Why does a sense of community matter in early childhood services?

REWORD OR PARAPHRASE below. Topic: Why does a sense of community matter in early childhood services? Think inside and out. It is mentioned from week seven’s lecture that incorporating and collaborating community in Early Childhood Education and Care Services (ECEC) is essential as it represents the idea that environments children grow progress, learn and enhance children’s wellbeing, development and learning, it fosters mental ability of the child and the outcomes in their later life (Brillante & Mankiw, 2015; Touhill, 2012; Malone, Hill, Dyment & Cutter-Mackenzie, 2016). In relation to my understanding as a student, studying the significance of community in ECEC creates a vital message that positive environment nurtures young individual’s wellbeing and psychological health (Rogoff, 2012). It further helps children to foster a sense of belonging and connectedness to young children, develop a strong sense of identity, and promote feelings of safety and security (Rogoff, 2012). Early Childhood Education and Care communities work to ensure that a sense of belonging, commitment and loyalty extends to all members of the community and their special focus is laid on developing this over time. Families and children are welcomed, which leads to them feeling ‘at home’ and empowered in the service. These ideas about ‘community in an early childhood service’ are reflected in the NQS, EYLF where everything—philosophy, policies, management, administration, daily operations, the curriculum and the program—revolves around this shared understanding of purpose and what is in the best interests of children (Kidsmatter, 2014 & Touhill, 2012). Under quality area 6: ‘Collaborative partnerships with families and communities’ places emphasis on: establishing and maintaining respectful and supportive relationships with families, collaborating with others to enhance children’s learning and wellbeing and engaging with the local community (ACECQA, 2013) . It was my first time to conduct an interview with a new family which had been enrolled in our service. I shared some information about the steps how our service collaborates partnerships. To offer open, honest, respectful, reliable, friendly and helpful communication between educators and families provides a source of social support to all families (Lemon & Garvis, 2014). Which I believe as educator developing partnerships between early childhood educators and families is when families and educators work together to enhance children’s wellbeing and learning achievement. After giving the family a tour, I informed them that if the family and child start to feel like they belong here, then we’re on the road to a partnership. According to Secretarial of National Aboriginal and Islander Child Care (2012), to start building a sense of welcome and respect from the first interaction or conversation you have with families is essential. This involves establishing a sense of partnership and, community, where both, children and families know that they belong and make a valuable contribution (SNAICC, 2012). Also, I let them know that I was keen to know what they wanted for their child, and if they have had a traditional food and cultural beliefs that we needed to know about. According to EYLF Practice: 2 (NQS Standard 6.2) (as cited in Rogoff, 2012), that educators are required to support families in their parenting role and to respect families’ beliefs and values about child rearing. In addition, educators will need to research and develop a greater understanding of their reciprocal cultural responsibilities in such circumstances (Arthur, Beecher, Death, Dockett & Farmer, 2012). I am that sometimes families do not know much about child care centres. So, I shared lots of information about the service routines and curriculum; even though they did not ask many questions, I informed the family that as part of the service’s curriculum, children will have the opportunities to attend local excursions, participate in and contribute to community events and, invite community members and organisations into our service which would —all help to connect children with the community. In relation to children, grow and develop, connections to the outside world help them to find their place in the world, to develop understandings of how society works, and to recognise and understand the shared values that underpin our society (Touhill, 2012, p.1). The NQS Standard 6.3 reminds us that community engagement is important because of its impact on ‘children’s wellbeing and learning (ACECQA, 2013). I therefore need to consider community engagement not just in terms of my own actions, but how it affects children’s experience. In other words, ‘how does our involvement with the community genuinely help to connect children (as well as ourselves) to the wider world?’ The socio-ecological model of human development (Bronfenbrenner, 1979) places children at the centre of a community system. Bronfenbrenner (as cited in SNAICC, 2012) highlighted the broad social, political, cultural and economic environment that influences a child’s wellbeing and ECEC services operate in this complex context. Similarly, Rogoff (2012) says that communities and ECEC should work together in order to ensure that commitment, loyalty and a sense of belonging extends to every child and family. This made me understand as educator that building a sense of community displays in what way a positive sense of community promotes the wellbeing and mental health of each participant and suggests protection in contradiction of mental health problems. Moreover, I introduced the parent and child to all staff and including the other children. I showed them our bulletin board where all important announcements displayed, I presented some photos of each family on our family tree, and I asked the new family to bring one to add on the family tree as well. Also, I said to the parents that they could stay long as long as they wanted to so that they could get familiarised with all areas of the service. I asked the child what he liked to play and I introduced him to the other children in all rooms. Spending time together for orientation at the start can support educators in case things are not working well and we need to talk to families about ‘hard things’, such as concerns about the child or questions about centre policy (Kidsmatter, 2014). As I revisit our service policy and philosophy, it gives me more understanding that it is essential to connect and have a strong relationship between ECEC and community. Part of our services’ goal is to invite parents on the parent committee to contribute suggestions and ideas in some way. However, all contributions are viewed as complementary. A strong ECEC service community is one where everyone feels they are valued, respected, included, working together, and that they are belong (Kidsmatter, 2014). This made me understand that as educator it is part of my duty to take an active role in helping children and families to develop a relationship with the local environment, both man-made and natural elements. Early childhood educators need to be aware of what messages both the indoor and outdoor environments are sending to children and families (Brillante & Mankiw, 2015). I believe, developing a sense of community within a service is crucial, but it requires a deep of how society works, and to recognise and understand the shared values that underpin our society. Based on our staff meeting we are encouraged to prioritise the families’ contributions in the service. Collaborating with families is the best and most efficient way to start engaging with them. Many families in early childhood settings often provide their first contact with a wider community beyond the home (Kidsmatter, 2014). Acknowledging and engaging with our own local communities will have a significant impact on children and families, as well as on our own ways of working (Arthur et al, 2012). As educator, I believe working with children, families, staff, management and the broader community is necessary as it provides opportunities for everyone to forge relations and build a stronger community. In terms of sense of emotional connection, shared values and interdependence is important for individuals to coexist in a society and work collaboratively to achieve milestones. Instilling such an attitude in children is important during the beginning of their development and growth. Children learn better when they are among peers and they learn to share, work collaboratively and develop a tolerant attitude towards others (Brillante & Mankiw, 2015). In addition, a community promotes children’s learning, development and wellbeing; by nurturing children’s mental health and learning progress process (Kidsmatter, 2014. Also, ECEC promote harmony and tolerance as they comprise of people who are diverse in many ways such as, age group, cultural and language background, life experiences, religious affiliations, sexual preferences, values, lifestyle and length of involvement with that particular community (Touhill, 2012). According to EYLF Principle 4,: ‘Respect for diversity’ encourages ECEC services to recognise common aspects and honour differences. In relation to my understanding to this research that a sense of being a part of something larger stimulates children to think outside the box and also nurtures their creative nature and thinking. It is vital that children learn the importance of peaceful coexistence, tolerance and overcoming differences to collaborate successfully. Through this kind of attitude that I have this time as educator encouraged and developed my deep understanding how important to get involved and being part of the community. According to Hewett, 2001, the role of the educator is to engage in collaborative partnerships with families and communities in order to better understand children’s critical knowledge, interests and current and further provide children with the tools to critically question the power structures in an attempt to transform society.