NQS PLP e-Newsletter No.

68 2013

Communicating with families about children’s learning

Educators and families have always communicated when

necessary, for example, when a child’s behaviour is a concern or
symptoms of illness appear. Current thinking about good quality
practice extends communication beyond such everyday essentials,
as families, educators and children collaborate to support children’s
learning.

The national Early Years Learning Framework (EYLF) (DEEWR, 2009)

and the National Quality Standard (NQS) (DEEWR, 2011) highlight
such partnerships.

Communication in the NQS:

Element 6.1.2: Families have opportunities to be involved in the
service and contribute to service decisions (DEEWR, 2011, p. 11).

Standard 6.2: Families are supported in their parenting role and

their values and beliefs about child rearing are respected (DEEWR,
2011, p. 11). Communication in the EYLF:
Element 6.2.1: The expertise of families is recognised and they Principle: Partnerships (DEEWR, 2009, p. 12)
share in decision making about their child’s learning and wellbeing
Practice: Assessment for learning (DEEWR, 2009, p. 17)
(DEEWR, 2011, p. 11).
The Learning Outcomes and other concepts in the EYLF—for
example, belonging, being and becoming, agency and dispositions
towards learning—are the focus for collaborative conversations
through which educators communicate more than ‘what the
child did ’ to talk about what each child appears to be learning.

The aim of communication is not for families to become familiar

with the language and terminology in the EYLF. The language in
the EYLF is for educators; however, the concepts are for everyone
who supports children’s learning.

The content that follows contains quotes from two educators and
a parent:

ƒƒ Denise is the coordinator of Boroondara Kindergarten, a

community-owned and-managed service located on the edge
of a public housing estate in Melbourne.

ƒƒ Michelle is the manager of Children’s Programs, Gowrie Victoria

Docklands, a centre that provides care and education daily to
150 children in the Melbourne CBD.

ƒƒ Emily is the parent of three-year-old Della. They began using

family day care when Della was nine months old and now use a
centre-based service as well.

1
Everyone benefits from Michelle explains:

communication One of our challenges is to broaden families’ notions of what

readiness is—to help them see that school readiness begins at birth
When families’, educators’ and children’s perspectives, insights and by supporting a child’s sense of agency, allowing them to make some
information combine, everyone benefits, particularly the child. decisions and take some responsibility for their learning, supporting
Communication builds for everyone a more complete picture of them to become confident and flexible. We try to help families see the
the child’s interests, needs, learning progress and uniqueness. This learning that is occurring—for example to see that lunchtime isn’t just
about eating, but offers so many opportunities for various kinds of
more complete picture informs the child’s experience both in the
learning.
early childhood setting and at home.
Michelle summed up the aim of communicating:
Denise spoke about combining perspectives:
What we’re aiming for with families is for them to have the knowledge
What we’re trying to do is to give families a snapshot of what their child and confidence to make informed decisions about their children.
is like at kindergarten so that we have a shared understanding. We It’s not about us educating them or telling them what to do—we want
encourage them to share what the child is like at home. Some do and them to be involved thinkers and problem-solvers.
others don’t. We ask questions about what we see and know about
that child. We want to know how that matches with what they know
and see.

Sharing information makes learning more visible.

Emily spoke about gaining insights about Della’s learning:

Janani, my family day care educator, helps me to see so much more

than I would otherwise. For example, I might just see Della playing
in the sandpit, and Janani will tell me about what she’s learning—
how she’s experimenting with materials, using her imagination
and planning ahead.

Families are reassured that their child is known, valued and treated
as an individual. Trust and confidence in the early learning setting
they have chosen for their child are enhanced.

When we first started I felt a bit guilty and unsure. I thought she might
be missing out on experiences. I quickly began to see the opposite—
how she was having wonderful experiences and opportunities that
she wouldn’t have if she wasn’t in care.

What I love are the personal stories about Della. I knew early on that
Janani could only know those things if she really paid close attention
to Della. (Emily)

Educators can normalise behaviour:

As a new parent you get anxious if your child’s not doing something
that other children are doing. Janani was always telling me about the
range of normal or common behaviour. She has worked with many
children, so when she says ‘This is common—don’t worry about it’
I know she knows what she’s talking about! (Emily)

Families can learn how educators are helping their child prepare for
school and life when they talk about the skills and understandings
children gain through the curriculum, including those related to
literacy and numeracy.

