Standard 6.1: Supportive relationships with families

How Standard 6.1 contributes to quality education and care

Standard 6.1 acknowledges that the family is the most powerful influence on each child’s life and that learning outcomes are most likely to be achieved when educators work in partnership with families to ensure the experiences planned for children are meaningful (Early Years Learning Framework; Framework for School Age Care). This Standard also recognises that each family’s wellbeing and capacity to nurture and support their children, is influenced by the community in which they live and the material resources and social supports available to them.

Educators recognise the diversity of families and that families are children and young people’s first and most influential teachers. They create a welcoming and culturally safe and responsive environment where all children and young people and their families are respected regardless of background, ethnicity, languages spoken, religion, family makeup or gender (Early Years Learning Framework: Framework for School Age Care). 

Children have diverse understandings of ‘family’ and unique relationships with those who feature prominently in their lives. Services that reflect on what the concept of family means to each child can nurture the important relationships that exist between children and their families. For example, services need to recognise the importance of extended families, kinship systems, carers and guardians in children’s lives.

Effective, respectful communication between educators and families builds shared understanding of each other’s expectations and attitudes, and builds on the strength of each other’s knowledge. When educators respect the diversity of families and communities, and the aspirations they hold for their children and young people, they can nurture and foster children and young people’s wellbeing, learning, and development (Early Years Learning Framework; Framework for School Age Care). Sometimes family aspirations and expectations can be in conflict with service philosophy and practice. Open, respectful and non-judgmental communication between educators and families builds a shared understanding of children’s learning and participation.

Collaborative partnerships with families contribute to building a strong, inclusive community within the service. Respectful, honest and open two-way communication with educators assists families to feel connected with their children’s experience in education and care and helps them develop trust and confidence in the service. The service also supports families in their parenting role by becoming a reliable source of practical information about resources and services within the local community and by helping families to understand what constitutes quality practice.

Questions to guide reflection on practice for Standard 6.1 (for all services)

Respectful and inclusive relationships with families

Supporting families in their parenting role