Table of contents
- Guide to the NQF
- Icons legend
- Section 1: Introduction
- Section 2: Applications and Approvals
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Section 3: National Quality Standard and Assessment and Rating
- National Quality Standard
- Quality Area 1: Educational program and practice
- Quality Area 2: Children’s health and safety
- Quality Area 3: Physical environment
- Quality Area 4: Staffing arrangements
- Quality Area 5: Relationships with children
- Quality Area 6: Collaborative partnerships with families and communities
- Quality Area 7: Governance and leadership
- Assessment and rating process
- Section 4: Operational Requirements
- Section 5: Regulatory Authority Powers
- Section 6: Reviews
- Section 7: Glossary
- Guide to the NQS reference list
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Element 6.1.2: Parent views are respected
What Element 6.1.2 aims to achieve
Educators recognise that families are children’s first and most influential teachers, and that the views of parents should be respected (Early Years Learning Framework; Framework for School Age Care). Children are born belonging to a culture, which is not only influenced by traditional practices, heritage and ancestral knowledge, but also by the experiences, values and beliefs of individual families and communities (Early Years Learning Framework; Framework for School Age Care).
When educators communicate with families to find out about their child’s evolving preferences, experiences and routines, and respect the expertise, cultures, languages, values, beliefs and child-rearing practices of families, they are able to:
- better support each child’s learning, development and wellbeing
- develop a tailored educational program that builds on each child’s background, strengths and promotes their development
- support families' diverse parenting practices and approaches (Early Years Learning Framework; Framework for School Age Care).
In a service environment where families are respected and share in decision- making, families and educators are supported to value each other’s knowledge and roles, and communicate and share information safely and respectfully. Ethical partnerships between educators and families are formed when information is exchanged responsibly, and educators take safety precautions to ensure children and young people’s right to privacy and protection, particularly with the sharing of information through media and digital technologies. Genuine partnership relationships which include shared decision-making with families enable educators to learn about other ways of knowing, being, doing and thinking, and support consistency between children’s experiences at home and at the service. Genuine partnerships positively enhance children’s learning, development, wellbeing and inclusion (Early Years Learning Framework; Framework for School Age Care).
Assessment guide for meeting Element 6.1.2 (for all services)
Respecting families and sharing decision-making
Assessors may observe:
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Assessors may discuss:
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Assessors may sight evidence that:
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