The foundation for this harmony is positive and trusting relationships between the two parties. 8). Parents may also need help to clarify the particular problem or concern from their own perspective, as a basis for more effective communication with carers. Diversity of opinion and outlook that creates discomfort, frustration, anxiety or anger for either the parent or carer can place significant strain on the relationship (Gonzalez-Mena, 2001). Differences were also noted in feeding solid foods, specifically the amount of child independence that is allowed or encouraged (carers emphasising independence and exploration and parents assisting children to minimise waste and mess). In this instance, the worker's role is to assist the partnership between the parent and the carer to grow. In terms of encouraging contributions from parents, approximately three-quarters of carers in centre-based care reported that they engaged parents to discuss their childrearing perspectives. Home-child care harmony is thought to contribute to a child's ease of transition to the child care setting, help promote healthy identity development and support a range of developmental and educational outcomes (Frigo & Adams, 2002). They reported using formal meetings, written daily records of naps, feeds and nappy changes, as well as taking advantage of transition times for informal chats. The practice messages included in the current paper offer some guidance to carers to enhance communication and build productive relationships with parents. When the parents and carers were from separate cultural backgrounds, differences in parenting were accentuated. At times, the notion that parents are children’s first teachers almost seems like a platitude. Attitudes towards children's care and development are influenced by factors such as socio-economic background and age. Certainly, structural features of family day care, such as small group sizes and continuity of caregiver, and the relative degree of choice in selecting a particular caregiver, could contribute to these outcomes. Research suggests that positive family involvement contributes to a child’s academic success. Parent-child interactions are the foundation of a child’s social development, and when you are able to provide your child with reasons for your rules and values, they will be more likely to be socially active and open-minded. Findings from the CCICC study and other research suggests that early childhood professionals need to be mindful of working collaboratively with parents and children. Carers in centre-based care also mentioned miscommunication due to gaps in language as a barrier to effective communication. The relationships are based on mutual respect and trust. Some parents lack confidence in their own parenting, or the confide… National Childcare Accreditation Council. Carers and families working together (Family Day Care Quality Assurance Factsheet No. (2004). Parent Toolkit resources were developed by NBC News Learn with the help of subject-matter experts, including Anne Morrison, Pre-Kindergarten Teacher, Lycée Français de New York, and Maurice Elias, Director, Rutgers Social-Emotional and Character Development Lab. The Three C’s: How to form a constructive parent-teacher partnership. Dinner time provides a great opportunity for conversation, and it can be a time to talk to your child about your values, his or her emotions, and interactions during that day. It is increasingly recognised, however, that caregiving in child care needs to be 'in step', or harmonised, with the care provided at home. Feagans, L. V., & Manlove, E. E. (1994). Less positively, several carers in centre-based care expressed an attitude that parents often resisted being engaged in discussion about their children, or that they expected parents to voluntarily share this information. It is also important that carers incorporate aspects of the home culture into the child care curriculum, by incorporating cultural materials into the child care environment, celebrating religious festivities and other celebrations, supporting and respecting the child's home language and, wherever possible, nurturing in ways that are familiar and expectable, by following the care routines used at home. When a parent's relationship with an early childhood practitioner or service is not running smoothly, they may seek support and advice from a family relationship support program. The quality of carer-child interactions, and other practices such as health and safety regimes are core considerations. Parents and children are a two-for-one deal: Developing positive relationships with parents is critical to providing the best care possible to their children. Upon reflection, early childhood educators may see—and embrace—families as children’s first, most important, and only long-term teachers. It is a reality of modern life that early childhood professionals have joined the ranks of grandparents, aunts and uncles, neighbours and friends in supporting parents to raise young children. There were culture-stereotyped attitudes from within the family day care group in the CCICC study as well, as some carers simply assumed that they understood parents' point of view on care issues because they were from the same cultural background. Talk to your child about the reasons behind rules so they know why rules exist and what you consider proper behavior. Retrieved 7 May 2007, from www.ncac.gov.au/factsheets/factsheet8.pdf. In this instance, the worker's role is to assist the partnership between the parent and the carer to grow. Given the diversity in caregiving that exists, it is inevitable that parents and carers will sometimes disagree on child care matters. According to the 2005 Child Care Survey (Australian Bureau of Statistics, 2005), professional carers provided care to approximately 7% of all babies under 1-year, rising to 54% of all children aged 3.1. Gonzalez-Mena, J., Herzog, M., & Herzog, S. (1996). When conflicts cannot be resolved or negotiated, differences must be managed and accepted. Positive and trusting relationships between parents and carers are the lifeblood of child care practices that honour the child's home culture and language to enhance child wellbeing. Yet, research conducted at the Australian Institute of Family Studies and elsewhere suggests that carers do not always initiate practices to share caregiving information with parents, and that conflict with parents in matters of children's care are commonplace, particularly in culturally diverse early childhood settings. We acknowledge all traditional custodians, their Elders past, present and emerging and we pay our respects to their continuing connection to their culture, community, land, sea and rivers.