1. family and parenting
2. children

The Coordinator’s Guide to the online
FDC Educator Induction Training
Contents:
1
Introduction
2
Module 1. Care for children
3
Module 2. Managing Children’s Health and Safety
6
Module 3. Family Day Care Administration Requirements
9
Module 4. Working within a Legal and Ethical Framework
12
Module 5. Child Protection
15
Module 6. Work Collaboratively with Families
18
Module 7. Work Health and Safety
22
Glossary
25
References.
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Introduction
This guide has been developed to assist Coordinators in
providing new educators with support in completing the
online Educator Induction Training.
The online training is an integral part of assisting
educators to build their knowledge and understanding of
practice as a high quality educator. Just as the
‘Recruiting High Quality Educators: A Workbook for
Family Day Care Services’ has been developed to assist
coordination unit staff to build their own framework for
recruitment, we encourage you to utilise that same
approach to this induction training for new educators.
As every service is unique, it is not possible to have ‘one size fits all’ approach to induction. We
believe we have been successful in developing an online training tool that takes care of the
fundamentals that will assist a new educator to continue on and complete subjects as part of the
Certificate III in Early Childhood Education and Care. However, it is critical for the Coordination Unit
team to consider how this online training enhances your process for fully inducting a new educator.
In this Coordinator’s Guide to the Online FDC Educator Induction Training we have provided you with
an overview of each of the modules, suggestions on how you can extend the conversations and
reflections with your new educator, a list of other relevant documents that relate to the specific
module, e.g. policies, quality standards etc. and some reflective questions with sample answers.
The on-line training all contain reflective questions and knowledge checks, which when collated by
you, will aid you in putting together a professional development plan for the educator once they
have completed all 7 modules. Once educators complete the modules the Learning Management
System (LMS) that hosts the modules will provide you with a print out of the educator’s answers.
When considering your approach to the overall induction of a new educator and how
the online training forms part of this process, we encourage you to start with
discussing your service/organisation’s philosophy/values and assisting the educator to
identify their own philosophy and values.
When starting out in a new job, there is a lot of information to understand and it can become
overwhelming. In developing the online induction training we have tried to focus on those things that
are critical for a new educator, trying to provide a balance between professional early childhood
language and language to which someone without a background in the education and care field can
relate.
This is a starting point and over time you will see that we will introduce new information about the
why, what and how of documenting children’s learning, developing a personal philosophy and
introducing protective behaviours for children.
2
Module 1: Care for Children
What is it about?
This module takes educators through information on the physical and
emotional care of children and why it is vitally important.
It discusses daily routines and practices and what could be considered in
meeting these requirements.
The module describes how through the course of play, interactions,
planned and unplanned experiences and intentional teaching children
develop an understanding of their own physical and emotional needs.
It highlights children’s opportunities to participate in and practise skills as
they become aware of their own abilities and interests, thus developing
their sense of agency.
Tips for further conversation or reflection.
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Explore the learning frameworks with the educator to explain what is meant by “Intentional
Teaching”
Discuss how the components of physical care of children will occur for specific routines and
experiences in their own homes. E.g. where are nappy changing, sleeping, eating to occur and
what needs to be taken into consideration when planning where these happen?
Discuss what equipment, furniture or resources will be essential to provide for these physical
care routines.
Ask the educator to think about and/or document what their routine might look like for their
service.
Ensure the educator has understood the importance of correct food handling and storage.
Stress the important role they play as role models for good hygiene, nutrition and exercise.
Ask how they will set up their environments to encourage children’s agency or independence.
Discuss specific planning around the process of settling new children and families into their
home environment.
Introduce service specific documentation regarding physical care. (See list of suggested
documents for module 1.)
Additional documents to consider:
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National Quality Standard – Quality area 5
Service Philosophy or Vision which talks about your service’s beliefs for the education and
care of children.
Service specific goals and/or Quality Improvement Plan
Service specific policies about care practices or procedures, e.g.
 nappy changing policy/procedure,
 toileting and rest routines and guidelines,
 hand washing and other hygiene policies
 encouraging independence,
 setting up of environments and spaces,
 emotional support of children,
 nutrition and meal times,
 sun safety,
 physical activity
 transitions and settling in of new children
Reflective questions and answers:
At the end of each module there is a set of reflective questions based on the module
topic. Here are some further reflective questions that may assist you in assessing the
educator’s knowledge and determining what further support or development may be
needed. Please note: the answers are not limited to what is included in the guide.
a) How will you encourage children’s agency concerning toileting and nappy changing routines?
