CHCPR509A: Document, interpret and
use information about children
Use information from observations with others
Contents
Demonstrate quality observation practices to other workers
Staff coordination in observing and planning
Provide information to others to inform program planning,
support children’s play and evaluate programs
Writing child summaries
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Use records of observations to provide feedback to children
about their skills and competence and promote remembering
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Make time available to share information with parents
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Share information with parents
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Tell parents what you observe
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Follow up any concerns regarding child’s development with
appropriate persons/services
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11
Following up concerns about children with their parents
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Referring to experts
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Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
3
Demonstrate quality observation
practices to other workers
Staff coordination in observing and
planning
The process of using observations to inform program development is best done as
a group or team process. Just as multiple perspectives in observation are fuller
and richer, team-based program development results in a richer, more diverse
program for a group of children.
All carers bring to their services a unique range of skills, knowledge and
experience. We need to acknowledge each member of staff’s skills, interests and
personality when we are developing observation systems and planning the
program. For example, you may be musical and enjoy creative problem-solving
experiences. In this case you should try to tailor the approach you use for planning
to take best advantage of these attributes.
It makes sense to consider carers’ needs, strengths and interests as well as those
of children because the staff are a significant part of the human dynamic in a
service. It is necessary for carers to reflect on their own learning style, attitudes,
temperament and activity preferences. If an observation and planning approach is
selected which does not suit the style of the carers involved in its implementation
then it is unlikely to produce the best outcomes for the children.
The NSW Curriculum Framework for Children’s Services (Stonehouse, 2002) has
this to say about the link between observation and planning:
Planning is informed directly by close observation and documentation of children
at work and at play, and by ongoing evaluation of practice. Traditional standard
observation techniques such as anecdotal records and checklists provide some
information, but careful observation and documentation of processes,
interactions and relationships, children’s development and the emergence and
progress of projects provide a much richer basis for planning … The sources of
information on which plans are based also need to be diverse, going beyond what
has worked in the past, identified emerging skills of children based on checklists of
developmental milestones, or observations of individual children. These are
valuable, but sources should include information from parents, reflection on what
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Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
the children are talking about and doing, what is going on in the community, and
interests expressed directly by the children. (p 133–134)
In essence, planning provides direction for our caring interactions and the
education of young children. We can use the detailed information we have
gathered from observations of children to plan programs that are better suited to
the children in our care because the planning is firmly based in ‘authentic’
descriptions of children and situations.
We plan for our daily timetable, supervision of children, our learning
environment, our routines and transitions, interactions, the experiences we
present to children and their individual and group needs and challenges. All of
these are enriched by the information we have gathered about children and our
interpretations.
Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
5
Provide information to others to
inform program planning, support
children’s play and evaluate programs
Writing child summaries
If you look at the observations and interpretations of the child, then answer some
of the above questions about the child (allowing for their age and stage of
development), you will end up with a fairly comprehensive summary of their
development so far.
Why would you go to so much trouble—what are the likely uses of a child
summary?
Activity 1
Child summaries have many uses in our work with children. They are also an
excellent preparation for programming.
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Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
Use records of observations to
provide feedback to children about
their skills and competence and
promote remembering
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. They 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 assists in developing their memory skills and in promoting memory itself.
The development of meta-memory skills, (consciously using the process of
remembering) is enhanced by drawing children’s attention to and discussing past
events in meaningful ways.
When children are actively involved in the development of their own portfolio 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.
Activity 2a
Activity 2b
Activity 2c
Activity 2d
Diploma of Children’s Services: CHCPR509A: Reader LO 9393
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Activity 2e
Activity 2f
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Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
Make time available to share
information with parents
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.
Here are a couple of thoughts about sharing information with parents from some
writers about good childcare practices:
Anne Stonehouse (2002) suggests that a policy of honest optimism is a great way
to share information with parents. What do you think this means?
To me it suggests a tactful, hopeful but honest approach to talking about a child to
their parents. If the child has been distressed all day because they are new to
care, parents need to know this. You also have a more long-term perspective as
an experienced carer. You can point out other children who are now happily
settled at the centre but who were once just as distressed. You can also tell the
child's parents what you plan to do in the coming days to help overcome the
child's distress. You have told the parents the truth about the child's day but you
have also added an optimistic outlook by sharing your expectation (based on
experience) that it will not always be like this.
Barbara Nilsen (2001) says that 'the person at the door should only tell good
news' (p 303). Less-than-good news should be left for a special time and a private
space. The end of a busy, rushed day is not the time to confront parents with a
frustrated outburst about their child.
Activity 3
Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
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Tell parents what you observe
Talking with parents in this positive and constructive way about what you have
observed tells them many things about you as a carer. It tells them that:
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•
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their child is not just one of the mob to you – you have noticed them and
taken a personal interest in them
you know what their child can do and what they are interested in
you want the parents to be a part of the child's day at the centre
there are things about their child that you like (even if there are other
things you are not so happy about)!
The NSW Curriculum Framework for Children’s Services (Stonehouse, 2002) has
this to say about the partnerships between carers and families:
(Parents) are collaborators with professionals and the child in the provisions made
for children.
The family is the most powerful influence on children’s learning and development;
therefore it is crucial that children’s experiences in their family and the family’s
perspective on the child are taken into account and that professionals operate in
partnership with parents on behalf of their child. (p 79)
Activity 4
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Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
Follow up any concerns regarding
child’s development with appropriate
persons/services
Following up concerns about children
with their parents
Most of the time it is a positive experience to share information about a child with
the child's family. When children are developing well and steadily, the
communication process is usually smooth and satisfying.
What about when you have identified a concern about a child’s progress, or when
a parent has a concern about the child or perhaps a concern about your
programming for the child?
Try to recall all of the information you have studied about communication in
general. There are times when you will need to use all your skills and empathy to
communicate well with families. Revisit techniques such as active listening, twoway communication and conflict resolution strategies. These are helpful
techniques for strengthening your ability to communicate effectively in possibly
stressful situations.
Imagine you are a parent who has just been alerted to a concern about your
child’s progress. How might you feel? Worried, scared, guilty, angry, confused,
responsible, defensive, embarrassed or disbelieving might be some of the
emotions a parent might experience. We need to be aware of these possibilities
and be sensitive when communicating our concerns.
It is much easier to raise sensitive issues with families if a well-established,
positive relationship has already been developed. This is why it is so important to
consistently nurture open and trustful communication with all parents right from
the time a child enters your care. When a true partnership exists both the carers
and the family have the child’s best interests at heart. Two-way communication
will ensure that those interests are served in the most appropriate and beneficial
way for the child to reach their potential.
Activity 5
Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010
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Referring to experts
Sometimes a concern about a child’s development might need to be followed up
with an appropriate person or service. This needs to be done in consultation with
parents. Carers must always obtain permission from parents to refer a child or to
share records and aspects of the portfolio with other professionals.
It is very important to realise the limits of our responsibility as qualified carers
when we identify an area of concern about a child’s development. We are not
experts, specialists or health professionals so we must refer to appropriate people
when necessary. You should follow your service policy and procedures in
consultation with your senior staff and with the child’s parent/s.
Activity 6
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Diploma of Children’s Services: CHCPR509A: Reader LO 9393
© NSW DET 2010