Engaging Families in the Early Childhood Development Story
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A toolkit for working with families FROM PRE BIRTH TO 8 YEARS Engaging Families in the Early Childhood Development Story
Acknowledgements
To come...
Key icons
Key points
Glossary
Key ideas
Tips
Key questions
ChecklistsCONTENTS
INTRODUCTION 3
Why this toolkit 3
About this toolkit 4
Conceptual foundation of early childhood development 6
PRINCIPLE 01 – CHILDREN ARE AT THE CENTRE 9
Brain development 10
Parenting behaviours 11
PRINCIPLE 02 – PARENTING IS IMPORTANT 17
Parenting styles 18
Parenting self-efficiancy 19
Parent adaptability 20
PRINCIPLE 03 – COMMUNITIES SUPPORT FAMILIES 21
Community engagement 22
Engagement in practice 22
Engaging with fathers 25
Engaging grandparents 27
Engaging with Aboriginal and Torres Strait Islander families 29
Engaging Culturally and Linguistically Diverse (CALD) families 32
PRINCIPLE 04 – PRACTITIONER AS PARTNERS 35
Strengths based approach 37
Partnership model 37
Adult learning methodologies 38
IMPLEMENTATION 43
Planning and evaluation framework 44
RESOURCES 57
Background to the project 58
Key references for practitioners on early childhood development 58
Key references for practitioners on neuroscience and brain development 59
Extra resources for practitioners 60
Extra resources for parents 61
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 12 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story
INTRODUCTION
Key points
: This a toolkit for early childhood practitioners to share the early childhood
development story in a consistent but compelling way with parents, families and
the community.
: The premise for this toolkit is that children are at the centre of everything we do,
and that helping children to achieve the best possible start leads to lifelong benefits.
: Parenting is a primary influence on children’s development, and parents who
are confident and well supported can provide their children with an enriching
environment and nurturing relationships that support growth and development.
: As practitioners, we understand that by working in partnership with parents and
working together across disciplines, sectors and communities, we can build parents’
confidence and provide seamless support to families.
: Engaging the wider community in the early childhood development story also helps
to support parents and children, and contributes to child-friendly communities.
Parenting is a primary influence
: This toolkit was developed because there are many misconceptions amongst
on a child’s environment, and
parents about how best to raise their children in the early years, and inconsistent
and confusing parenting information is impacting on parenting confidence
parents who are confident and
and competence. well supported can offer their
children enriching experiences
: The goal of this toolkit is to share a compelling story and consistent messages
about the early years with parents, families and the community so we can all
and nurturing relationships.
contribute to children’s positive start in life.
to develop in certain ways, and the As practitioners, our role is to work
environment determines how their with parents, parents-to-be and the
WHY THIS
TOOLKIT genes are expressed. We cannot community to create these positive
influence genes, but we can influence experiences so children can thrive.
This is a toolkit for early childhood a child’s environment.
practitioners to share information
A child’s environment is best made Our role
about early childhood development
up of quality experiences that are loving, This toolkit was developed after
in a consistent and compelling way
repeated, consistent and predictable. research discovered that there are many
with parents and the community.
This environment contributes to optimal misconceptions amongst parents about
The premise for the toolkit is that
brain development and lays a foundation how best to raise their children in the
we all have a positive role to play
for future development and learning. early years, and parents face inconsistent
in supporting children to achieve the
Development involves the whole of the and confusing parenting information.
best possible start. When children
child – physical, cognitive, social, spiritual Conflicting language, messages and
enjoy a great start, they can fulfil their
and emotional growth and learning. information from different practitioners
potential and be active contributors
These experiences begin in the antenatal and disciplines has contributed
to a vibrant society.
period, and continue throughout the to the confusion.
To provide children with the best start, early years.
neuroscience, the scientific study of the As practitioners, we can best support
Parenting is a primary influence on families by commencing from the same
nervous system, shows that positive
a child’s environment, and parents who starting point, using a common language
relationships and experiences in the
are confident and well supported can and providing consistent messages
early years lead to lifelong benefits.
offer their children enriching experiences about the early years regardless of what
Children begin life with potential,
and nurturing relationships. Communities service, support or information parents
and their experiences help fulfil that
can also support parents directly, and access. This involves sharing best
potential. Genes predispose children
create a child-friendly environment.
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 3practices across disciplines, services,
When we provide consistent messages we give parents the best chance
and communities, and seeing best
practices as a supplement, rather than
to develop the knowledge and skills to support their child’s development.
a replacement, for our professional
knowledge and skills. The toolkit includes:
Background
> A conceptual foundation for
When we provide consistent messages,
parents have the knowledge and skills early childhood development to the toolkit
to support their child’s development. We so practitioners are working from The toolkit forms one part of the
can also support parents by working in the same starting point Engaging Families in the Early Childhood
partnership with them, building on their > Best practices for working Development Story project. It aligns
strengths, and promoting parenting as with families based around with the National Quality Framework
a learning process, rather than a natural four key principles of early for Early Childhood Education & Care
or inherent skill. This encourages parents childhood development and is consistent with The National
to learn through experience and seek > Self-reflection tools for practitioners Early Childhood Development Strategy,
assistance when required, and to integrate the principles and Investing in the Early Years vision that
without stigma. practices into their work with families all children have the best start in life.