 Provide children with choices, opportunities to try to use the toilet or potty independently.
 Let them try to get trousers/pants down or up.
 Allow sufficient time in the routine for children to try to be independent.
 Support their attempts and ask them if they need assistance.
 Be respectful when changing nappies by asking the child if it is ‘okay’ to change their nappy.
 Talk to children about what is occurring so they are part of the process.
b) How will you respect children’s rights to dignity and privacy, while maintaining safety and hygiene
during toileting and nappy changing routines?
 Ask children if they require support: don’t assume they need it.
 Carry out nappy changes in a space that maximises privacy and respects their right not to be
observed by others during this time.
 Share with the child what is going to happen so they grow an understanding of the process
and can contribute to the experience.
 Make the process fun and take the opportunity to interact one on one in a positive way with
the child.
 Provide private space for toileting for older preschool and school age children.
c) What makes routine experiences, such as hand washing and transitions an important part of your
curriculum?
 All routines are intentional teaching opportunities; they assist children to gain perspective
about the flow
of the day.
 They offer learning opportunities if we are intentional about the learning and plan for
transitions.
e.g. washing hands can teach children about right and left, water conservation and it can be an
opportunity to learn songs and rhymes
 They assist children to learn social behaviour such as taking turns and how to act when
transitioning between one experience and another.
d) Give an example of how your Family Day Care daily routine may be structured.
The educator would map out some timeframes about when meal times, rest times and learning
and play times would happen during the day. If your service uses resources to help educators
document these routines, you may wish to share it at this point.
e) Give an example of a time when you may need to be flexible with this routine, and how you would
accommodate that.
Some examples which could require flexibility with routine could include:
 weather conditions
 new child starting care
 ill child in care
 a child who has not slept well the night before
 a parent explains that they didn’t have time to give the child breakfast
4
f)
Explain how you will ensure food and babies’ bottles are handled, heated and stored safely and
hygienically.
 Ensure food is served promptly after heating or taking from refrigerator.
 Hot food to be kept at 60oC minimum (bacteria develops if food falls below this
temperature).
 When reheating food, it should reach a temperature of 70 degrees for 2 minutes before being
cooled to a safe temperature for the child to eat before being served.
 Cold food should be stored at less than 5 degrees.
 Always wash your hands before handling food or utensils.
 Always rewash your hands if you touch other objects during preparation.
 Cover any open wounds with waterproof dressings.
 You can use gloves for serving food, but clean dry hands are essential either way. (Gloves are
not a substitute for clean hands).
 Do not handle food if you are unwell.
 Keep your hair tied back.
 Do not use any utensils that have been dropped on the floor.
 Ensure all your utensils and eating containers are washed (with cleaning agent and hot water
above 75oC) and dried effectively.
g) What will you need to provide/organise in your environment to make sure children have
opportunity to sleep and/or rest comfortably?
 Consider how the child is usually put to bed at home – routines etc…
 Consider cultural practices associated with rest and sleep time.
 Supervise children who are resting and sleeping.
 Consider the type of beds/cots to be used.
 Hygienic use of bed linen.
 The availability of a quiet and/or soft space for children to rest any time of the day.
 Provision of quiet activities for children who do not sleep.
h) Inactivity in children is a big concern with regards to health. How will you ensure children are
getting enough physical activity while in your care?
 Provide a range of opportunities for children to engage in physical activities and being involved
in these as an educator.
 Provide opportunities to walk in the neighbourhood e.g. visit local places.
 Limit or eliminate TV and electronic games.
 Engage children in planning for physical activities that they are interested in.
 Plan for physical activity indoors as well as outdoors.
5
Module 2: Managing Children’s Health and Safety
What is it about?
This module explains how educators have a responsibility to provide a safe
environment for the children in their education and care service.
This includes:
 Understanding how infection spreads and minimising the threat of an
infection spreading.
 Ensuring the health of the Educator, the children and others
associated with the FDC Service is protected.
