3.7 Engage parents/carers in the educative process
AITSL Standard 3.7 Example 1
I engaged parents in the educative process by sending a letter home inviting them into the classroom each morning to assist their child in finding and writing their name in the sign in book, see Figure 1. There were three stages in writing the student's name. For the first few weeks the students wrote their name within the 'bubble like writing' with stars and numbers to indicate where to start and the direction to move in. For the next few weeks the students then wrote on dotted lines with stars and numbers to indicate where to start and the direction to move in. Finally the students were given a copy of their name on one side of the page and a line in which to write their name on the other side. Parents were encouraged to assist their child in the writing process to write their name correctly.
Figure 1 - Letter to parents/caregivers regarding morning name writing
EYLF Outcomes: 1 4 & 5
NQS Quality Area: 1 3, 5 & 6
Domains: Language, Personal, Social, Emotional, Cognitive & Physical
AITSL Standard 3.7 Example 2
Below is an example of how I have participated in and prepared for a parent and teacher meeting. After observations and assessments in class it was evident that Student A was behind his peers in a number of areas. I conducted an Occupational Therapy Assessment with Student A, see Figure 2. I also completed the Occupational Therapy Referral Information for Children 4-6 years Metropolitan Child Development Services form, see Figure 3, Physiotherapy Referral Information for children 4 to 8 Metropolitan Child Development Services form, see Figure 4 and the Speech Pathology Referral Information for Kindergarten Children Metropolitan Child Development Services form, see Figure 5. The assessments and referral sheets formed a basis of the parent and teacher meeting. I also photocopied an information sheet to discuss with Student A's parents including information regarding what parents can expect when their child is referred, services provided, a plan based on needs and other organisations' contact details, see Figure 6.
Figure 2 - Occupational therapy assessment
Figure 3 - Occupational therapy referral information for children 4-6 years
Metropolitan Child Development Service
Figure 5 - Speech pathology referral information for Kindergarten children
Metropolitan Child Development Service
Figure 4 - Physiotherapy referral information for children 4 to 8 years
Metropolitan Child Development Service
Figure 6 - Information for parents
EYLF Outcomes: 4 & 5
NQS Quality Area: 6
Domains: Language, Personal, Emotional, Cognitive & Physical
AITSL Standard 3.7 Example 3
I engage parents in the educative process by communicating through Connect. Figure 7 below is an example of a document that was uploaded to Connect informing the parents of learning activities conducted during the week, including photographs and links to the Kindergarten Guidelines and Early Years Learning Framework (EYLF).
Figure 7 - Communication to parents via Connect
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1, 2, 3, 4, 5 & 6
Domains: Language, Personal, Social, Emotional, Creative, Cognitive, Physical & Spiritual