We also play an important role in linking > A planning and evaluation The Engaging Families project was
parents to social and community framework for services to plan and initiated by the Standing Council on
networks as communities provide direct assess their parenting initiatives School Education and Early Childhood
support and care to families and create > Extra resources for practitioners and Development (SCSEEC) and was
environments that are child-friendly parents to engage more deeply with endorsed by The Council of Australian
and non-judgemental. When children the early childhood development story. Governments (COAG). The project was
connect with their wider community, also overseen by a National Steering
they are better placed to find their place The toolkit is not intended as an Group with representatives from across
as citizens in their own right. exhaustive resource or as a prescriptive disciplines. There is more information
guide. Instead, it is a starting point for about the project’s background in the
This toolkit has been developed as working in partnership with parents, Resources section of this toolkit.
the starting point to help share the other practitioners and the community
early childhood development story to enrich children’s early experiences The Engaging Families project aims
with parents and the community so we and contribute to their positive futures. to increase parents’, families’ and the
can all contribute to great outcomes for community’s understanding of evidence
children. By applying the practices in this This toolkit was created from an from the neuroscience about early
toolkit, we place children and families international scan of early childhood childhood development to achieve better
first and commence the cultural change development toolkits, strategies outcomes for children. The first stage
to ensure child development is a whole and frameworks. It consolidates key of the project reviewed and analysed
of community concern. principles and best practices for working the international neuroscience evidence
in partnership with families to improve to determine messages to share with
outcomes for children. parents, surveyed parents’ knowledge
and understanding of brain development
ABOUT THIS
Practitioners Australia-wide, from all
TOOLKIT disciplines, contributed their comments in the early years, and identified gaps
and feedback during two consultation in parenting information.
This toolkit aims to bring best practices
phases. The toolkit also incorporated The first stage of the project discovered
together around a shared set of early
findings from social research with families that there are many misconceptions
childhood development principles. The
to ensure that the language and the amongst parents about how best to
goal is to share a consistent story and
messages outlined in this toolkit are raise their children in the early years,
consistent messages about the early
relevant and engaging for parents. and that inconsistent and confusing
years with parents, families and the
community to overcome confusion parenting information can undermine
and misunderstanding. parents’ confidence and capability. The
final report from the first stage identified
eleven child development statements for
a potential social marketing campaign
to share the evidence with parents. The
child development statements report the
evidence from the neuroscience review,
and are outlined in this toolkit.
4 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development StoryINTRODUCTION
The aim of the second stage of the
Engaging Families project is to reduce
About the Engaging Families project
the confusing and contradictory : This toolkit forms one part of the Engaging Families in the Early Childhood
information parents receive by sharing Development Story project.
the child development statements using : The Engaging Families project aims to increase parents, families and community
a nationally consistent and universal understanding of evidence from the neuroscience about early childhood
approach. This will increase parents’ development to achieve better outcomes for children.
understanding of behaviours they can
: The first stage of the project reviewed and analysed the international neuroscience
adopt during the early years to enhance
evidence to determine messages to share with parents, families and the community.
their child’s brain development and
overall life chances. : The first stage of the project discovered that there are many misconceptions
amongst parents about how best to raise their children in the early years, and
To share the evidence with parents and that inconsistent and confusing parenting information can undermine parents’
the community, the second stage of the confidence and capability.
project has included the development
: The aim of the second stage of the project is to reduce the confusing and
of a social marketing plan, which is
contradictory information parents receive by sharing consistent and compelling
the foundation for a social marketing
messages about what parents can do in the early years to enhance their child’s
campaign to share the evidence with
brain development and overall life chances.
parents and the community, and this
toolkit for practitioners working with : The second stage of the project has included the development of a social
families. This toolkit aligns with the overall marketing plan, and this toolkit for practitioners working with families.
social marketing to increase awareness
of the importance of the early years.
CONCEPTUAL FOUNDATION
Principles, conceptual framework and definition of Early Childhood Development
PRINCIPLE 01: PRINCIPLE 02: PRINCIPLE 03: PRINCIPLE 04:
CHILDREN ARE PARENTING IS COMMUNITIES PRACTITIONERS
AT THE CENTRE IMPORTANT SUPPORT FAMILIES ARE PARTNERS
Best practices Best practices Best practices Best practices
> Brain development > Parenting styles > Engagement models > Strengths based
> Child development > Parenting self-efficacy > Engagement approach
statements > Parenting adaptability in practice > Partnership model
> Parenting behaviours Self reflection tools > Engaging with fathers, > Adult learning
Self reflection tools grandparents, methodologies
Aboriginal & Torres Self reflection tools
Strait Islander and
Culturally & Linguistically
Diverse families
Self reflection tools
IMPLEMENTATION
Planning and evaluation
RESOURCES
Key references and extra resources for professionals and parents
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 5CONCEPTUAL FOUNDATION OF EARLY
CHILDHOOD DEVELOPMENT
Neuroscience provides evidence Children also make a positive Communities include families, carers,
about the importance of the early years, contribution to the wider society. government services, businesses, and
and as practitioners, we can share They give joy and purpose to many community groups, public transport,
this information with parents and the people, and help bring people together. housing, parks and support services.