 Providing a safe environment where injuries are limited.
 Becoming experienced and knowledgeable about the development
of children.
 Predicting consequences and preventing hazardous events.
 Administering medication and managing allergic reactions.
 Meeting standards, regulations and individual children's needs.
Tips for further conversation or reflection.
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Discuss how cleaning regimes will be applied in the educator’s home.
Revisit the importance of hand washing and the reasons for when this should occur.
Discuss educator status regarding First Aid and CPR certification. Supply appropriate course
information if required.
Discuss educator’s own environment, indoors and outdoors and the hazards they may recognise
there.
Find out where poisonous substances will be stored in their homes.
Discuss how educators can complete their own evacuation floor plan and procedure, where their
assembly points might be, where the evacuation signage should be placed etc.
Prompt the educator to think about supervision in their own environment and where there may be
potential difficulties. How can these be managed?
Does the educator intend to use a vehicle to transport children? Discuss regulatory and service
specific requirements of this.
Take educators through regulatory and service specific requirements for hazard and risk
assessment and harm minimisation, including for excursions.
Discuss how the administration of medication is managed with your service.
Discuss educator status regarding Asthma & Anaphylaxis management training.
Additional documents to consider:
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National Quality Standards Quality Area 2
Philosophy in regards to keeping children safe
Policies (and all related procedures) regarding
 maintenance of a clean and hygienic environment
 ventilation, light, heating/cooling
 maintenance and cleaning routines for resources and toys
 hygiene routines e.g. hand washing, toileting, nappy changing, bathing.
 recognising hazards in the environment (including on excursions)
 risk assessment and /or minimisation
 poisons and chemical use and storage
 supervision of children
 infection control
 accidents or illness of children
 responding to children’s illness
 recording and reporting of accidents, injuries and illness, both
major and minor
 management of medication,
 management of allergy, anaphylaxis and other serious illnesses.
 travelling with children (including in vehicles)
 bedding and rest routines,
 food handling, preparation and storage
 animals and pets
 sun protection
 emergency evacuation
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Service-specific forms
 Safety audits/checklists
 Excursion permission forms
 Excursion risk assessments and control measures
 Medication forms/procedures/processes
Reflective questions and answers:
At the end of each module there is a set of reflective questions based on the module
topic. Here are some further reflective questions that may assist you in assessing the
educator’s knowledge and determining what further support or development may be
needed. Please note: the answers are not limited to what is included in this guide.
a) What do you need to consider when supporting the health and wellbeing of children in your care?
 Be aware of the child as an individual, understand the child’s health needs and work with
families to support the child to settle into the environment.
 Maintain a hygienic environment.
 Spend time building a secure and respectful relationship with the child over a significant
period.
 The environment must reflect the child’s interests and assist the child to feel welcome so
they can see themselves/their family in the environment.
 The planning reflects opportunities for learning across routines and other experiences to
support the child’s emerging interdependence and independence.
b) What steps will you take to provide a hygienic environment?
 Maintain a clean environment by washing the floors, surfaces and learning resources regularly
with warm soapy water and drying toys and equipment in sunshine where possible.
 Encourage hand washing.
c) What steps will you take to control the spread of infection?
 Wash hands –
 Educator/parent and children on arrival
 before preparing and eating food
 after being outdoors
 after going to toilet or helping children with toileting
 before and after changing nappies
 after wiping noses
 after coming in contact with raw foods, lesions, blood and other bodily fluids
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 after petting or handling pets and animals
Cover lesions, use gloves where possible.
Disinfect potties after each use and toilets daily.
d) How will you promote healthy food options in your service?
 Discuss what healthy food choices are as a regular topic when sitting eating food with
children.
 Model good eating practices and provide information to families around good food choices.
 Do cooking experiences which reflect healthy food choices.
e) How will you promote the benefits of physical activity in your service?
 Include physical activity experiences within the planning for both indoors and outdoors each
day –
 dancing
 movement and music
 bike riding
 bats/ balls
 climbing frames,
 obstacle courses
 games such as ‘What’s the time Mr Wolf?’
 Ensure families and children understand the importance of physical activity in the early years.
f)
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How will you ensure close supervision is maintained?
