems and
benefits.
M This
outcome can
be a success
if certain
guidelines
are followed
and applied
on the
children.
Success
measure of
this element
is moderate.
Children
cannot read.
They should
be made to
understand
by various
measure.
This strategy
will be a
success
measure
within a
span of 6
months.