Engaging Vulnerable Children and Families: Learning from a New Model of Education and Care

Abstract

OVER THE PAST DECADE, researchers and policy-makers have increasingly affirmed universal early childhood education and care (ECEC) services as the best way to provide equitable ECEC to all children. While evidence suggests that Australian ECEC services are trying to engage vulnerable children and their families, some of the most vulnerable do not avail themselves of universal services. ECEC programs that specifically focus on vulnerable families may provide two solutions to the problem of at-risk children not participating in universal ECEC services. They may ensure that some of the most vulnerable will connect with services designed to support them and they may assist the sector by sharing how they successfully engage vulnerable families. This paper appraises universal and targeted ECEC services and suggests how both can be combined. It then describes a recent ethnographic study into an Australian ECEC program designed to support vulnerable children and families. It shares some of the study's findings as well as implications that may be helpful for universal ECEC service providers.

Factors influencing early childhood education and care educators’ reporting of child abuse and neglect

“…There is an emerging body of ECEC literature on professional co-operation or “inter-professional team work” (Wong & Sumsion, 2013; Wong, Sumsion, & Press, 2012, p.81), which has only recently extended to ECEC teamwork on behalf of vulnerable children (Fordham & Kennedy, 2017). There is some evidence that professional collaboration within organisations may provide support for reporting.…”

Partnership with families in early childhood education: Exploratory study

“…The work of early childhood educators includes engaging families facing parenting stressors and living in vulnerable circumstances. Fordham and Kennedy (2017) conducted an analysis of an ECEC programme specifically designed for children and families facing additional stressors. They reported the importance of supporting gradual transitions, building relationships over time, shared planning with families and ongoing professional development for educators, as well as recommending training in family-centred practice.…”