Apply the 4 principles of supervision
 Scan the environment regularly to ensure there are no hazards and that you are able to see
children.
 Position yourself in a way that allows you to see all children or move around if your view is
obstructed.
 Knowing – know the children – you have observed the child closely and spoken to families
about the child so that the child’s skills and abilities are known to you. Where you know
children need support you stay close by and give instruction or assistance if required.
 Listening – for unusual sounds or silence and to what children are telling you.
Module 3: Family Day Care Administration Requirements
What is it about?
This module discusses how the Education and Care Services
industry is regulated by:
 various government and industry standards,
 legislation and guidelines, and
 Service Policies and Procedures
These regulations:
 influence Family Day Care administration
requirements,
 impact the way educators manage their education and
care environment, and
 influence how they run their overall business.
It is important that educators know the requirements so they can manage their education and care
service in a professional and accountable way.
In this module they will also learn the importance of Family Day Care administration requirements in
regards to:
 applying knowledge of Commonwealth and jurisdictional administrative requirements
 using appropriate forms to record required information
 applying accurate understanding of taxation and insurance requirements
 identifying requirements for promoting family day care services
Tips for further conversation and reflection.
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The method of updating of family records in your service.
Storage of confidential information in the educator’s home.
Any service specific requirements regarding invoicing and receipting of child care fees for
families.
Supply service specific attendance records and explain your expectations regarding filling out
and forwarding to the office for processing.
Any specifics in regards to fee setting and charging.
Supply choices/recommendations for good Insurance coverage.
Management of the educator’s taxation requirements.
Any service specific requirements in regards to marketing of the educator’s service.
Provide examples or advice on service specific expectations regarding information to be
supplied to families by the educator. E.g. Educator profile.
Take educators through a discussion or process regarding devising their own philosophy. You
may like to provide some examples and discuss your service philosophy.
Supply a copy of your service handbook for families.
Additional documents to consider.
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National Quality Standards Quality Area 7
Service Policies and procedures on
 invoicing and receipting expectations
 storing confidential information
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 maintaining current information for families
 educator leave
 fee setting and charging practices
 completion and processing of attendance records
 promoting and marketing the educator’s business
Examples of:
 child attendance record.
 enrolment forms.
 forms the educator may use, e.g. medication
form, excursion form etc.
Public Liability Insurance information.
Service specific taxation information for educators
Examples and information around having and writing a
philosophy.
Examples and expectations about family information
“pack” provided by educator to new families.
Reflective questions and answers.
At the end of each module there is a set of reflective questions based on the module
topic. Here are some further reflective questions that may assist you in assessing the
educator’s knowledge and determining what further support or development may be
needed. Please note: the answers are not limited to what is included in the guide.
a) What systems or process will you put in place to ensure you always have up to date information
about the children and their families in your care?
 Annually ask parents to complete an update of information form including immunisation,
health and personal information
 Remind families of the need to update their client information whenever the educator hears
of relevant changes.
b) How will you manage the correct signing in and signing out of children in your care?
 Have the attendance records close to front door;
 Remind parents to do this on entering care and leaving each day
 Check regularly to ensure attendance records are signed and talk to parents about the
importance of accurate records for CCB purposes
c) Do you feel you could construct a philosophy about your service? Describe the important
components that it will include.
An educator will hopefully have written something that describes their personal beliefs, values
and their motivation for wanting to provide loving and nurturing spaces for children. They could
talk about creating honest, trusting and collaborative relationships with children and families.
They could talk about providing environments that are conducive to fostering children’s learning.
d) How will you manage documents needed for taxation and auditing purposes?
 Keep a written record or electronic record and where possible highlight this on bank
statements.
 Copy receipts (because they fade on originals) as these must be kept a minimum of 7 years.
 Keep both income and expenditure records.
 Engage an accountant to assist with financial records and taxation matters.
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e) What system will you put in place to ensure accurate and organised invoicing and receipting
processes?
 Have filing system to store records. This could be from a monthly perspective (A 4 envelop
with record of expenses and income stated on front of each month) or by name of item
(cleaning)
 Keep electronic records using accounting software e.g. Harmony Light or Excel spreadsheet.
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Module 4: Work within a Legal and Ethical Framework
What is it about?
