Family Rights And Responsibilities: Creating A Safe And Supportive Environment For Children And Parents, An Essay.

Sharing Knowledge to Promote Child Wellbeing

According to Bronfenbrenner’s Ecological systems theory, the development of a child is an intricate network of interactions influenced by several layers of the external surroundings, ranging between intimate home and educational environments to broad societal principles, regulations, and practices. This theory suggests a collaborative effort between families and education settings will have a positive effect on the growth of the child.

According to Vygotsky ’s socio developmental theory, personal development is a socio-constructivist mechanism in which children learn basic ideas, value systems, or conflict resolutions methods via reciprocal interactions involving "competent tutors" such like families or instructors. According to the idea, socialization inside the home even with competent individuals of the neighbourhoods is the fundamental way for a child to gain behavioural and cognitive functions appropriate toward their own culture. this promotes associated learning rather than independent learning where peers, families and teachers guide the child's learning through their Zone of Proximal Development.

Children learn at varying levels of intensity. A collaboration with families guarantees that every family is constantly informed about their child's growth and progress. Youngsters thrive whenever the grownups who care for them collaborate effectively (Smith et al, 2015). Schools and parents may talk on how their young ones are doing and how to adequately support their requisites. Parents are intimately familiar with their child's abilities, character, emotions, strengths and actions. Professionals could also get to know a kid via their everyday interactions and offer their knowledge about how youngsters learn. Whenever families and professionals collaborate, they may communicate knowledge and aim to fulfil the children ’s requirements while facilitating their growth.

1) Collaborative partnerships with families and community: concentrating on cooperative connections with family, which are critical to obtaining outstanding results for young people, and community engagement centered on the active interaction, discussion, and cooperation.

2) Family rights and responsibility: this policy deals with creating safe environment for the children and their families by protecting their privacy, providing a safe and supportive environment, engage parents in decision making, right to provide feedback and consultation, Take an active role and preparation for their kid's education and welfare, along with any disciplinary counselling, diversity assistance, and healthcare implementation planning (Turner, 2017)

• two-way communication
• collaborative decision making and informed decisions.
• communicating with respect and being sensitive
• family feedback and keeping updates.

This includes learning about the family backgrounds, their goals and aims for the children as well as their cultural norms and beliefs. This helps cement a cultural gap. Providing information in their language and providing resources to integrate culturally aware engagement process of families.

Cooperation regarding curriculum decision making and mutual trust: this fulfils parents’ aim and objective regarding the child’s education and helps both he parties to effectively help a child develop to his best potential. sharing information regarding the abilities as well as weaknesses of the child to build a knowledge of the child.

• Procedure: using multiple modes of communication to engage with the parents eg: blogs, emails, handbooks etc.
• Procedure: inclusive activities that include parent-teacher meets, active participation of parents in child activities through events.

• Encouraging children and parents to ask questions
• Accessible location
• Clean and hygienic physical environments
• Inviting the families to take a look and walk through the service center
• Sharing and offering information about the policies, services procedures and form for the induction
• Guiding and directing them for seating area and place to rest as well as the equipment
• Ensuring that the visuals are culturally inclusive and reflective of the community.

1. Vision/missions
2. Meal plans
3. Curriculum
4. Reports
5. Fees
6. policies

1. Newsletters
2. Meetings
3. Phone calls
4. Emails

Sharing knowledge is critical to safeguarding and promote the wellbeing of the child, it helps in enabling appropriate interventions to help kids, youths, and associated households who require supplementary support to gain positive results which will in return helps eliminate inequities among underprivileged youth and can help build a family's trust in the service when they know they are involved. The two considerations would be to keep a positive attitude and being respectful second is to invest in two-way communication to talk about concerns and solutions.

Engaging Parents in the Childcare Center

A) Using online -parent interviews,

b) Blogging or using social media to keep the busy parents aware of the activities and events, c) Bundling volunteering opportunities on the same day

d) Use online events for engagement.

e) Updating the families through emails, texts or whiteboard messages.

F) Maintaining a routine or scheduled updates

Families and education professionals in sincere collaborations: appreciate one another's understanding of the child; appreciate one another's importance and responsibilities for each kid's development; believe one another; talk effectively and compassionately with one another; as well as exchange ideas and perceptions about every kid and interact in inter - professional collaboration. Parent-teacher cooperation enhances a child's educational performance, work ethic, interpersonal skills, and psychological and emotional welfare. Culture and joint effort enrich the community and facilitate a sense of belonging. It helps in eliminating debilitating factors and provides opportunities for each person to engage and achieve the best results out of the partnership when they learn about each other’s cultures, way of living and events. It provides cultural competence, discard discrimination and aids in ensuring the children to participate and improve their skills through it.

