1. CHCRF301E
Work effectively with families to
care for the child

2. Element 3 – Responding to a family's
concerns
•
Recap Week 11
10/10/2013
• Dealing with problem situations (cont)
• Looking at the big picture
• Assumptions
CHC08 Community Services Training Package Learning Guide Pp 66 - 72

3. Element 3 – Responding to a family's
concerns
DEALING WITH PROBLEM SITUATIONS
• Most problems are easily solved. Yet others are
not.
• It is not always possible to have an answer on
the spot.
• Some concerns may need to be taken to staff
meetings or to the owner/committee of
management.

4. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• Sometimes the concerns that are expressed to
us are outside our area of expertise. When
families grow to trust us they will share
information – not always looking for a solution,
but as a way to deal or understand a situation.
• It is important to consider whether some of the
roles you are expected to play are appropriate...

5. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• BE MINDFUL OF THE ROLES YOU TAKE ON.
• Sometimes information given to us can be
quite personal and has strong implications in
terms of confidentiality.
• For us the challenge then lies in assisting
families in finding the help they need, without
taking on this role ourselves.

6. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• It can be tempting to talk about their concern
for their child from our own experiences, but
depending on the nature of this concern, this is
not always appropriate.
• You need to be comfortable about your own
training – what this qualifies you for –
and what it does not.

7. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• When you talking to a parent, you do need to
make them feel respected, and that they are
being listened to.
However, take note of the following key points
1) Acknowledge what has been said. Your role as
a listener is to understand what is being said.
Use any information to relate back to what is
happening in the service with the child.

8. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• 2) Decide whether this is a problem that is
within your level of ability or whether a
supervisor or outside referral is required.
• 3) Take action if the situation is do-able. This
could include having other educators at the
service involved – or taking it to a staff meeting
for further input.

9. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• 4) Agree to assist if possible (within the
guidelines of your role). Even if referred to
another agency, there may be ways to assist
both the family and the agency. As, once the
problem has been acknowledged, it is
important for everyone concerned that it is
worked through to the end.

10. Element 3 – Responding to a family's
concerns
ASSUMPTIONS
• When we communicate with families, we need
to be careful that we are not using an
assumption based on their culture, age or
linguistic background as a characteristic in the
way we deal with them. Such assumptions can
prove dangerous in the establishment of a
partnership with families.

11. Element 3 – Responding to a family's
concerns
ASSUMPTIONS
• When families bring a concern to us, they are
saying that they are trusting our judgement. They
believe that we will be professional in taking their
concern seriously.
• Rather than feel anxious, we should feel pleased
that families are comfortable enough to share
and express concerns with us.
• Even if we are not always in a position to answer
concerns, we are in a position to assist & and
listen so that they can get the help they need.

12. Element 4 – Facilitating the transition
to care
Week 12
17/10/2013
•
•
•
•
•
Choosing a centre
Enrolment
The first day
Arrivals and departures
Collaborating with families about arrivals and
departures
• Attitudes towards child care
CHC08 Community Services Training Package Learning Guide Pp 75 - 99

13. Element 5 – Facilitating the transition
to care
Choosing a centre

14. Element 5 – Facilitating the transition
to care
Choosing a centre
• This can be a difficult decision.
• All families not only need to like the person caring
for their child they need to trust them.
• The age of the child can make this decision less
difficult.

15. Element 5 – Facilitating the transition
to care
Choosing a centre
• All parents want what is best for their child. They
may however have different ways of showing this,
but ultimately it is every parent's aim.

16. Element 5 – Facilitating the transition
to care
Choosing a centre
• So what can parents do to allay their fears about
their child starting child care?

17. Element 5 – Facilitating the transition
to care
Choosing a centre
A visit to the service can include • Introduction of staff (particularly relevant room
staff);
• A description of the program and activities
offered;
• What facilities the service has;
• How the service can incorporate both the child's
and family's individual needs.