2
 Seek families’ advice about their child.

Set the stage for the ‘habit’ of

communicating and building a
relationship with the first encounter:

We start the process of building relationships

at the enrolment interview. Our first question
is ‘What is something your child does that
makes you proud?’

We ask about issues during pregnancy and

birth, who looked after the child in the first
year and who helped the family during
that time. We’ve found that information to
be really helpful in getting a picture of the
How do educators communicate with families about child’s health status as well as the family’s
children’s learning? connections and supports.

We ask if they are happy with the way the

The short answer to the question above is ‘in a variety of ways’: child eats and sleeps.
We communicate about learning in many ways—display boards, emails, newsletters, notes Questions like these aren’t confronting. They
on an easel outside the room, notes in information pockets. We found out from a survey that demonstrate to families that they can tell us
families have different preferences. We will never be 100 per cent successful no matter how wide things we need to know. This sets up the idea
the ways of communicating. There will still be families who don’t get information or who don’t that we want to know what they know about
think there is enough communication. Part of the reason for this is that families are busy—they the child. Of course we accept that some
don’t have time to read everything. We need to reflect on what communication families really people won’t want to tell us their story and we
need and want. It’s not as simple as the more the better. (Michelle) respect that. (Denise)
While all ways of communicating have value, a face-to-face chat, when possible, is best. Give all the positive feedback you can—
The key to effective communication is doing everything you can to make families feel about children’s progress, interests and
welcomed and establish a positive relationship. achievements.
When families are welcomed, they witness our relationships with children, they see that we Anything positive we will share straight
engage with them. We don’t have to tell them we care about their child. They can see that. away—if it’s good news, why delay? Say it
(Denise) then and there. (Denise)

Let’s focus on some specific points about Think carefully about whether or not you
need to talk to families about a concern,
communicating: and if you decide to do so, use empathy
to consider how you will talk about it.
Communicate as much as possible in families’ first language.

Our kindergarten chooses to employ staff who speak the range of families’ first languages. This
is so important, especially if we have a concern or need to tell a family about something that
happened. (Denise)

Tell families about your practices—why you do things the way you do, changes you are
considering or have made—and their impact on children’s learning.

Consider the value of projects that extend over days or weeks. Works in progress can
provide tangible evidence of children’s learning.

Share information about the EYLF and the NQS, and make records of children’s learning
available. Recognise and respect that there will be varying levels of interest in this
information. Think carefully about the distinction between records you might make for
yourself and your colleagues and those that have meaning and are useful for families.

Use photos to illustrate what children do, but recognise their limitations as a means of
communicating about learning—a picture on its own isn’t worth a thousand words;
words are a necessary addition.

3
Denise reminds that discussion isn’t always
necessary:

We are professionals—we can tell if

something is wrong—we don’t have to
ask. We can observe a child and use what
we know about that child to follow up. We
respect families’ privacy and their decisions
about what to tell us.