community. When the story is clear and Consistent with the United Nations But community also covers wider
consistent, parents and the community Convention on the Rights of the Child, influences like the mass media,
can understand their role in supporting children have the right to develop in all workplace practices and social policies.
children to grow and develop in a areas of their lives and to have their views
Communities can provide direct support
positive and enriching way. and opinions heard and considered.
and care to families, but they can also
The first step in ensuring clear and create an environment in which children
consistent messages is a shared Principle 02 – are welcomed and encouraged. Early
conceptual foundation of early childhood parenting is important childhood development then becomes
development. A shared conceptual a platform for community development,
foundation allows us to work from The second principle recognises that and economic and social prosperity.
the same starting point. It provides parenting plays an important role in
practitioners from across disciplines, children’s development. Neuroscience
shows that parenting influences early
Principle 04 –
services and communities with a
common language to consider early childhood development, and contributes practitioners
childhood development. to children’s life chances. When parents
develop deep and loving relationships
are partners
The conceptual foundation includes with their children, they offer their children The fourth principle acknowledges that,
four key principles, a framework and a an enriching environment in which to as practitioners, we play an important
definition of early childhood development. grow and learn. role in supporting parents and families.
We can encourage parents to be
Principle 01 – children Positive parenting involves being
loving and setting consistent and clear
independent and self-reliant, and build
are at the centre expectations. Positive parents adapt to
on parents’ strengths and resources.
This builds parents’ confidence
their children’s changing needs, and raise
The first principle acknowledges that and capability.
their children with confidence.
children are at the centre of everything
Providing support to families is a
that we do. Neuroscience highlights the Confidence develops over time as
partnership between ourselves and
importance of the early years for the parents build their knowledge and skills,
parents, where we work together with
development of the whole child. Physical, connect with others, and ask for support
parents to enhance and enrich family
cognitive, social, spiritual, emotional when needed. Consistent parenting
life. When we also work in partnership
learning and growth are all intertwined messages and information, as well as
with other services, disciplines and
and they all develop over the life course. practical and emotional support, help
communities, we can offer continuity
Brain development in the early years build parents’ confidence and capability.
of support.
lays a foundation for future development
and learning. Principle 03 – When we begin from the same starting
point, use a common language,
Positive experiences and relationships communities provide consistent messages, and use
pave the way for optimal development.
Children are active participants within support families best practices alongside our current
knowledge and skills, we offer families
their environment and in their The third principle incorporates the the best possible support.
relationships with others. They bring neuroscience finding that a child’s
their own personalities and characters environment and their relationships
to experiences and relationships, with others impacts on their brain
and they are acutely aware of development and overall development.
family dynamics. It is not only the child’s home situation
that impacts on development, but also
the wider community in which they live.
6 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development StoryINTRODUCTION
Conceptual model Definition of Glossary
The conceptual framework for early childhood Parents
early childhood development is development The term ‘parent/s’ includes: ‘carers,
Bronfenbrenner’s Ecological Model.
The model emphasises the interaction There are various age ranges used to foster carers, relative carers, stepfamilies,
between a child, their genetics, their define the early years. The National grandfamilies and others who have a
environment, and their relationships Early Childhood Development Strategy, direct full-time, part-time or occasional
Investing in the Early Years, identifies parenting role’ (WA Department for
with others. The model is also consistent
Communities, 2010).
with the four principles of early childhood early childhood development as ranging
development outlined in this toolkit. from before birth through to the first eight
Families
years of life. The definition in this toolkit
The model views the child as central. The term ‘families’ refers to ‘any of the
uses the same age range. However,
It acknowledges that children are wide variety of home arrangements that
there is an understanding from the
influenced by the settings in which they people establish to care for and rear
neuroscience that the first five years are
live, and that the child’s family and home children’ (DEEWR, 2012 Engagement).
vitally important for brain development.
life is the most important setting.
Other important settings are the child’s
Consistent with the four principles and ECD Workforce
conceptual framework outlined above,
extended family, friends, child care, The ECD workforce is defined as
early childhood development
playgroups, schools, health services practitioners working with families
is defined as:
and other cultural groups. A child’s including, but not limited to:
wider social setting, including economic, ‘the physical, cognitive, social and > Coordinators and managers
political and environmental issues, also emotional growth, learning and > Educators in education and
influence development. The conceptual change that is influenced by the care services
framework guides a shared definition interplay between the whole child, > Education assistants and
of early childhood development. para-professionals
their genetics, the environment and
their relationships with others.’ > Childcare workers for pre-primary
and primary aged children
po litical, social and The definition focuses on development
cy, en > Parent education workers
p o li vir
o as a process rather than as a set of
> Early childhood intervention
n
c, nts, networks outcomes or policy interventions.
me an professionals
m
i
m
n d
en
ro
no
vi f The conceptual foundation > Administrative staff
tal
informal
co
or
d
n
an ne outlined in this toolkit serves > Community service workers
infl
ye
er e
ma
p
nit
uenc
as the basis for a shared > Midwives
l se
tw
iate fa
i
Broad
sh
ed
Commu
o
understanding of early
Kin
rks
> Child and family health nurses
rvices
I mm
m
es
childhood development,
ily
Child > General practitioners
and is our platform for
Safety Parks > Paediatricians
Ho Peers sharing the early childhood
usehol d
Friends
Local > Social workers
Drought
Child
Cultural
Govt Child development story with parents
care Neighbours care > Speech therapists
Specialist Church
groups Sporting policy and the community in a
clubs > Occupational therapists
services members consistent and compelling way.
