RCS201 Families And The Early Childhood Community - Assignment Solution

Introduction

Partnerships with families according to Early Years Learning Framework (EYLF) involves a mutual understanding that in a family each other’s expectations and attitudes build on strength of each other’s knowledge (Day & Harris, 2013). The ideal and genuine partnership include mutual trust and respect, clarity of roles and responsibilities, shared aims or goals, fair and equitable distribution of power, decision making and authority (Shute & Slee, 2015). Ongoing open communication, being open to negotiate and compromises and recognizing and valuing the contribution and unique strengths of the partner (Casey, 2016). As family is the most significant influence on leaning, development and well-being and when the relationship within the family are strong it indicates that child would be raised in a right environment (Day & Harris, 2013).  The continuity between the service and home is important for children. When the child demonstrates respect of their family it strengthens child’s identity and provides them a sense of belonging and enables child to develop and learn well (Mooney, 2013). This report examines the barriers, tensions and strategies to strengthen relationship based on theories, sociological and philosophical perspectives of partnership model.

Theoretical, Sociological and Philosophical Perspectives of Partnerships Model in Service Delivery

Partnerships with families provides many benefits and informed parents are likely to provide effective early childhood education (De Figueiredo & Dias, 2012). The process of integrating services and its delivery requires increased contribution from individuals, services, governments and communities (Whitcomb, 2012). The main elements of effective partnership includes working together, a shared aim, power sharing, mutual respect, open communication , complimentary expertise and negotiation (Day & Harris, 2013). The Family Partnership Model (FPM) is an evidence based model recognized internationally and helps in achieving better outcomes for families and children. FPM enables practitioners to develop effective partnerships with parents and uses a structured and flexible goal-oriented, relational approach in order to achieve desired objectives (Keatinge, Fowler & Briggs, 2007). FPM is partnership with families and professionals and is characterized by shared expertise and active collaboration to achieve meaningful outcomes (Day & Harris, 2013). The core aspects of FPM are staged helping process, which involves identifying goals of parents, exploring strategies, evaluating joint decision-making and outcomes on the next steps (Keatinge et al., 2007). The model helps is developing skills, qualities and behaviors that enable respectful and collaborative interactions among the service delivery people (Pannilage, 2017). The model also provides a theoretical basis for understanding parenting and relationship between parent and child.  

Researches emphasize that parental involvement and strong family relationship is vital for effective early childhood learning and development (Casey, 2016). There are different barriers and tensions in sustaining a good relationship and strengthening it due to internal and external factors. Some of the barriers that affect the relationship include low-income or single parents, job going parents who cannot dedicate time for the after-school meetings or during school activities (Pannilage, 2017). The other barriers include cultural barriers, poor timing of communication between school and home due to which parents are not aware of school activities and events (Day & Harris, 2013). The attitude of school personnel or teacher towards families can also be a barrier to increased involvement in child care and development (McDevitt & Ormond, 2016). There can be a barrier or tension due to children who have less positive attitude towards parent participation in school activities. The sedentary behavior developed by a child is cited largely as the negative influence that they get through parents and care providers (McDevitt & Ormond, 2016). It also affects the relationship between parents and children as the children are engrossed in using electronic devices such as watching television  or playing games on the smart devices and there is no effective communication between the members of the family.