Quality Area 6 Case Study

Quality Area 6 is an area of the National Quality Framework (2017) that articulates the importance of collaborative partnerships with families and the community, with the Australian Children’s Education and Care Quality Authority (2017) arguing, partnerships are essential for excellent outcomes for children, and the surrounding community. Bessie Street Children’s centre has been asked to research theories and come up with strategies and recommendations to implement to improve their practice of Quality Area 6 of the National Quality Framework (Swinburne Online, 2017). This case study looks at four childhood developmental perspectives and recognises one to be best-suited for Bessie Street Children’s Centre to improve Quality Area 6 of the National
The National Association for the Education of Young Children (n.d.) believes children learn best through secure relationships with others. Parental and family help days on a regular basis will provide experiences that build on authentic relationships with others. Subsequently, the early childhood professional’s objective is for all young children to be confident, self-reliant, and resourceful beings, effective learners, and functional and knowledgeable citizens (Ministerial Council on Education, Employment, Training, and Youth Affairs (MCEETYA), (2008). Inclusion of parents and family in the education of children develops a sense of belonging in the child and parent and aids the educators in getting to know each family as a whole rather than just the child, and therefore, delivers a more personalised beneficial learning environment for the children. Most significantly, children have improved academic and social outcomes when parents and teachers work collectively ("Involving parents in school and child care | Raising Children Network", 2014). A developmental emphasis highlights that families are the influence behind the progression and development of the child. This underlines the relationship with the parent, beyond anything else (Feller, 2015). Hawkins (1985) stated the learning elements required in family, school, and peer relationships create accessibility of opportunities for positive social events, participation in these events, and the presence of incentives for displaying standard social, cognitive, and behavioural abilities. Hawkins (1985) theory expresses that bonds, trust, and faith in the family do not progress when parents are unreliable and devoid of participation with the child ("developmental theories of parental contributors",