Quality 6 - Collaborative partnerships with families and communities 

The service provides language translation for families whose primary language is not English by having educators who speak their native language communicate with them. For instance, since most families at our centre are Chinese, we encourage our Chinese-speaking educators to share information about the children in Chinese. As I am from Nepal, I also assist families from Nepal by communicating in my native language to help them feel respected and belonging (ADGE, 2022). The service also adds information in different languages at the door to make families feel welcome.

Evidence: Addition of instruction in different languages for families and children.

In my professional practice, I ensured that my educators and I regularly communicated with families about the children's strengths, capabilities, and current interests. During discussions with the children's families, we decided to develop learning goals for the children to which families could contribute (ADGE, 2022). Based on the children's learning goals, my educators and I observed the children in July and shared the observations with families. Most families appreciated the observations, and one parent even commented on the post, expressing appreciation for the educators' efforts in influencing Vygotsky's socio-cultural theory (Nolan & Raban, 2015).

Also, using a parent correspondence box has allowed families to provide feedback to the centre management. We looked at it and tried to improve by giving the best service. 

The service communicates with families through announcement posts on the Xplor app. These posts contain helpful information for families, such as changes in the menu, weekly plans, and participation in morning tea. Additionally, the service has a parents' room where they can access information regarding the service or ask team members at any time. This approach was adapted from Vygotsky's sociocultural theory, which says that regular communication with families continuous social interaction within families and service (Nolan & Raban, 2015). 

Evidence: Announcement for families regarding the changes or any new information.

Prior to the official move, educators and families are notified a few weeks in advance to support the transition. Educators discuss the upcoming transition with children during group and story time to help them understand. Families are also informed and encouraged to prepare children at home for the transition. I coordinated with the preschool room leader to understand the children's routines, such as their sleep schedule, toileting needs, bedding preferences, and interests. During the initial weeks, I allowed the children to visit the preschool for a few hours and then return to their current room to facilitate a smooth transition. This approach is based on Vygotsky's sociocultural theory, where educators provide scaffolding to support children's learning and development (Mcleod, 2023).

During my professional practice, I had the opportunity to participate in menu preparation with families and the chef at our centre. It is essential to consider each child's unique dietary requirements and prepare and serve food in a balanced manner that caters to their individual needs. Families provided their food preferences and cultural beliefs by offering alternative foods for children. Subsequently, a new menu was designed through one-to-one discussions with families during parent-teacher meetings, taking into account their cultural preferences, allergies, and dietary requirements. Adapted from Bronfenbrenner's theory, this approach emphasizes the interconnected nature of various environments that impact children's well-being and health (Nolan & Raban, 2015).

Evidence: Winter menu planning is developed in consultation with families.

The service has collaborated with the RAMSR program to incorporate music and rhythmic movement to support children's self-regulation. The program's main aim is to help children move in more complex and coordinated ways, and engagement in music helps build connections across the brain and develop empathy and social skills. As part of the collaboration with Bush Kindy, children can participate in nature walks in an outdoor area and a local reserve to develop their connection with land and communities (First Grammar Baulkham Hills, n.d.).

Engaging children in these programs allows them to develop their cognitive abilities, problem-solving skills, imagination, action planning, and concentration. It also supports social interaction, helping children develop positive relationships with others (Kearns, 2020).

(Linked with Standard 7.4)

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