The national Quality framework and the early years learning framework (EYLF) both encourage teachers to go further than typical standard parental participation programs in order to establish "considerate supportive and healthy relationships" alongside families this is the NQS standard 6.1 while the NQS standard ^.2 suggests that teachers must be able to empower parents in various parental roles and to respect parents' thoughts and opinions regarding child upbringing. various pieces of national legislation encourage engagement with the families, although Quality area 6 of the NQS promotes cooperation between families and societies. It may be accomplished by fostering a friendly atmosphere in which all kids and caregivers are valued and partnerships are constructed on faith, effective discussions, and participatory choice sharing.

Joining forces with parents necessitates a 'complete group' strategy in which all personnel interacts with parents in the kid's education and overall growth on such a constant and purposeful basis (Fitzgerald & kay, 2016) Such a collaborative notion is supported by the agency's attitude, rules, processes, atmosphere, curricula, and day-to-day operations. Parents are by far the greatest significant persons in kid's lives and to have the greatest effect on their growth. Daily encounters, interactions, and patterns involving their parents help kids understand regarding their environment including their position inside of it. As per studies, whenever families participate in their kid's preschool caring and schooling, the kid succeeds more irrespective of financial status, racial or cultural origin, or even the parents' status of schooling. Developing relationships with children and parents entails early childhood educational workers creating and sustaining strong relationships.

Educators are required to answer to the problems of parents in a good, compassionate, and helpful manner. in case they do not know the answer, it is necessary to respond in an honest way (Ward, 2016). The educator can tell them they are happy to help and will get back to them with the information once they have it and then following up on it with a meeting or call.  In case they met face to face it is necessary to be attentive and be cautious of their body language. they can politely tell the parents to wait a little so that they can get accurate information.

the parent must be alerted promptly during any accident and injury or if the child is having behavioural problems like biting someone. The educator must employ clear communication with a neutral tone and speak to the parents slowly and calmly and respond to all their questions. While in a less serious case as of the biting the educators must inform them of the behaviors by being non-judgemental and explaining that every child goes through a phase or might be having difficulties it is nothing bad and then suggest ways to help and offer services.

1) By providing refreshments and=d then guiding them through the centre to see the facilities, all the while responding to questions and encouraging them to do clear any doubts or questions they have in their mind regarding the centre and of the child’s development.

2)letting them contribute to curriculum planning, share recipes and stories related to their culture, help organize specials events and celebrations, showing their talents in art or any other field, including them in volunteer programs and trips.

3) making management committees, special events, day-to-day life at the service, volunteering for a specific task are a few methods.

4)communicating in a culturally appropriate way, recruiting staff who consider diversity as an asset, arranging a calendar of family events, by having social events that are inclusive and engaging.

5) through emails, phone calls, and through the notice board by hiring a translator to provide the information in a suitable language.

6)by building a database with the details of the community services and contact along with the resources they provide that is relevant to the service. The information can be financial support services, medical services, housing and further education support etc. this can be done through holding meetings and support groups to build networks and create a community effort.

7) According to the organization's governance system, a subcommittee could be an appropriate method of incorporating parents in the optimal operation of the program. A subgroup or parental group is often consultative in nature and can give assistance to the program's administration personnel along with volunteering for a specific task (Hryniewicz & Luff, 2020). Policy authoring, concept creation, strategic planning, organization, and fundraising are some examples.

References:

Fitzgerald, D., & Kay, J. (2016). Understanding early years policy. Sage.

Hryniewicz, L., & Luff, P. (Eds.). (2020). Partnership with Parents in Early Childhood Settings: Insights from Five European Countries. Routledge.

Smith, J., Swallow, V., & Coyne, I. (2015). Involving parents in managing their child's long-term condition—a concept synthesis of family-centered care and partnership-in-care. Journal of pediatric nursing, 30(1), 143-159.

Turner, M. (2017). Working in partnership: parents, teacher and support teacher together. In One Child, Many Worlds (pp. 137-148). Routledge.

Ward, U. (2016). Working in partnership with parents. In The Early Years Handbook for Students and Practitioners (pp. 338-350). Routledge.