18. Element 5 – Facilitating the transition
to care
Choosing a centre
• Students to complete Activity 1 (4.2). p79

19. Element 5 – Facilitating the transition
to care
Choosing a centre
• What concerns might a family have?

20. Element 5 – Facilitating the transition
to care
Choosing a centre
• How to get their child to eat (if they are a fussy
eater);
• Sleep time – how much?, how they have time to
individually rock a child to sleep?;
• A shy child – how can they be encouraged to
interact with others?;
• Cultural/religious requirements..
• Toileting etc

21. Element 5 – Facilitating the transition
to care
Choosing a centre
Activity 2 - WORKING IN PAIRS
Imagine that you are a parent who is placing their
child into a service for the first time.
• What are the most important things you would
like to hear?
• What are the most important images would you
like to see?
• What do you see as important aspects or areas to
be shown?

22. Element 5 – Facilitating the transition
to care
Choosing a centre
SO WHAT WAS IMPORTANT?
• First impressions (both physical and emotional);
• The information given ... Was it relevant to what
you were asking? Did you understand it?;
• The non-verbal communication between staff and
your family;
• What you actually saw AND felt i.e. did both the
children and staff appear happy and engaged?

23. Element 5 – Facilitating the transition
to care
Enrolment

24. Element 5 – Facilitating the transition
to care
Enrolment
• The next stage of transition to care usually
involves the enrolment process.
• From a family's perspective, this is the first real
chance to ask specifically how your service will
meet their child's/children's needs.
• This will be when much personal information
about the family will be shared.
• It will also provide them with the understanding
of how continuity can happen between home and
the service.

25. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
• When does the orientation process start and
stop?
• Is it after the paperwork or the one or two visits
before the child actually commences care?
• The orientation process ends when ….

26. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
• The family is able to say “I am comfortable with
leaving my child here...;”
• A trusting relationship has developed;
• The child feels comfortable and relaxed – this
process can take awhile depending on the
individual child.

27. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
• One of the most important aspects of helping a
child to settle is to have familiar faces around
them – it is important to have what is called
continuity with staff, as often a child will
emotionally need to bond with someone before
they can start to feel comfortable and secure.

28. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
ACTIVITY 3
Make a list of what things you would do or use at
a service to help families throughout the
orientation period.

29. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
• Delegating a primary educator for the child – in those
initial first few days or weeks;
• Have a notice on the front or room door to welcome
them as a new family;
• A phone call on the first day to advise parents as to how
the child is settling;
• A welcome letter to the family prior to commencement
at the service;
• Introducing the family to other families.

30. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
• Send home photographs – either electronically or
printed, so that families can visually see how their child is
progressing;
• Send a certificate or first day laminated A4 poster with a
photograph of their child etc
• Welcome new families in the newsletter;
• Make contact with families during those first few days,
weeks and subsequent months to reflect on their
experiences – is there anything else that could have been
done to ensure the process ran more smoothly?

31. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
• Developing positive relationships takes time and
skill. We need to be skilled communicators, able
to consider the points of view of not only the
people we come into contact with, but absent
parents as well. We need to consider the
development of these relationships as a very
important part of our day.

32. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
ACTIVITY 4
Using your iPads, identify the Quality Area from
the National Quality Standards that is relevant to
settling new arrivals and their families.
• Discuss.
Those students who are already involved with a
service are invited to comment about their
orientation process.

33. Element 5 – Facilitating the transition
to care
Enrolment and the orientation process
“ When we show a genuine interest in getting to
know each child and their family as individuals we
create a sense of belonging and of partnership.”
'Connecting with families – Bringing the Early
Years Learning Framework to life in your
community' p.8
www.deewr.gov.au

34. Element 5 – Facilitating the transition
to care
The first day

35. Element 5 – Facilitating the transition
to care
The first day
• Families have the power to choose the service
that they feel complement their practices and
beliefs;
• If the service that they have chosen is truly
committed to the ideal of partnerships they will
feel involved in the decision making process;
• This is why it is so important to have a continual
flow of information sharing between both parties.

36. Element 5 – Facilitating the transition
to care
Preparing the parent
• Parents will at this stage have been given all
relevant printed information;
• They will have visited the service;
• They will have asked questions and have had
questions asked of them;
• It is important to continue to work on this new
relationship.