We follow up straight away if there’s

something we need to talk about. These
follow ups are usually teacher-initiated.
We can tell if a family member has a concern.
For example, if a parent frequently asks
‘How’s he going?’ or ‘Did she hit anyone
today?’ we know that they are concerned.
We are aware that families don’t want to
hear repeatedly about problems or concerns.
We have a family of a child with a disability
who keeps postponing meetings that we’ve
scheduled. We understand—the meetings
they have to attend about their child probably
exhaust them.
Denise shared a story that captures many significant points about communicating
We try to frame things positively. For example, with families:
we might say ‘Your child is a fantastic
decision-maker, but once he makes up his J is a five-year-old child who has experienced trauma and chaos in the early years of his
mind it’s difficult to change it’, rather than life. His grandmother is raising him. J behaves erratically and aggressively at times, without
talking about the child being inflexible. After apparent provocation. One day he injured another child. The ensuing conversations with
all, being able to make decisions is a good parents of the child who was hurt unfortunately occurred publicly. J’s grandmother was
thing—a child initiating their own learning. upset to hear about J’s behaviour, apologised to the affected child and parent and said she
would talk to J about the incident.
Convey both optimism and honesty
when communicating about a concern The following day, J returned with a ‘big boy haircut’. His grandmother farewelled him,
you have about a child. Even when you reminding him to ‘find other things to do if you are feeling angry’. Later conversations with
are struggling to find a solution, aim to the teacher revealed that the grandmother was clearly concerned about J’s behaviour.
communicate a firm belief that a solution She said that she:
can be found.
ƒƒ trusts the teachers and did not blame them for what had happened
Keep in mind that communication about
ƒƒ did not seek to apportion any blame on the other child involved
children’s learning includes both general
information and information about a ƒƒ can’t be cross with J
specific child.
ƒƒ needs to help J find other ways to manage anger
Share with families both general
information about children’s learning ƒƒ wanted to show him that, in her words, ‘I believe in you and you are a big boy and you
and information about their child. are going to learn to find another way when you are feeling angry’.—That’s why he had
the haircut
One of the things we should always be
reflecting on is improving educators’ abilities ƒƒ was open to any advice or support available.
not only to recognise and support children’s
It was clear to the teachers that the purpose of the haircut was to show J in a tangible
learning but also to articulate it in ways that
and lasting way that his grandmother believed in him. She is wise enough to know that
resonate with families. We want to go beyond
berating or punishing J and making him feel worse will not help him change his response to
just talking about routines with them—how
anger. She is actively working to encourage positive behaviour and will not let J be defined
much the child ate or how long she slept—to
by his disruptive actions. She is teaching us ways to manage, encourage and support J and
include daily discussions about what they are
other children.
learning or have learned. (Michelle)

4
Conclusion Reflective questions
Communication is two-way. It is not only about educators imparting information to Do you communicate more with families
families but is also about encouraging families to share insights and information. Educators about what their child is learning or doing?
really listen, demonstrating to families that what they share informs the child’s experience. If the latter, how can you redress the
Communication with families is not the same thing as ‘educating’ parents or dispensing balance?
‘expert’ advice. Families have as much to tell educators as educators have to tell families.
How do you use your knowledge of
The key to effective communication is in the relationship you have with families. That the Learning Outcomes and other key
relationship begins with families feeling welcomed and comfortable in the service. concepts in the EYLF to help you talk more
A critical component of building and strengthening relationships is educators being effectively with families about their child’s
accessible. learning?

We make ourselves available to mingle and talk with families at the beginning and end of the How do you encourage families to tell
session by planning informal play at those times. If you schedule a group time you miss that you what they know about their child’s
chance. We make sure we greet and farewell every child and every family member. learning? How do you demonstrate to
them that you value that information and
The key is making families feel welcomed. A parent said recently, ‘It’s so nice here—everyone says that you use it?
hello with a smile’. We have to keep in mind that we might be the only person outside of their
cultural group that they speak to. Do you communicate more with some
families than others about their child’s
It’s about welcoming, talking and demonstrating in our actions that we want a partnership. learning? If so, why? How can you ensure
(Denise) that you communicate with all families?
Finally, Emily, the parent, captures what matters most: Anne Stonehouse
The thing I value most is Janani’s respect for Della as an individual. This has helped our family to Early Childhood Consultant and Writer
see our daughter as a unique little person destined to be exactly who she is, not to be moulded
into what we think she should be. Biography
Anne Stonehouse lives in Melbourne and is a
consultant in early childhood. She was a member
of the consortium that developed the national
Early Years Learning Framework.

Coordinating Editor
Jenni Connor wrote the e-Newsletter series in 2011
and has been responsible for liaising with authors and
overseeing the production of the series since 2012.

Acknowledgements
Denise Rundle, Co-ordinator Boroondara Kindergarten,
Melbourne.
Michelle Gujer, Manager of Children’s Programs,
Gowrie Victoria Docklands, Melbourne.
Emily Wright, parent, Melbourne

References
Australian Childhood Education and Care Quality
Authority (ACECQA). (2011). Guide to the National
Quality Standard. Sydney: ACECQA.
Australian Government Department of Education,
Employment and Workplace Relations (DEEWR).
(2009). Belonging, Being and Becoming—the National
Early Years Learning Framework for Australia. Canberra:
DEEWR.

Brought to you by

The NQS Professional Learning Program is funded by the

Australian Government Department of Education.