Employment
Housing Playgroups > Physiotherapists
policy Health
Schools services Industrial > Psychologists.
relations
Economic
conditions Social
norms and
attitudes
Bronfenbrenner (1979) Self reflection questions FOR PRACTITIONERS
: What is my view of early childhood development? How does it align with the view
of early childhood development outlined in this toolkit?
: What new insights can I gain from the view of early childhood development
outlined in this toolkit?
: How will a common view of early childhood development help me when working
across services and disciplines?
: How motivated am I to engage with families about early childhood development?
: How can I make a difference to families so children have a positive start?
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 78 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story
PRINCIPLE 01:
CHILDREN ARE
AT THE CENTRE
CONCEPTUAL FOUNDATION
Principles, conceptual framework and definition of Early Childhood Development
PRINCIPLE 01: PRINCIPLE 02: PRINCIPLE 03: PRINCIPLE 04:
CHILDREN ARE PARENTING IS COMMUNITIES PRACTITIONERS
AT THE CENTRE IMPORTANT SUPPORT FAMILIES ARE PARTNERS
Best practices Best practices Best practices Best practices
> Brain development > Parenting styles > Engagement models > Strengths based
> Child development > Parenting self-efficacy > Engagement approach
statements > Parenting adaptability in practice > Partnership model
> Parenting behaviours Self reflection tools > Engaging with fathers, > Adult learning
Self reflection tools grandparents, methodologies
Aboriginal & Torres Self reflection tools
Strait Islander and
Culturally & Linguistically
Diverse families
Self reflection tools
IMPLEMENTATION
Planning and evaluation
RESOURCES
Key references and extra resources for professionals and parents
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 9Key points
: Children are at the centre of everything that we do, and the early years are an
opportunity to foster development of the whole child.
: Neuroscience research shows that the interactions between genetics and early
experiences shape the architecture of the brain, which impacts on a child’s future
development, learning and wellbeing.
: The neuroscience review from the first stage of the Engaging Families project
identified a number of child development statements to share with parents and
the community. These statements convey evidence about the importance of the
early years.
: Social research was conducted to test parents’ understanding of the
child development statements. The statements were then translated into
parenting behaviours.
: The parenting behaviours offer suggestions for what parents can do with their
children in the early years to give them a positive start, and are grouped around
the four themes of Play, Talk, Learn and Care.
: Most parents are well intentioned but are worried about whether they are raising
their children in the best way, and they like to have a sense of control and choice
over how they raise their children.
: As practitioners, we can present the parenting behaviours as themes or a
‘framework’ for raising children rather than prescriptive practices so parents
can tailor the information to their children.
The first principle in early childhood development is that children are wellbeing. The evidence suggests that
at the centre of everything that we do. Neuroscience highlights the development of the human brain begins
before birth and continues throughout
importance of the early years in developing the whole child. The early
life. The first three years of life are when
years are an opportunity to foster physical, cognitive, social, spiritual,
the most rapid growth occurs.
emotional learning and growth, which enhances children’s overall
health and wellbeing so children can lead fulfilling and enriching lives. Both nature and nurture shape children’s
brain growth. Children begin life with
potential and their experiences help
Consistent with the United Nations fulfil that potential. Genes predispose
Convention on the Rights of the Child, children to develop in certain ways, and
BRAIN
the early years are also about respecting DEVELOPMENT the environment determines how these
and encouraging children’s participation, genes are expressed. Early experiences
hearing their voices and valuing their The Engaging Families in the Early create a platform for the development
strengths. Children are active members Childhood Development Story of future brain connections and skills.
of a vibrant community, contributing project began with a review of the These early experiences have a
energy, creativity and character to places neuroscience evidence to answer greater impact on development than
and relationships. two important questions: heredity. Adverse experiences lay a
1. What is the impact of brain fragile foundation, whereas enriching
To support the development of the
development upon early experiences lay a solid foundation.
whole child, it is important that we
understand the latest research from childhood development? Toxic stress can damage the developing
the neuroscience. This section includes brain and lead to lifelong problems in
2. What are the child development
information on brain development, learning, behaviour, and physical and
statements to be shared with
child development statements from the mental health. Toxic stress can begin
parents and the community?
neuroscience, and ways to share these before birth, as shown by recent studies
child development statements with Neuroscience research shows that the on the negative impacts of alcohol
parents and the community. interactions between genetics and early and tobacco on the unborn child. In
experiences shape the architecture of contrast, positive conditions support
the brain, which impacts on a child’s healthy development. Good nutrition,
future health, cognitive, social, spiritual both during pregnancy and after birth,
and emotional development, learning and and experiences that are repeated,
10 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development StoryPRINCIPLE 01: CHILDREN ARE AT THE CENTRE
consistent, and predictable build the The science of early childhood development
brain’s architecture.
1. Child development is a foundation for community development and economic
The active ingredient in developing development, as capable children become the foundation of a prosperous and
early brain architecture is the nature of sustainable society.
children’s relationships with their parents
and other carers. Nurturing relationships 2. Brains are built over time.
engage children in the human community 3. The interactive influences of genes and experience literally shape the architecture
and help them define who they are, of the developing brain, and the active ingredient is the ‘serve and return’ nature
what they can become, and how and of children’s engagement in relationships with their parents and other caregivers in
why they are important to other people. their family or community.
