Effective communication with families.
Communication with families is key component of my role as an early childhood educator. It enables families to know what is happening during their child's day, how they are coping in the environment and who their friends are. Personal relationships with families allows them to get to know staff and understand their professional background and expertise. Effective communication in the form of the spoken word and written information can be both formal and informal.
In my recent role as a student educator I produced this letter to introduce myself in the professional placements I undertook as part of my Bachelor of Early Childhood Studies. I modified the dates and service names according to the corresponding placement details. I believe this gave families a concise insight into who I am, my background and why I was working in the service.
Hello my name is Denise Szutta.
I am a student at Monash University where I am studying for a Bachelor of Early Childhood Studies and I am a mum of three children, all boys, aged 10, 11 and 13 years.
I have been working in the childcare field since 1994 and thoroughly enjoy my job. I began my career as a Room Assistant and progressed to Room Leader after gaining my Diploma in Children’s Services in 1999.
I will be here at San Remo Pre-school each Thursday until August 23rd. Following this I will be here every day until Friday September 21st 2012.
I look forward to meeting you all.
I have actively participated in 'Welcome to Pre-school' information sessions and the child care orientation process for children and their family. This is when families have the opportunity to meet their child's group teachers and gather information about their child's coming time in the educational setting.
This is the time when staff explain the expectations of and for children, the expectations of families (EG duty rosters), the planning process, the benefits of play based programmes and briefly outline the routines of the individual pre-school setting.
This is the time when staff explain the expectations of and for children, the expectations of families (EG duty rosters), the planning process, the benefits of play based programmes and briefly outline the routines of the individual pre-school setting.
My professional program plans and reflective observations are displayed in a consistent manner, in a central location for ease of family viewing. The layout of my plans and reflections may change over time depending on what is a workable format in relation to the flow and appearance of the document and the learning outcomes that are required to be met.
The following images are recent examples of program plans, group reflections and individual observations sheets I have used whilst undertaking professional placements.
The following images are recent examples of program plans, group reflections and individual observations sheets I have used whilst undertaking professional placements.
KEY: Photo 1 - A weekly A3 planning format (1), with the headings of the learning outcomes in the EYLF.
Photo 2 - Weekly A3 reflection sheet for plan (1), each side relates to one day of attendance at pre-school.
Photo 3 - A weekly A4 planning format (2), with the headings of the learning outcomes in the EYLF.
Photo 4 - Weekly reflection sheet for plan (2), one sheet relates to two days attendance at pre-school.
Photos 5 & 6 - Individual A4 observation sheets, used for anecdotal and/or running observations. In this
format three observations can be recorded on one A4 sheet, with each area titled The experience,
The learning and The outcome. It can easily be modified to allow for less observations.
Photo 2 - Weekly A3 reflection sheet for plan (1), each side relates to one day of attendance at pre-school.
Photo 3 - A weekly A4 planning format (2), with the headings of the learning outcomes in the EYLF.
Photo 4 - Weekly reflection sheet for plan (2), one sheet relates to two days attendance at pre-school.
Photos 5 & 6 - Individual A4 observation sheets, used for anecdotal and/or running observations. In this
format three observations can be recorded on one A4 sheet, with each area titled The experience,
The learning and The outcome. It can easily be modified to allow for less observations.
Talking with families is part of every day life in the early childhood environment; as an educator this is of great importance. Regular communication ensures children's individual and familial needs are being met whilst facilitating the sharing of information about children's wellbeing and education.
Many discussions with families are informal but there are times when confidential discussions are required and uninterrupted time must be allocated for this purpose.
I am aware that some early childhood services conduct 'Parent/Teacher Interviews' and whilst I have not conducted any I have been through the procedure as a parent; I have also discussed the pitfalls and benefits of such meetings with fellow early childhood educators.
Many discussions with families are informal but there are times when confidential discussions are required and uninterrupted time must be allocated for this purpose.
I am aware that some early childhood services conduct 'Parent/Teacher Interviews' and whilst I have not conducted any I have been through the procedure as a parent; I have also discussed the pitfalls and benefits of such meetings with fellow early childhood educators.
Newsletters and written notices are a regular feature in early childhood service communication as they easily convey information and messages to families in a format they can take home and digest later.
I have contributed to monthly newsletters in the long day care setting. I have written about what has taken place, what the children have discovered in their learning and which activities have been popular with the children. I also incorporated any special things such as birthdays, new babies and incursion or excursion photographs.
Newsletters can be service wide or tailored for each pre-school group and a calendar section is very useful in reminding families of future events.
Ways I have used to welcome and encourage families to contribute to newsletters are
to include
a 'Recipes Page' where they can share favourite recipes and meal ideas with others
a 'What to do page' where they can suggest family activities to do on weekends or in the school holidays and to provide a space for them to share their experiences of and/or tips for travelling with children
a 'Buy, Swap and Sell' page to dispose of unwanted child related goods.
I have contributed to monthly newsletters in the long day care setting. I have written about what has taken place, what the children have discovered in their learning and which activities have been popular with the children. I also incorporated any special things such as birthdays, new babies and incursion or excursion photographs.
Newsletters can be service wide or tailored for each pre-school group and a calendar section is very useful in reminding families of future events.
Ways I have used to welcome and encourage families to contribute to newsletters are
to include
a 'Recipes Page' where they can share favourite recipes and meal ideas with others
a 'What to do page' where they can suggest family activities to do on weekends or in the school holidays and to provide a space for them to share their experiences of and/or tips for travelling with children
a 'Buy, Swap and Sell' page to dispose of unwanted child related goods.
Individual portfolios are a formal way of effectively communicating to families what has occurred and been achieved by and with children during the pre-school year/time in child care. Samples of work, photographs, the children's own reflections and thoughts and teachers' comments can be kept in folders or scrapbooks that the children then take home at the end of the year.
I have kept individual portfolios in a central position in the classroom for the children to access when they choose and I have encouraged them to choose if they would like something included or if they would like to take it straight home. Allowing children access to and choice of some elements of the portfolio values their learning, increases their self-esteem and pride in their work; all of which enhances their sense of ownership of the final portfolio.
I have kept individual portfolios in a central position in the classroom for the children to access when they choose and I have encouraged them to choose if they would like something included or if they would like to take it straight home. Allowing children access to and choice of some elements of the portfolio values their learning, increases their self-esteem and pride in their work; all of which enhances their sense of ownership of the final portfolio.
