TCHR2002 - Children, Families, and Communities

Question 1

PART A:

Find an example of a website that enables isolated families from different socio-cultural backgrounds to make social connections that will assist them with their parenting. Write a short statement about the website.

The importance of creating connection among families who are from very different cultures and backgrounds is vital as it creates sense of being included and part of community for people in order to grow (Tayler et al., 2016). Raising Children (https://raisingchildren.net.au/) is one such website which gives platform to parents to know all about parenting, creating connections and have community where they can clear their doubts regarding their parenting style and how they can understand children more better. The website contains A-to-Z resources giving one freedom to choose what they can learn and get acquainted with better options available online. It also contains newsletters and mental health resources for parents so that they can know what’s new and can talk about how they really feel. It fosters online gatherings, discussions, and customized groups of interest by means of easy-to-use interfaces, allowing parents to share experiences, exchange parenting advice, and build a supportive community. The inclusion of multiple languages features ensures inclusivity by breaking down language barriers. The platform provides resources, webinars, and expert insights to help parents navigate a variety of parenting challenges. Finally, this online space serves as a bridge, encouraging a sense of belonging and mutual understanding among isolated families, regardless of cultural distinctions, and thus contributes to enhanced parenting experiences for every parent with child who wishes to learn and grow into healthy families and communities. Not only limited to parenting guide and styles, this website contains details and everything one should know about special children and how they can converse better and understand each other through simple blogs, events and wide range of information sources which is available for all. Evidently, this website is very helpful for people who are coming from diverse backgrounds and help them to make connections and build healthy community together. (Tayler et al., 2016)

Part B:

Do you believe the social connectedness achieved through the internet bring the same benefits to families as face-to-face social connections? Why or why not?

Internet social connectedness and face-to face connections have their own pros and cons. Firmly believing that online social connections are someway better due to 24*7 availability, access to wide and diverse communities and their thoughts, with array of information and sources (McGovern & Devine, 2015). Online parenting communities gives one a diverse range of modern parenting system and learning which one can miss while having face-to-face connections. The shared ideas and thoughts might be sometimes off and differ amongst two. The instant availability of the digital platforms serves as virtual families to people where parents can seek help, share their insights, along with diverse way of parenting. The sense of community and creating safe space fostered in these online spaces is invaluable, creating connections among parents who may be geographically dispersed but share common joys and challenges. One of the biggest perks the online social connections give is the diversity and inclusivity of online parenting communities enrich the parenting journey, offering a range of perspectives shaped by different cultural backgrounds, parenting styles, and family structures (Comstock et al., 2008). The best thing about having social connections online is anonymity and privacy in these virtual forums empower parents to discuss sensitive topics openly, fostering honesty and vulnerability. Thus, online parenting communities serve as dynamic hubs where parents not only survive the challenges of raising children but thrive through shared wisdom, empathy, and a sense of belonging. While all of the benefits one can avail through online social connections, one of the biggest drawbacks it comes is always being on phone and lacking the joy of being present in real world and missing out the reality with the actual people being there.

Question 2

With reference to the Unit materials provide responses to the following statements.

Part A: Why is it difficult to provide a clear definition of abuse and neglect?

The nature of the word “Neglect” & “Abuse” varies from the subjective issues which is inherent in human conduct, defining abuse and neglect is a difficult process. Abuse and neglect refer to a wide range of behaviours that cause harm to an individual, usually in the context of relationships such as families, caretakers, or institutions. However, for a variety of reasons, defining anything precisely and universally applicable is difficult. (McGovern & Devine, 2015). Furthermore, legal and institutional frameworks make harder the development of a clear definition. Different jurisdictions and organizations may use distinct standards for identifying and responding to abuse and neglect. Cultural, historical, and political contexts shape legal concepts, resulting in differences in how abuse and neglect are conceptualized and addressed.

Definitions are shaped by cultural conventions, values, and views of suitable behaviour, making it impossible to create a single standard. Second, the dynamic nature of human connections complicates matters. Physical, emotional, sexual, and negligent behaviours are all examples of abuse and neglect. Furthermore, the consequences of these activities may differ depending on the individual's age, vulnerability, and personal resilience. The context in which these behaviours occur also has an impact on views; for example, discipline that is appropriate in a parental setting may be regarded differently in an institutional setting. Recognizing this complexity is critical for establishing comprehensive approaches to preventing and responding to abuse and neglect in diverse and changing social contexts. (McGovern & Devine, 2015)

Part B:

To what extent do you think that child protection is a community responsibility?