37. Element 5 – Facilitating the transition
to care
Preparing the child
• If the family is feeling confident and happy about
their decision, this will transfer to the child;
• However – this is also dependant on the child and
their personality/past experiences in
care/readiness etc
• The way in which children are assisted in the
transition period is also dependant on their age
and what they can relate to, understand, or
articulate.

38. Element 5 – Facilitating the transition
to care
Reading – Abstract p 87
The day had finally arrived.....

39. Element 5 – Facilitating the transition
to care
Arrivals and departures

40. Element 5 – Facilitating the transition
to care
Arrivals
• Leaving a child in care is not easy, and we need to
recognise that it can be a very emotional time for
them – even though they may have full
confidence in the service.
• Children need consistency in their lives – and the
process of arriving at care and saying farewell to a
family member should be consistent to assist
them.

41. Element 5 – Facilitating the transition
to care
Departures
This can be a very emotional time for parents.
They will need guidance on how to approach
departures.
• Every family will differ in the way they choose to
handle it;
• We need to respect these differences and
accommodate for the individual approaches.

42. Element 5 – Facilitating the transition
to care
Departures
The following strategies can be used to assist
parents when they are commencing care • Plan a relaxed morning. Pack the child's bag the
night before so you are both feeling unhurried.
Rushing adds to the stress of the situation.
• Plan to spend some time with your child those
first few mornings. Learn the names of some of
the other children and toys so you can talk about
them the next time your child comes.

43. Element 5 – Facilitating the transition
to care
Departures
• When it is time to leave, say goodbye confidently.
• Give the child a hug and a kiss and then leave.
• Lingering can make the situation worse for both
parties.
• Saying goodbye assists greatly with the trust
element. It is not emotionally empowering to just
leave without saying goodbye.
• If possible, plan shorter days initially until the
child has settled in.

44. Element 5 – Facilitating the transition
to care
Departures
• When it is time to go home at the end of the day,
try not to be in a hurry to leave. Children will
often want to show their family what they have
done/seen etc while they are in the care
environment rather than having to explain it on
the way home.
• Remember to pack a special comfort toy/blanket
etc
• Again, resist the temptation to just slip out in the
morning.

45. Element 5 – Facilitating the transition
to care
Arrivals and departures
Students who have been involved in child care are
invited to describe the arrival and departure
moments that they have observed.
• What made them positive?
• What could have been done if they were not
positive?

46. Element 5 – Facilitating the transition
to care
Arrivals and departures
• Students can now complete ACTVITY 5 (4.9) p89

47. Element 5 – Facilitating the transition
to care
Collaborating with families
about arrivals and departures

48. Element 5 – Facilitating the transition
to care
Collaborating with families about arrivals and
departures
• Developing a routine for farewells is important
for family and child alike.
• Familiarity and routine creates security – for both
parties;
• Educators must recognise the value of these
rituals and support them.

49. Element 5 – Facilitating the transition
to care
Collaborating with families about arrivals and
departures
ACTVITY 6 (4.10)
• Students can now respond to the case scenarios
as listed on pp 92-93

50. Element 5 – Facilitating the transition
to care
Attitudes towards child care

51. Element 5 – Facilitating the transition
to care
Attitudes towards child care
• It is not our place to pat families on the back and
say, “you are doing the right thing”. The truth is
there really is nobody who can do this for
families. Our role is to provide support to families
to enable them to feel comfortable with their
decision.

52. Element 5 – Facilitating the transition
to care
Attitudes towards child care
• We need to acknowledge their feelings and help
them to better understand what they are seeking
for their child. We may never fully understand
this because families may find it difficult to
articulate.

53. Element 4 – Facilitating the transition
to care
Attitudes towards child care
• The fact that we support families by trying to
both understand and then work together to meet
these aspirations is what a partnership is about.
Students are to complete ACTVITY 6 (4.10)pp92 - 93

54. Element 5 – Facilitating the transition
to care
Attitudes towards child care
Video – Raising children network Playgroups and preschool
http://raisingchildren.net.au/articles/playgroups_video.html/context/1011

55. Element 5 – Facilitating the transition
to care
REMINDER ASSESSMENT TASK 1 DUE
31/10/2013