This module takes educators through the importance of understanding their
responsibilities with respect to relevant legislation for the education and
care industry.
Ensuring their education and care service works in line with regulations,
acts and quality standards in an ethical manner is paramount to providing
a quality service.
Their daily practices should reflect their knowledge of and their
commitment to regulatory compliance and ethical conduct in regards to
the children and families who use their service.
Tips for further conversation and reflections.
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Reinforce the important relevant regulatory documents for Family Day Care. You may like to
go into the National Regulations and the National Quality Standards in more detail at this
point. You may have some exercises for the educator to complete to ensure you know that
they can use the document. E.g. an exercise in finding a piece of information in the Regulations
etc.
Discuss Duty of Care implications relevant to your service.
Reinforce the importance of confidentiality, both verbal and regarding storage of documents.
Discuss your own service’s Policy and Procedure documents. You may like to go into detail
regarding your policies at this point.
Conversations regarding your service’s Code of Ethics and/or Philosophy or Vision. Discuss
with the educator their own beliefs and morals.
Additional documents to consider.
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Education and Care Services National Regulations (And related guide)
Education and Care Services National Law (And related Guide)
National Quality Standards (And related Guide)
Your service specific Code of Conduct and the Early
Childhood Australia Code of Conduct
 Service specific policies on subjects like –
 duty of care,
 ethical behaviours,
 confidentiality, accountability,
 child protection,
 advocating for children.
 managing concerns and complaints
 Your policy document as a whole, how it will be made
accessible to the educator, how to use it, how it is
reviewed.
 Educator role description
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Reflective questions and answers
At the end of each module there is a set of reflective questions based on the
module topic. Here are some further reflective questions that may assist you in
assessing the educator’s knowledge and determining what further support or
development may be needed. Please note: the answers are not limited to what is
included in the guide.
a) How will you make sure you have access to and can find information as required in the National
Regulations and National Law?
 Keep a hard copy in folder where it is easy to access OR
 Keep copy on the desk top of computer or on memory stick
 Have a link to ACECQA website or Regulatory Authority for quick access.
What is the purpose of the National Quality Standards?
Provide guidance to Services, Educators and Families on the national benchmark for the quality
outcomes for children. The Standards provide a guide to better understand the components of a
quality service and assist the service to complete a self-assessment and plan for improvement by
using the standards to evaluate practice and identify areas of improvement.
b) One child has bitten another child at your service.
When explaining the situation to the parents of the child who was bitten, they demand to know
the child’s name. How would you respond to this parent? Is this a legal or ethical dilemma?
 Explain calmly about the policy around confidentiality
 Reassure them and explain how you comforted their child and how you managed the
behaviour and will continue to guide the behaviour of the biting child
 Discuss developmental stages and that biting can be a sign of a child’s frustration due to not
being able to communicate their needs/wants effectively
o Talk about strategies you will use in future
 Legal dilemma (confidentiality)
c) Yesterday you promised to build a cubby outdoors with the preschool children but it’s raining
heavily.
What actions will you take? Is this a legal or ethical dilemma?
 Ask children if they can suggest an alternative idea
 Build cubby indoors
 Have a conversation with the child to discuss the weather and why it is inappropriate to play
outdoors.
 Ethical Dilemma
d) A parent makes a complaint to your service. Using your services policies and procedures discuss how
you would deal with the complaint?
Depends on the service processes – responses will vary but should include:
 Listen to the parent and try to resolve yourself
 If no resolution, advise parent they can contact the coordinator/director
 Advise coordinator/director of the issue
 Maintain confidentiality
e) In regards to relationships with families what sort of ethical dilemmas do you think could occur
within your service?
Responses will vary but may include:
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f)
When clients are seen as friends
Confidentiality issues
Not feeling empowered to discuss issues of concern in professional way.
Concern that the educator’s own family see and hear things that they may share externally
without understanding the consequences.
Difficulty addressing payment issues because of friendships and thus creating tension and
animosity towards clients.
Disagreement with how the child should be educated or cared for
Cultural differences
How do you understand your responsibilities to be an advocate for children and families when
faced with an ethical dilemma?
The best interests of the child are always the first priority.
g) If faced with an ethical dilemma, who would you talk to, and where will you go to find more
information?
