‘It takes a village to raise a child’: The role of community – Part 2
ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest. In part two of our series exploring community in education and care, we identify why community is important to children’s educational and developmental outcomes.
Having a positive sense of identity and experiencing respectful, responsive relationships strengthens children’s interest and skills in being and becoming active contributors to their world. As children move into early childhood settings they broaden their experiences as participants in different relationships and communities. (Early Years Learning Framework, 2009, p. 28)
Why is community important to quality outcomes for children? Community is essential to quality outcomes of children. A community provides an important relationship environment; promotes belonging, a sense of identity and learning; supports active participation in the world and continuity of learning; and connects children and families to supportive relationship and resource networks. Positive relationships support children’s development, wellbeing and learning Young children develop in an environment of relationships, with a child’s community providing a vital relationship context for their learning and development. This is particularly important during the early years when the foundations of brain architecture are being built. From birth, positive, responsive, consistent and secure relationships with others provide a supportive, growth-promoting environment for children’s development, wellbeing and learning. Children’s academic, social-emotional and mental health outcomes are built on this foundation. A child’s relationship environment begins in the family, but then extends to adults and peers outside of the family who have important roles in their life. Educators and other education and care staff are a significant part of many children’s relationship environment. Communities that foster positive interactions and relationships between children, peers and adults strengthen children’s outcomes. A positive sense of community supports children’s belonging and learning When children have a sense of belonging and feel safe, secure and supported, they have the confidence to play, explore and learn. A service that is strongly connected to the people and place of its community is welcoming, inclusive, connected to the culture and context of children’s families, while nurturing respectful and reciprocal relationships with children’s families. Connection to community creates a responsive, safe and stable education and care environment which, in turn, promotes children’s belonging and learning. Positive relationships and a positive sense of community promote children’s sense of identity Children’s understanding of their self is developed through relationships and in the context of their families and communities. ‘Relationships engage children in the human community in ways that help them define who they are, what they can become, and how and why they are important to other people’ (Center on the Developing Child, 2004, p. 1). Identity is a strong foundation for children’s social and emotional development as well as their sense of agency. Participation in a community supports children to contribute to their world Having everyday experiences and participating with the people and places of a community enables children to observe, engage, understand and actively contribute to their expanding world. This supports children to live interdependently with others, be decision-makers and have influence. The ability to participate in different communities – a central element of citizenship – helps young children to respond to diversity and become socially responsible. Community connection and collaboration supports continuity of children’s learning Transitions between education and care services, or between services and school, can be challenging for children and families. If transitions are not well-prepared or if continuity of learning is disrupted, the benefits of early years education can be diminished and children’s later life outcomes, such as resilience or perception of themselves as a learner, may be affected. Children from disadvantaged backgrounds or with additional needs are at particular risk. To support continuity of children’s learning, connection and collaboration between education and care community members is essential. Connection and collaboration with families supports children’s development, wellbeing and learning Families are children’s first and most influential teachers (Early Years Learning Framework, 2009, p. 12; Framework for School Age Care, 2011, p. 5). Reciprocal and respectful relationships between families and educators strengthens the connection between children’s education and caregivers and promotes positive child outcomes. Through these relationships, educators can gain understanding and build on the strengths, resources, aspirations and priorities of children and families to ensure education and care programs, practices and policies are meaningful, inclusive and child-centred. Family-service collaboration also enables knowledge and resources to be shared and built upon. Positive relationships between a family and a service also provide a powerful role model for children. Community connection and collaboration supports families When families are well-supported, they are better equipped to nurture their child’s development, wellbeing and learning. A service that is connected and collaborates with support organisations can be instrumental in facilitating targeted support for families. Child health, child education, family and community organisations support families and children. Reflective questions
- How do you know children and families have a sense of belonging at your service?
- How do your service practices and policies support positive relationships between:
- educators and children?
- educators and families?
- the service, families and local schools?
- the service, families and community/support organisations?
- What opportunities do children have to engage in their community beyond the service gates?
In the next instalment of our five-part series, we help you to identify your community. Further reading and resources ACECQA – Information sheet – Relationships with children AECD – Value for early childhood educators Be You – Webinar – Transitions: preparing children and young people for change Center on the Developing Child (2004) Young children develop in an environment of relationships: Working paper 1, pp. 1–8. Read the complete series: ‘It takes a village to raise a child’: The role of community – Part 1 ‘It takes a village to raise a child’: The role of community – Part 2 ‘It takes a village to raise a child’: The role of community – Part 3 ‘It takes a village to raise a child’: The role of community – Part 4 ‘It takes a village to raise a child’: The role of community – Part 5