Gather information about the child
from secondary sources
Gather information about the child
from secondary sources
Use child records to collect
information about each child
Family members give us a lot of information about each child at the time of enrolment. A
background information form should summarise the key information you need to keep in mind
when planning for the child.
Examples of key information to include on such a form are:
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the child’s name
family members’ names and siblings’ ages
where they live
who lives with them
whether the children spend time with people other than their immediate family
(eg, relatives)
whether the children/family are involved in the community in any way (eg,
sporting organisation or religious organisation such as a church, temple,
synagogue or mosque)
parents’ occupations
country in which they were born
how long they have been living in Australia
how the family spends their leisure time
the language (or languages) the family speaks.
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Remember that you are asking families to reveal a great deal about themselves on such forms,
and some of this is very personal information. Some families may need to get to know and
trust you for some time before they are ready to be asked these types of questions. You will
need to use your judgement about this.
As you can see, a background information sheet is a very useful method of summarising
information about the child and their community. A section for dated notes at the bottom of
the form will allow you to record changes in background circumstances that you might need to
consider in planning.
For example:
01/02/04: Robyn has a new baby brother, Brendan.
25/03/04: Ling’s grandmother has just immigrated from China and is living with Ling’s family.
Remember that all this information is confidential and you will need to maintain a professional
approach when gathering and sharing this information with co-workers.
There are a number of good examples of background information sheets in a book from your
reference list: Lady Gowrie Child Centre (1997) More Than One Way To Plan: A Practical
Approach to Planning in Early Childhood, Lady Gowrie Child Centre, Sydney.
Activity 1
Use information exchange with
family to collect information about
each child’s needs interests and
cultural practices
Your own direct observation and documentation of children’s skills and experiences are not
the only way to gather information about them. There are others who can contribute valuable
perspectives, including:
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children’s own reflections about their own play, projects and friendships
parents’ contributions, family stories and perspectives on their children
contributions of other caregivers in the centre and their perspectives on the child
views of the child from non-contact staff in the centre, such as the cook, clerical
staff, bus driver and so on.
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All of these people may see the same events, behaviours and interactions differently. Their
views should be collected to add to the picture we are trying to build of each child.
Parents are our most important secondary source of information. Who else knows the child so
intimately, and cares so much about their well-being and future? Parents should be involved in
both gathering information about their children and in interpreting it.
Parents as a source of information
Parents are a wonderful source of information about their children.
It is important to remember that as carers of children for a part of each day or a part of each
week we can never have a complete picture of a child. It is parents that we rely on to fill many
of the gaps in our knowledge and understanding of children. Parents can provide information
about the child in a variety of contexts: how the child is with other relatives, in new and
strange social situations and in their own home. They can often explain influences on a child's
behaviour, or motivations or fears that carers cannot guess at.
We only have a complete picture of the child when we add the perspective of the family and
the child in their own home. This also includes information about the family’s cultural
background and child rearing practices.
Activity 2
How do we find out about children’s
communities?
One way to find out about children’s communities is to observe children. Listen very carefully
to children’s language and conversations and watch them play. As you regularly observe
children, you will soon come to understand their lives. This includes where they live, who they
live with and what their lives are like.
The Early Years Learning Framework for Australia states that children belong first to a family, a
cultural group a neighbourhood and a wider community. Another method we can use to find
out about children’s community and life is to talk with families and build ongoing strong
relationships with them.
We also need to consider the family structure. Is the child from a single parent family, a two
parent family, a blended family or an extended family where grandparents and aunts and
uncles are significant members of a child’s life? Family structure is another factor which affects
the day to day lives of children and their parents.
Australia is a diverse country. There is a range of values, beliefs, cultures, languages,
childrearing practices and socio-economic backgrounds. Diversity also exists in the way we live,
our housing, whether we live in the country or the city. All of these aspects will influence a
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child’s life, their knowledge, experiences and understandings. We must take this into
consideration when planning suitable programs for children.
Think about the different communities in which the children described below live. How
different are these children’s life experiences likely to be?
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Kody, aged 2.6 years, and Drew, aged 1.4 years, live on a rural property in the Southern
Highlands, NSW. Their mother is a full-time teacher and their dad stays home to care for them
and maintain the farm. Every day they work on the farm, feeding and tending the animals and
their crops.
Minh, 3.2 years, and Yen, 1.6 years, live in a unit in Cabramatta in Sydney’s south-west. Their
parents were born in Vietnam and have been living in Australia for four years. Their father
works at a bakery in Cabramatta and speaks English quite competently. Their mother works at a
clothing factory and does not speak English very well. She attends English classes twice a week
at night.
As you can see, the children from each family live very different lives and their environment
will dramatically influence each child’s needs, strengths and interests.
We need to collect information about children’s cultural backgrounds and cultural practices so
that we can add to our understanding of the child. This understanding helps us to plan
effectively and incorporate aspects of culture into the centre environment and program so
that children have a sense of belonging.
Share information with parents
Parents have a right to all the information you have about their child.
Any written or photographic records of children belong to the child and their families. Even
though these are kept at the centre, parents have a right to see them at any time. There is also
much to be gained from sharing information with parents which can enrich the information
you have gathered on children’s needs and interests.
Observations can be shared with parents both formally and informally. Computer slide shows
documenting children’s involvement in activities throughout the day are another way to
provide information to parents about their child’s day.
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Take a look at the following vignette which illustrates how computer slide shows and
photographic documentation can be used to share information with parents, children and
staff. The segment also demonstrates how observations from the previous week have been
used in planning.
Gather information from children
Children can tell us a great deal about their likes and dislikes, interests, families and friends.
We can also share our observations and records with children. Children learn a great deal
about themselves and their own development and learning from looking at their own
observations and work samples. Their comments and reactions are revealing to us and provide
another perspective on the child and their development. Children can be invited to make
comments about observations that can be recorded.
When records of observations are used to provide feedback to children, the process also
assists in developing their memory skills. This is done by drawing children’s attention to and
discussing past events in meaningful ways.
It is an acknowledgement of a child’s right to see and know what is being documented about
them. This is a particularly important ethical consideration to keep in mind. Children should
also be able to revisit and review documentation of their earlier development. This process
should be consistent and ongoing.
Converse with children and listen for insights into their concerns and perspectives. Ask
children directly or survey them about their ideas and interests.
Gather information from others
Multiple perspectives on a child’s development are always fuller and more accurate than one
person’s views. Whenever possible we should gather information about a child involving as
many relevant people as possible.
Staff can record and share examples of spontaneous activities and play that were initiated by
children. We can also use reflections by staff in staff meetings on how group dynamics
influence individual children’s participation and wellbeing in the centre.
Other family members including grandparents, aunts and uncles, brothers and sisters may be
involved in dropping the child off or picking them up from the centre. These family members
may be able to offer some new insights into the child through sharing a special story or telling
you about a recent event.
All of these people need to be approached in a sensitive manner and we need to be mindful of
asking for information that may breach confidentiality. For example, parents and family
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members should only be asked about things that help you to understand the child and their
care better. You need to be mindful of their privacy.
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