Answers will vary but could include:
 A coordination unit staff member
 A trusted educator mentor, ensuring confidentiality is maintained.
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Module 5: Child Protection
What is it about?
This module focuses on the responsibility of educators to protect children.
It covers many factors for educators to be aware of, including:
 rights and responsibilities regarding children’s safety and exposure
to risk and harm
 recognising or identifying situations where children are at risk
of harm
 the correct procedures and practices for responding to a
child who is being subjected to harm
 behaviours that indicate a concern regarding a child’s
welfare
 the signs and symptoms that indicate harm may be
occurring and the processes to follow when these signs
are observed
 how to support the development of protective behaviours in
children
Tips for further conversation and reflection.
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Conversation with educators about how they feel about this subject.
Explore their feelings and their confidence with dealing with a possible child protection issue if
needed.
Discuss any service specific procedures or documents that are in place for your service
regarding child protection. Also any local child protection agency contact numbers.
Have a conversation around what they would consider “severe” is when thinking about harm or
suspected harm. It is important they understand when immediate action would be required.
You may still want new educators to complete some online or face-to-face training on Child
Protection as part of their Professional Development Plan. If so, you could provide some
contacts.
Reinforce your support of educators through any Child Protection processes.
Additional documents to consider.
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National Quality Standard – Quality area 2 and 5
Philosophy – around children’s rights or protecting and advocating
for children.
Code of Conduct
Policies and procedures on:
 Child Protection
 Child protection processes
 Confidentiality
 Child Protection professional development for educators
Local contact numbers for Child Protection agencies
Forms to be used to record suspected harm to a child
Reflective questions and answers
At the end of each module there is a set of reflective questions based on the module
topic. Here are some further reflective questions that may assist you in assessing the
educator’s knowledge and determining what further support or development may be
needed. Please note: the answers are not limited to what is included in the guide.
a) How will you ensure children are protected whilst in your care, including while on an excursion?
Undertake risk assessment process – if going on an excursion, risk assessment is undertaken prior to this
event. The environment in which care occurs must be assessed to identify hazards and associated risks
and written plans developed detailing controls to be implemented.
b) What are the indicators of Physical Abuse?
 facial, head and neck bruising
 lacerations and welts from excessive discipline or physical restraint
 explanation offered by the child or young person not consistent with the injury
 other bruising and marks which may show the shape of the object that caused it (e.g. a handprint, buckle)
 bite marks and scratches where the bruise may show a print of teeth; experts can determine
whether or not it is an adult bite
 multiple injuries or bruises
 ingestion of poisonous substances, alcohol, drugs
 dislocations, sprains, twisting
 fractures of bones, especially in children under three years
 burns, especially on the back of the legs, lower legs or buttocks consistent with immersion
and scalding
 head injuries where the child or young person may have indicators or drowsiness, vomiting, fits
or retinal hemorrhages suggesting the possibility of the child having been shaken
c) What are the indicators of Neglect?
 poor standards of hygiene
 scavenging for food or hoarding food
 extreme craving for adult attention and affection
 excessive anxiety about being abandoned
 excessive self-comforting behaviour e.g. rocking
 non-organic failure to thrive
 unexplained delay in reaching developmental milestones
 general appearance of neglect – dirty clothing, unclean appearance, poor skin tone, poor hair
condition
d) How will you know if a child in your care is at risk of, or is being harmed?
 Changes in behaviour of child towards family members
 Changes in their behaviour while in care
 Changes in parent behaviour towards the child
 Changes in parent situation that places additional stress on the family and where no support is
available
 Children with behavioural or developmental delays are more likely to be at risk of harm.
e) How will you react to a disclosure of harm from a child?
 Remain calm
 Move child to a place where there is some privacy if possible
 Listen to the child without adding any of your own thoughts
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f)
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Ask open ended questions only if required
Tell the child you will be reporting this to the service who will be able to help them
Document the discussion as soon as possible – is there a specific form?
Under no circumstances would you discuss this with any family member
Contact the Coordination unit
How will you maintain current knowledge about Child Protection legislation and your legal and
ethical obligations in reporting of harm?