Child protection is not only the responsibility of family but also part of communities as a whole. It is undeniably share responsibility of people who share community, neighbourhood, family and so on. From preventing neglect of a child and abuse, to reporting any kind of suspicions happening with child is very important. Accessibility to facilities such as schooling, medical care, and social programs improves children's overall well-being. In addition, adopting community norms that emphasize child safety fosters an atmosphere that is hostile to abusive behaviour. Legal and policy advocacy in communities ensures that safeguards are in force. Finally, the common effort to create a secure and nurturing environment for every child to thrive demonstrates the lengths to the child protection is a societal obligation. (McGovern & Devine, 2015)

Part C:

What do you think are the barriers to community responsibility in this area?

Numerous obstacles exist in the way of successful implementation of community responsibility in the field of child safety (McGovern & Devine, 2015). One key difficulty is a lack of community awareness and education. Inadequate understanding of the indications of abuse and neglect might prevent members of the community from recognizing possible risks and reporting concerns. Cultural conventions and community views may also play a role, as certain communities may be reticent to participate in what they believe to be personal family affairs, stifling a collective feeling of duty. Another impediment is the disparity in resources. Communities suffering economic difficulties may find it difficult to give enough support and resources to at-risk families. The stresses can be exacerbated by a lack of inexpensive healthcare, decent education, and social assistance, which makes it difficult for families to provide a safe environment for their children. Because of geographical distance or distinct cultures, some communities may be more difficult to interact, necessitating specific approaches to communication. Continuous professional development is essential for equipping professionals with the knowledge and skills needed to identify and respond to child welfare concerns. Overcoming these barriers necessitates a comprehensive, culturally sensitive, and collaborative effort involving communities, government agencies, and various stakeholders to create a child-friendly environment. (McGovern & Devine, 2015)

Question 3

With reference to the Unit materials provide responses to the following statements.

Part A:

Investigate an Early Childhood Education and Care (ECEC) service or organisation of your choice and review the extent to which parents have a role in governance and opportunities to influence design and implementation of the setting.

Organization Website: https://www.alldaylong.com.au/

Children acquire knowledge socially, physically, emotionally, personally, creatively, and cognitively through early childhood education and care (Tayler et al., 2016). It is taught by certified teachers using a structured learning framework. It typically covers the age range of 0 to school age. Good early childhood education and care promotes children's healthy growth in the early years and gets them ready for school. All Day Long helps parents to decide the flexibility of the timings, services that they offer to their child and build healthy environment for child to thrive in. The systems for seeking parental comments and suggestions are frequently implemented within learning and educational settings. This can include surveys, workshops, and regular meetings where parents are able to express their thoughts on multiple facets of the schooling of their kids. (McGovern & Devine, 2015)

It also has a formal parental involvement portrayal structures in place, such as elected parent representatives on school boards or committees. This representation ensures that parental perspectives are taken into account during strategic decision-making processes. In early childhood education, there is a strong emphasis on involving parents in program design and implementation. Collaboration between parents and early childhood educators contributes to a comprehensive approach to child development. All such services are provided and ensured that not only child is engaged in healthy, learning environment, but also parents also acknowledge the multiple milestones they meet with their child and keep-up with their growth. (Tayler et al., 2016)

Part B:

In what ways could your chosen service improve their partnerships with families?
Early Childhood Education and Care (ECEC) services are critical to a child's development, and developing strong partnerships with families is critical to developing an encouraging and enriching surroundings. Here are Certain ways that ECEC services can enhance their ties with families are listed below:

Being open to collaborations and open communications:

• Establishing open and transparent communication channels is vital. Families should be communicated with on a frequent basis by ECEC services through various means like as newsletters, emails, or even specialized networking apps.

Welcoming to all-inclusive terms:

It is vital to develop trust by creating a friendly and inclusive workplace. When making choices, ECEC services should actively include families and give chances for parents to voice their ideas. Parent-teacher conferences, family gatherings, and joint projects demonstrate this inclusivity.

