7.3 Engage with the parents/carers
AITSL Standard 7.3 Example 1
I engage with parents and assist them with problems and concerns with their child's learning. To assist Student A with his speech articulation I had numerous conversations with his mum and assisted Jack with practicing at home and school. In my first conversation about Student A's speech articulation Student A's mum outlined the difficulty she was having practicing at home. As a mother with a child who had the same issues I could relate to her problems. I suggested that she bring the articulation cards, , see Figure 1, into Kindergarten and we I would spend some time each day working with Student A on it in class.
Figure 1 - Student A's articulation cards brought in from home
During pack away time I practiced Student A's articulation cards with him. When working on the 'sn' sound Student A often left the 'n' out when saying the word. We said the first sound 's', then 'now', then tried to blend them. Student A had difficulty blending the word and would leave out the 'n' sound. After a few attempts he was reluctant to participate and said he couldn't do it. Although this is difficult for Student A I understood the importance of practice. To encourage him to participate I told him that if he practices with me 10 times I would move his peg up on the class rewards chart. Student A was excited about this and more motivated to participate, even requesting to do his cards. I stuck a checklist with 10 spaces on a sticky note and stuck it to the leg of the chair near the carpet, with the articulation cards we were working on that day, see Figure 2.
Figure 2 - Student A's articulation cards, rewards checklist and pencil on the leg of the chair near the carpet
I communicated with Student A's mum about his motivation and enthusiasm to complete his articulation cards. She was upset about not being able to practice with him at home.
I suggested to:
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only focus on 2 cards at a time
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have a 2 minute timer and practice till it runs out
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negotiate a reward for completing a set number of sessions
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have a set time when he completes his cards and only do it during those times. I suggested possibly stick a few cards somewhere in the house, either at the front door or bathroom and every time he either leaves to go to school or is about to have a bath practice then.
Student A's mum took on some of the suggestions and found working with her son easier, he was more motivated and she found that it was easier to fit it into their busy life.
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1, 5 & 6
Domains: Language, Personal, Emotional and Cognitive
AITSL Standard 7.3 Example 2
Figure 3 is an example of a letter home to parents regarding children's learning. The letter provided information to parents about the benefits of reading to children, tips for sharing stories, reading to children in other languages, using the local library and made reference to the raising children's website in which parents could access to find further information about reading to children. The letter accompanied a book donated by Caralee Community School for parents to share with their child and add to their book collection, see Figure 4. I wrapped each book to add some excitement for the students, see Figure 5.
Figure 3 - Letter sent home to parents about the benefits of reading to children
Figure 4 - Book sent home for students to keep and add to their book collection
Figure 5 - Wrapped book to add excitement for students
EYLF Outcomes: 5
NQS Quality Area: 1 & 6
Domains: Language, Personal, Social, Emotional & Cognitive
AITSL Standard 7.3 Example 3
The letter and parent pack I provided to parents was one form of written communications with parents that demonstrates one of the ways I established and maintained respectful, collaborative relationships with parents. Figure 6 is a letter sent home to parents regarding the letter names, letter sounds and Fundamental Movement Skills (FMS) of skipping, hopping and jumping, which we were focusing on in Kindergarten. The letter outlined some games and activities parents can do with their child to assist their child with learning their letter names and sounds and the FMS. I believe that Kindergarten students should not be given homework, this Parent Pack was not homework but outlined fun ways parents could engage with their child in the learning process at home, please see extract from the letter in Figure 7. The Parent Pack that accompanied the letter included an outline of how to play each of the different games and activities, see Figures 8. Also included in the Parent Pack was all of the resources to play each game and activity, see
Figure 9.
Figure 6 - Letter sent home to parents that accompanied the resource pack to assist with learning
Extract from Letter:
It is important to make learning fun! Enjoy the time with your child. Try to mix up the activities that you do with your child to keep them engaged and excited to learn. This is not homework. Please do not feel that you need to do all or any of the activities, they are just suggestions of how you and your child can engage in the learning process. We will be learning the sounds, letters and FMS in class, this is just a little extra fun for you and your child to engage with the learning process at home.
Figure 7 - Extract from letter outlining the importance of making learning fun and enjoyable
Figure 8 - An outline of how to play each of the different games and activities which was included in the parent pack
Figure 9 - Parent pack with the resources to play the games and activities, along with an outline of how to play each game
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1, 5 & 6
Domains: Language, Personal, Social, Emotional, Creative, Cognitive, Physical & Spiritual