 Attendance at Professional Learning sessions / face to face or online
 Become a member of a child protection organisation which disseminate new information
regularly
 Set goals to read departmental information
 Where required, undertake unit of competency in identifying and responding to children at risk
of harm
Module 6: Work Collaboratively with Families
What is it about?
This module discusses how Family Day Care Educators work independently
are therefore the 'front office' of their business.
It includes how it is important to make a good impression when
meeting both the child and their family for the first time. It reinforces
that first impressions may influence a family’s decision to use their
education and care service and that the initial communication can also
affect the way in which families communicate on an on-going basis.
It discusses how to be effective in working collaboratively with families to care for their child, with
the following headings:
 Establish a positive relationship with family members.
 Exchange information with family members about the child's physical, emotional and
educational care needs.
 Respond to a family member's concern about their child.
 Reach agreement with family members about care practices.
 Facilitate child's transition into care.
Tips for further conversation and reflection.
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Encourage educators to think about how they are going to communicate with new families.
E.g. are they going to have a notice board area, prepare newsletters, use photo boards, have
meetings etc.?
Discuss how they are going to make the child and family feel they belong in their home –
their education and care service.
Discuss how an educator will ensure families are included in and are partners in their child’s
education and care.
Have a conversation about how they are going to collect and put into practice family
feedback on their child’s education and care.
Provide any service specific processes in regards to grievance or complaint management.
Ask how educators are going to explain the importance of their documentation of children’s
learning to families.
Discuss with educators different practices in regards to transitioning and settling new children
and families into care. Ask them to think about how transitioning and settling may best work in
their home.
Additional documents to consider.
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National Quality Standards Quality Area 6
Philosophy in regards to forming and maintaining partnerships
with families
Policies regarding
 Relationships with families
 Communication
 Family involvement with the service
 Responding to family concerns
 Grievance Procedures
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The FDC service’s Family Handbook or information package.
Information given to families regarding educator’s routines, documentation of children’s
learning, excursions etc.
Reflective questions and answers.
At the end of each module there is a set of reflective questions based on the module
topic. Here are some further reflective questions that may assist you in assessing the
educator’s knowledge and determining what further support or development may be
needed. Please note: the answers are not limited to what is included in the guide.
a) What are some of the means of communication you think you will use in your service?
Answers will vary but could include: Communication books, verbal exchange, text messages, own
Facebook page, child portfolio, newsletters, noticeboards, notes, letters etc.
b) What steps will you follow in your orientation process for new families?
Steps may include but not limited to:
 Introduce self and family members residing in the FDC home (or tell parents about family
members if they are not at home)
 Provide information about the service that will be provided
 Interview family about their needs
 Encourage families to complete a process of – “about me” (their child and family background –
what is important to know about your family)
 Discuss the parents’ expectations of the education and care that will be provided and the
expectations of the educator
 Discuss fees and care requirements
 Take for a tour of the environment
 Highlight planning and documentation
 Discuss transition arrangements and how this would work best for their child
c) What are some key cultural considerations you would need to keep in mind when interviewing a
new family potentially entering your education and care business?
 Cultural preferences – child rearing practices, religious requirements (including food choices
and preparation, rest and sleeping, toileting)
 Language – significant words
 Communication – how to communicate in an effective way
 If English is not the first language and parent is not able to read English words, looking for an
alternative or engaging an interpreter.)
d) What are the key things you need to consider in building and maintaining collaborative relationships
with families?
 Open honest communication
 Invitation to share in decision making
 Collaboration – sharing in a way which invites feedback
 Listening to and clarifying messages
 Have mutual respect for each other
 Work towards the same goals
 Co-operate with rather than compete with each other
 Be willing to consider the other’s point of view
 Communicate effectively with each other
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Value each other’s role in caring for the child
Develop a balance of ‘power’ – both parties are equally important
Have confidence in each other’s desire to do their best for the child
Want to keep the other person fully informed about the child
e) How will you ensure families are involved in your service?