Periodic reports on Child's growth:

In order to keep parents informed, it is vital to offer regular updates on a child's developmental growth. This might include regular assessments, progress reports, and parent-teacher conferences. Keeping parents informed about their child's talents and potential for progress fosters a collaborative approach to their child's education.

To obtain input from parents, create feedback methods such as questionnaires or suggestion boxes. Respond to the input received, indicating a commitment to continual development and responsiveness to the needs of kids as well as parents. Finally, for effective relationships to form between ECEC services and families, a proactive and inclusive approach is required.

References:

Comstock, D. L., Hammer, T. R., Strentzsch, J., Cannon, K., Parsons, J., & II, G. S. (2008). Relational‐Cultural theory: A framework for bridging relational, Multicultural, and Social Justice Competencies. Journal of Counseling & Development, 86(3), 279–287. target="_blank" rel="nofollow"https://doi.org/10.1002/j.1556-6678.2008.tb00510.x McGovern, F., & Devine, D. (2015). The Care Worlds of migrant children – exploring inter-generational dynamics of love, care and Solidarity Across Home and School. Childhood, 23(1), 37–52.target="_blank" rel="nofollow" https://doi.org/10.1177/0907568215579734 Tayler, C., Cloney, D., Adams, R., Ishimine, K., Thorpe, K., & Nguyen, T. K. C. (2016, April 21). Assessing the effectiveness of Australian Early Childhood Education and Care Experiences: Study Protocol - BMC Public Health. BioMed Central. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-016-2985-1#notes

Anon (Ed.). (n.d.). About early childhood education and care in Australia. Department of Education. https://www.education.gov.au/early-childhood/about-early-childhood-education-and-care-australia#:~:text=Early%20childhood%20education%20and%20care%20is%20delivered%20by%20approved%20providers,and%20educational%20outcomes%20of%20children

Australian Bureau of Statistics. (2020). Childhood Education and Care, Australia, June 2020 (Cat. No. 4402.0). https://www.abs.gov.au/statistics/people/education/childhood-education-and-care-australia/jun-2020

Australian Government Department of Social Services. (2019). Families and Children Program. target="_blank" rel="nofollow"https://www.dss.gov.au/grants/grants/families-and-children-program

Australian Human Rights Commission. (2017). Children’s Rights Report 2017. target="_blank" rel="nofollow"https://humanrights.gov.au/our-work/childrens-rights/publications/childrens-rights-report-2017

Australian Institute of Family Studies. (2020). Child Family Community Australia (CFCA) Resource Sheet: Child Protection and Aboriginal and Torres Strait Islander Children.target="_blank" rel="nofollow" https://aifs.gov.au/cfca/publications/child-protection-and-aboriginal-and-torres-strait-islander-children

Australian Research Alliance for Children and Youth (ARACY). (2020). Report Card: The Wellbeing of Young Australians.target="_blank" rel="nofollow"https://www.aracy.org.au/publications-resources/command/download_file/id/342/filename/ARACY_ReportCard_2020.pdf

Families Australia. (2019). Investing in our nation’s future: An integrated strategy for the health and wellbeing of Australia’s children and youth. target="_blank" rel="nofollow" https://www.familiesaustralia.org.au/pdfs/Investing_in_Australias_Children.pdf

Kids Matter. (2016). Promoting children’s mental health and wellbeing: A focus on schools. https://www.kidsmatter.edu.au/early-childhood/news/promoting-childrens-mental-health-and-wellbeing-focus-school Parliament of Australia. (2019). Inquiry into Local Adoption. target="_blank" rel="nofollow" https://www.aph.gov.au/Parliamentary_Business/Committees/House/Social_Policy_and_Legal_Affairs/LocalAdoption Productivity Commission. (2012). An Ageing Australia: Preparing for the Future. https://www.pc.gov.au/inquiries/completed/ageing/report/ageing-australia-report.pdf Save the Children Australia. (2019). Stolen Generations: The Impact of Forced Removals on Indigenous Australians. https://www.savethechildren.org.au/docs/default-source/default-document-library/stolen-generations-report-2019.pdf Secretariat of National Aboriginal and Islander Child Care (SNAICC). (2019). Family Matters Report 2019. target="_blank" rel="nofollow"https://www.familymatters.org.au/wp-content/uploads/2019/11/Family-Matters-Report-2019.pdf