Children experience better outcomes
when they form a secure attachment with 4. Both brain architecture and developing abilities are built ‘from the bottom up’, with
someone who responds to their physical, simple circuits and skills providing the scaffolding for more advanced circuits and
emotional, social and learning needs with skills over time.
consistency and warmth. 5. Toxic stress in early childhood is associated with persistent effects on the nervous
We have an opportunity to help shape system and stress hormone systems that can damage developing brain architecture
positive early environments and and lead to lifelong problems in learning, behaviour, and both physical and mental
relationships by communicating in a clear health.
and consistent way the importance of 6. Creating the right conditions for early childhood development is likely to be more
the early years, and how parents and effective and less costly than addressing problems at a later age.
communities can support children to
achieve a positive start in life. Center on the Developing Child (2007) The Science of Early Childhood Development:
The Center on the Developing Child Closing the Gap Between What We Know and What We Do, Harvard University.
at Harvard University outlines these
important points about the science
of early childhood development.
PARENTING BEHAVIOURS
The neuroscience review from the first stage of the Engaging Families in the Early Childhood Development Story identified a number
of child development statements to share with parents and the community. The child development statements convey evidence
about the importance of the early years.
Child development statements
1. The first five years matter and last a lifetime
Brain development is strongly influenced by good and bad experiences. Experiences shape brain development by connecting
neurons and forming neural pathways. The brain remains plastic throughout life, but the early years are particularly important
for shaping the brain.
2. Children are born ready to learn
A child’s brain begins developing at conception, and during the first five years it grows faster than at any other time in its life.
Children need good early experiences throughout pregnancy and childhood to help build a strong brain architecture.
3. The brain develops through use
The brain relies on experiences for growth and development. The brain does not change unless it is stimulated by the
environment. There are some ‘critical’ periods where particular areas of the brain are more highly sensitive to environmental
cues, accelerating growth.
4. Good nutrition, health, and exercise are critical
Good health for children begins with the mother’s health in pregnancy. Children need healthy and nutritious food, exercise and
a good night’s sleep to make the most of early learning experiences and to set themselves up for future health.
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 115. The best learning happens in nurturing relationships
The active ingredient in brain development is relationships.
Children’s brain develops best when they feel loved and secure, when they experience a warm and calm environment, and when
people pay attention and respond to their needs.
6. Children’s wellbeing is critical to brain development and learning
Wellbeing is an indicator of healthy brain development and functioning. It is linked with self-regulation, improved problem solving
and effective leaning. Wellbeing incorporates physical, social, emotional, cognitive and spiritual aspects, which are interrelated
and synergistic.
7. Children’s self-regulation is critical for learning, responsibility and relationships
Self-regulation, or the ability to regulate your behaviour, emotions and thinking according to the situation, is a cornerstone
of early childhood development. Relationships which respond to a child’s changing moods, feelings and interests, help a child
develop self-regulation.
8. Children learn through being engaged and doing
Children learn by doing, trying things, and exploring their world.
Play, more than any other activity, promotes healthy development of children, including emotional, social, motor and cognitive skills.
9. Children learn from watching and copying
Children also learn by watching and copying others around them. Repeated observation of actions increases brain activity and
allows children to understand and imitate the actions of others. This helps children to learn without requiring direct instruction.
10. Children learn language by listening to it and using it
The brain is biologically primed to acquire language, and experience is the catalyst. Reading and talking to children develops
children’s language skills, vocabulary and verbal abilities.
11. Children are born ready to use and learn mathematics
Experience is also the catalyst for acquiring numerical skills. From birth, babies are open to mathematical ideas such as counting,
adding, subtracting, dividing, sorting, shapes, patterns, and matching.
The Engaging Families project explored
parent’s knowledge and understanding Core message: Brain development story
of the child development statements.
The research found that parents Most of the brain’s development occurs in the first five years. How
generally recognised the importance the brain develops depends on the quality and frequency of positive
of nurturing relationships, a language activities, including parenting.
rich environment, and good health
and nutrition. But they are less
knowledgeable about brain development Grouping the ten behaviours
and its impact on children’s overall
development and longer term outcomes. > Being consistent in the approaches you use with
your children
Parent were also confused about what
to do with the children to offer them the > Playing with > Using established routines for your children
best start in life. Based on the research, your children around meals, play and sleep times
the child development statements > Encouraging > Setting clear limits for your children
were re-written to focus on parenting your children > Being physically active and eating
behaviours so parents were aware of to play Play Care healthily with your children
what they can do with their children to
support their development. It includes
the brain development story as the core
message, and suggestions for parenting > Reading to Learn Talk > Being attentive to your children and
behaviours grouped around the four your children responding to their needs
themes of Play, Talk, Learn and Care. > Counting with > Spending time talking and listening
your children to your children
12 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development StoryPRINCIPLE 01: CHILDREN ARE AT THE CENTRE
The research with parents tested the parenting behaviours and discovered how they were received.
Parenting behaviour Parents’ views How to help parents
Play
Play with your children Some parents, particularly dads, enjoy playing with their Legitimise and motivate parents
children. But when there are competing demands, play is to play with their children
overlooked, which can lead to emotional conflict and guilt.
Encourage your children Play is seen as ‘coming naturally’ so it isn’t viewed as important Validate and reinforce playing with
to play to encourage children to play. But parents agree that it’s their children
important to get children away from TV and ‘get them started’
with play.
Talk
Spend time talking Parents understand that talking and listening to children Motivate and encourage parents
and listening to develops communication skills, helps children feel valued and to talk and listen to their children
your children develops a loving relationship. Day to day pressures can get in by building it into their day
the way of talking and listening.
Be attentive to your Parents initially view their children’s needs as physical, including Legitimise parents being attentive
children and respond being safe, warm and fed. They are often overwhelmed by their and responding to their children
to their needs children’s needs and do not want to ‘spoil’ their children by without over doing it
responding to every request or demand.
Learn
Read with your children Parents understand the importance and value of reading with Reinforce and remind parents of the
their children. Many parents have time to read with their children value of reading with their children
every day.
Count with your children Counting with children is well accepted by parents, but many Motivate those parents who aren’t
are unaware of its long term benefits. Parents see ways to count counting with their children and
with their children are part of everyday activities rather than as a reinforce with those parents who are
discrete activity.
Care
Be consistent in the Parents struggle to be consistent with their children. Parents’ Motivate and encourage parents
approaches you use emotional energy, patience, guilt and fatigue often lead to to be more consistent
with your children inconsistencies. Parents are more likely to ‘cave in’ in certain
situations such as when out in public.
Use established Routines polarise parents. Some parents believe routines can Legitimise routines and motivate
routines for your children provide order in the house, creating a sense of security for parents to use consistent but
around meals, play children. Other parents reject routines that are too inflexible flexible routines with their children
and sleep times or strict.
Set clear limits for Parents agree that setting clear limits is important, but they Motivate and encourage parents
your children aren’t always clear about what limits to set. Limits are commonly to set clear limits
set around safety, eating, TV time, bedtime and manners. But
parents acknowledge that it was not always possible to enforce
limits particularly when not at home.
Be physically active Parents are aware of being physically active and eating healthy Motivate and encourage parents
and eat healthy food food but they don’t always act accordingly. Some parents to be physically active and eat
with your children use food as treats or bribes and some parents struggle with healthy food with your children
fussy eaters.
Most of the behaviours were accepted by parents, but some of the behaviours need to be validated and reinforced amongst
parents. For other behaviours, parents need to be motivated and encouraged to use them more frequently.
The research also revealed information about the world of parents, which influences how parents interpret the early childhood
development story and the parenting behaviours.
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 13The world of parents Parents find raising their children both
challenging and rewarding. Most parents
: Parents want their children to grow to reach their potential, and be happy and well are well intentioned but are worried
adjusted adults who can work within and contribute to society. about whether they are raising their
: Parents are well intentioned and are trying to consciously do the ‘right thing’ by children in the best way. They view
their children. But most parents have a constant, underlying sense of guilt about not their children and their family situation
doing enough of the ‘right thing’. as unique, but don’t often self-reflect
: Raising children is both fulfilling and frustrating. Parents take joy in watching their on how they are raising their children.
children develop and grow, and they love to see them happy and fulfilled. But Below are factors that are more likely
parenting is also frustrating and challenging. to engage parents in the early childhood
development story, and factors that are
: Parents don’t necessarily think of their children’s development in years. Instead, they
likely to disengage parents.
think of stages or milestones.
: How parents themselves were raised shapes the style and approach of their own
parenting. They either wish to replicate or avoid what they experienced growing up.
: There is a very strong sense that all children are different, requiring different parenting
approaches, not only across families, but within a family.
: Parents don’t like being judged by other parents but they frequently judge others
and themselves.
: Daily parenting is a habitual, largely unplanned activity. It is not on the ‘jobs
to do’ list.
Factors to engage parents Factors to be cautious Factors to avoid with parents
of with parents
Empathy and realism Common parenting approach Generalising parents
Parents like others to acknowledge that Parents resist the idea that there are Parents don’t like to be viewed as
raising children can be challenging and specific activities that all parents ‘should’ one homogenous group. They see
that it’s not always possible to be the do because children are viewed as themselves and their families as
‘perfect parent’. But it’s important not unique and different. Parents are also unique and different. They don’t want
to dwell on this issue because parents worried about not doing the ‘right thing’ to be grouped with ‘bad’ parents.
can see change as too difficult. by their children.
Control and choice Parents are the primary influence Specific behaviours
Parents like to make their own choices. Parents feel pressure and guilt at being Parents don’t want to be told to raise
It gives parents a sense of control and the primary influence on their children’s their children in an overly prescriptive
acknowledges that every child and every development. They acknowledge the way. They want control and choice.
situation is different. Parents don’t like important role that other people play
specific ‘must do’ lists. in their children’s lives.
Holistic view of children’s’ Importance of 0 – 5 years Judgements (positive or negative)
development Parents don’t like to hear about how Parents do not like being judged
Parents like the ‘whole child’ view important the 0 – 5 years are for their or compared to other parents.
of development. They didn’t like a sole children’s development. They worry that Feeling judged adds pressure and
focus on academic achievement. their children are doomed if they haven’t discourages engagement.
done enough. They also believe that
there are other important stages
of development.
Positive and hopeful tone Condescending language or tone
Parents responded well to positive and Parents do not like to be ‘told what
hopeful language and tone. Negative to do’. A patronising tone leads
statements were de-motivating. to disengagement.
14 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development StoryPRINCIPLE 01: CHILDREN ARE AT THE CENTRE
Parents like to have a sense of control and choice over how they raise their children. As practitioners, we understand that
They view their children and their family as different and unique. Parents do not like parents play an important role in
to be told what to do. Instead, they prefer empathy, understanding and support to providing positive experiences and
raise their children in a way that suits their family. a positive environment for their children
and contributing to their positive start
For this reason, we can present the parenting behaviours as themes or a ‘framework’
in life. When we provide parents with
for raising children rather than prescriptive practices. Parents can then try a range
consistent messages about the early
of options, and tailor the information to their children.
years and promote parenting behaviours
that support their child’s development,
Ideas for activities for and with parents parents can build their confidence
This section outlines ideas and suggestions for parents and families to interact and and capacity.
engage with their children, based on the parenting behaviours. You may like to use
these activities in handouts or information sheets for parents.
Play Key ideas
> Play with your children, and encourage your children to play
> Sing songs, draw, read, write, tell stories and share jokes
FOR PARENTS
Parents can help their children enjoy
> Do pretend play with boxes, pots, pans, dress ups
a positive start by:
> There’s no need for expensive toys, products, programs or equipment –
: Being loving and affectionate, warm
an interested parent is a child’s best toy!
and responsive
> Keep television to a minimum as children learn best from hands-on activities
: Speaking, playing and engaging with
rather than TV.
their children
Talk : Using a wide vocabulary with their
> Be attentive to your children and respond to their needs child and talking about numbers,
> Spend time talking and listening to your children patterns and time
> Ask your child questions, ask for their ideas and opinions, and include them : Involving their child in everyday tasks
in conversations with others and going out into the community
> Ask your child to recall things they’ve done, places they’ve visited and people : Establishing routines, rituals and
they’ve seen to build their memory rhythms for the day
> Talk to your child as you’re doing everyday tasks – tell your child what you’re : Establishing limits and offering calm,
doing and what’s happening around them. clear and consistent guidance suitable
for their child’s developmental stage
Learn
: Helping their child understand and
> Read to your children express emotions
> Count with your children : Eating a healthy diet, being physically
> Read books and poetry, tell stories, sing songs, write and play sound, letter active, and establishing good
and word games sleep routines
> Explore maths ideas with your child when cooking and sharing, do jigsaw : Being a good role model for their
puzzles, block building, board games, and guessing and memory games child, and protecting their child from
> If you speak a second language, use it with your child from birth so they can anti-social or aggressive behaviour.
learn the two languages from an early age.
Care
> Be consistent in the approaches you use with your children
> Use established routines for your children around meals, play and sleep times
> Set clear limits for your children
> Be physically active and eat healthily with your children
> Cuddle, kiss, and smile with your child to show warmth, love and affection,
and comfort your child when they are upset so your child feels safe and secure.
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 15Self reflection questions FOR PRACTITIONERS : What is my view of the neuroscience evidence? : How can the neuroscience evidence enhance our understanding of early childhood development? : To what extent do I believe that parents will engage with the brain development story? : How can I emphasise the importance of the early years without pressuring parents or stirring up guilt? : How do I value children as people in their own right? How do I value what children contribute to society? : How do I consider development of the whole child when working with families? How do I consider physical, cognitive, social, emotional learning and growth? : To what extent do I agree with the 11 child development statements? How do they fit with my view of early childhood development? : To what extent do I agree with the 10 parenting behaviours? How will the 10 behaviours help families to give their children a positive start? : What is my view of the ‘world of parents’? What assumptions do I make about parents ‘these days’? : How does the way I was raised and the way I raise my children impact on my view of parenting? 16 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story
PRINCIPLE 02:
PARENTING IS
IMPORTANT
CONCEPTUAL FOUNDATION
Principles, conceptual framework and definition of Early Childhood Development
PRINCIPLE 01: PRINCIPLE 02: PRINCIPLE 03: PRINCIPLE 04:
CHILDREN ARE PARENTING IS COMMUNITIES PRACTITIONERS
AT THE CENTRE IMPORTANT SUPPORT FAMILIES ARE PARTNERS
Best practices Best practices Best practices Best practices
> Brain development > Parenting styles > Engagement models > Strengths based
> Child development > Parenting self-efficacy > Engagement approach
statements > Parenting adaptability in practice > Partnership model
> Parenting behaviours Self reflection tools > Engaging with fathers, > Adult learning
Self reflection tools grandparents, methodologies
Aboriginal & Torres Self reflection tools
Strait Islander and
Culturally & Linguistically
Diverse families
Self reflection tools
IMPLEMENTATION
Planning and evaluation
RESOURCES
Key references and extra resources for professionals and parents
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 17Key points
: The neuroscience evidence shows that parents play an important role in providing
positive experiences and a positive environment for their children.
: There are a diversity of families and parenting approaches in Australia, and there
is no one right way to raise children.
: Children, however, do benefit from an authoritative parenting style, which includes
love, warmth, and consistent boundaries so they learn appropriate behaviour,
self-regulation and increased autonomy.
: The majority of parents report that they value and are enriched by their parenting
role, but they also acknowledge challenges and stresses, which impact on
their parenting.
: Parenting confidence, a knowledge of child development, adaptability and
maintaining personal health and wellbeing support effective parenting.
: When we promote parenting as a learning process where skills and knowledge
are developed over time and with experience, we helps parents to increase their
confidence and capability.
: Universal access to parenting initiatives also encourages parents to see learning
as a normal part of raising children, and consistent parenting messages support
parents to raise their children confidently.
The second principle in early childhood development is that to establish realistic expectations
parenting is important. The neuroscience evidence shows that parents of their children’s behaviour, and
play an important role in providing positive experiences and a positive encourages parents to adapt to their
children’s changing needs. Parenting
environment for their children. There is no one definitive ‘right way’
is best viewed as a learning process
to raise children as children can flourish in a variety of settings and rather than an inherent or natural skill.
with a variety of parenting approaches. However, it is generally Parents can develop their parenting
accepted that the best outcomes for children occur when parents skills and resources over time through
are loving and affectionate, and consistently set boundaries. experience and by seeking information
and assistance when required.
The authoritative parenting style workplace flexibility and family routines Universal access to parenting initiatives
encourages children to adopt appropriate and rituals. The characteristics of the encourages parents to see learning as
behaviour, learn self-regulation, and child also impact on parenting styles a normal part of raising children. This
build capability and autonomy. This as children play a dynamic role in their also encourages a whole of community
also encourages healthy relationships relationship with their parent, and have approach to raising children, and
that foster solid brain development. their own character and temperament. reinforces the importance of relationships
In contrast, parenting that is harsh, for building brain architecture.
The majority of parents report that they
abusive or neglectful can create
value and are enriched by their parenting
toxic stress, which can damage the
role, but they also acknowledge
developing brain architecture and
PARENTING
challenges and stresses, which impacts
lead to lifelong problems.
on their confidence and capacity.
STYLES
Parenting styles are influenced by Parenting confidence or self-efficacy Buamrind has identified a number
many factors, including the individual has been identified as one of the most of broad parenting styles, which
character, personal background, and important factors in effective parenting. impact on children’s outcomes. The
health and wellbeing of the parent. When parents receive consistent parenting approaches differ across
Other factors include the environment in parenting messages, and social, two dimensions: Responsiveness (from
which the family lives, and their support emotional and practical support, their ‘warm’ to ‘hostile’) and Demandingness
networks. Factors that support parents confidence grows. (from ‘disciplinarian’ to ‘permissive’).
include good mental health, a positive The most effective parenting approach
A knowledge and understanding
relationship between parents, social and is the authoritative parenting style.
of child development also help parents
community connections, stable finances,
18 | A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development StoryPRINCIPLE 02: PARENTING IS IMPORTANT
Parenting style Authoritative Authoritarian Permissive Disengaged
Responsiveness Parents are warm and Parents lack warmth Parents are warm Parents lack warmth
responsive and responsiveness and responsive and responsiveness
Demandingness Parents have firm rules Parents use firm Parents are lenient and Parents are
and clear boundaries discipline and make few demands disengaged or
are controlling of their children neglectful and
make few demands
of their children
Approach Discipline is aimed Discipline is aimed Discipline is minimal Discipline is minimal
to discipline at supporting at obedience and to non-existent to non-existent
children rather than structure rather than
punishing them supporting children
Parenting orientation Parents give choices Parents give orders Parents give in Parents give little
or nothing
Lexmond, J. & Reeves, R. (2009) Parents are the principal architects of a fairer society...Building character, Demos, London.
Parenting self-efficacy or confidence also impacts on parenting style.
PARENTING SELF EFFICACY
Parenting self-efficacy is the extent to which parents feel confident in their ability
to raise their children. Parenting self-efficacy involves parents believing that they can
have a positive impact on their child, and believing they have the necessary skills
to raise their child.
Parents with high self-efficacy are more effective at adapting to their child’s changing
needs, are more warm and responsive, and experience better personal wellbeing. High
parenting self-efficacy is also linked to positive developmental outcomes for children.
The most widely used measure of parental self-efficacy is the Parenting Sense
of Competence Scale, which has two factors:
Parenting Sense of Competence Scale
Parental satisfaction Efficacy
Parenting frustration, anxiety Problem solving, competence and capability
and motivation in the parenting role
Zubrick, Smith, Nicholson, Sanson & Jackiewicz (2008) Parenting & Families in Australia,
FaHCSIA’s Social Policy Research Paper, Commonwealth of Australia, Canberra.
An Australian measure of parenting self-efficacy is being developed by the Parenting
Research Centre, which includes four factors:
Australian Parenting Self-efficacy Measure
Self-efficacy Personal agency Self-sufficiency Self-management
Parenting Research Centre, Australian Measure of Parenting Self-efficacy,
http://www.parentingrc.org.au/index.php/creating-knowledge/
parent-wellbeing/australian-measure-of-parenting-self-efficacy
A toolkit for working with families from pre-birth to 8 years | Engaging Families in the Early Childhood Development Story | 19You can also read