 Making it very clear at enrolment/interview that their involvement in the service is very
important
 Inviting their participation by sharing their child’s day
 Including families in decision making
 Having open days and events where parents can be involved and invited
 Communicating the importance of participation in the outcomes for their child
 Sharing the day via photos and text through the day
 Encouraging them to actively participate in the planning and collecting data about their child
 Sharing newsletters and topics of interest with families
f)
Martin and David are twins. Their mother, Lisa, is 19 years old and a substance abuser. The children
have been in and out of foster care since birth. Lisa is often late arriving with the twins and late in
collecting them – sometimes she 'forgets' to collect them. Today, her latest boyfriend arrives to
collect the boys. When the Educator refuses to release the children into his care, explaining that
he is not authorised to collect the children, he becomes verbally abusive.
When reading the scenario above, identify what factors you would find challenging?
 Parent is substance abuser so will have different priorities – may not put the needs of her
children first
 Multiple partners means that twins are not in a stable environment and may be exposed to, or
subjected to abuse/domestic violence
 Parent does not respect service policies and procedures
 Neglect of children
What knowledge and resources could you use to guide your practices when working with this
family?
 Service policies and procedures e.g. working with families, anti-bias, collection of children
 Code of Ethics e.g. respecting family choices
 National Law & Regulations
g) Emma is asthmatic and has allergies to many foods. She has spent a lot of time in hospital and
her parents are concerned that she does not mix well with other children. They would like to
book her into your service two days per week. Emma tells her parents that she doesn't want to
go to Family Day Care and clings to her mother during an initial enrolment interview. Emma’s
mother expresses concern about your ability to identify and respond quickly to an asthma
attack. You can see that Emma’s mother is looking very tired and stressed.
Identify the Key concerns of parent
 Child does not mix with peers
 Anxiety at staff’s ability to respond promptly to Emma’s asthma
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What Questions could you ask this parent to assist her to feel confident in your ability to
care for Emma?
Ask about Emma’s asthma management plan
Enquire how the parent calms Emma when she is having an asthma attack
Ask about Emma’s experience with same age peers
Find out about Emma’s interests/strengths so that experiences can be planned to support
interactions with peers
Module 7: Work Health and Safety
What is it about?
This module explains that there are Work Health and Safety standards which
must be complied with by educators in an education and care service.
Education and Care Services legislation, National Standards, and FDC service
specific policies and procedures assist the Educator with running a successful
education and care service.
It is important that Educators are aware of their Work Health and Safety
responsibilities to ensure that a safe and healthy workplace is maintained
for them and for the children and families who attend their service.
The objective of this module is to emphasise the importance of
maintaining WHS standards in the FDC home. Wherever an
education and care service is being conducted, that environment
(the home, the car…) becomes a workplace.
This means that Work Health and Safety legislation and codes of
practice apply at all times children and their families are present. Under
WHS legislation, the Educator is considered a Person Conducting a Business
Undertaking (PCBU) and the legislation applies.
Tips for further conversation and reflection.
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Discuss WHS issues that could be pertinent to the educator’s own setting as well as while on an
excursion.
Discuss any processes for WHS documentation, such as recording or reporting of WHS issues,
WHS meetings and information about the person in charge of WHS issues (if applicable) at your
service.
Discuss the importance of safe environments, equipment and storage of dangerous
items/substances.
Provide service specific information on hazard identification and risk assessment that educators
need to use within your service.
Have conversation around stressors for the educator and how they manage stressful situations.
Discuss processes involved with management of emergency situations and emergency evacuations.
Additional documents to consider.
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National Quality Standard – Quality area 2
Service specific Policies and Procedures:
 Work Health & Safety policy and procedures
 Hazard and risk identification, assessment and minimization
 Safe environments
 Safe plants
 Pets
 Excursions
 Incident, injury and illness
 Dealing with emergencies including evacuation
rehearsal, lock-down procedures
 Emergency procedures including training with emergency
equipment
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 Poisons and chemicals in the home e.g. choosing least toxic cleaning agents
 Safe storage
 Educator self-care
Service specific forms:
 forms/procedures/guides/calculators for Hazard and Risk identification, assessment,
minimisation
 Safe environment audits/checklists
 Excursion forms/procedures
 Incident, Injury & Illness report forms
 List of required safety equipment e.g. fire extinguishers, fire blankets
Reflective questions and answers.
At the end of each module there is a set of reflective questions based on the module
topic. Here are some further reflective questions that may assist you in assessing the
educator’s knowledge and determining what further support or development may be
needed. Please note: the answers are not limited to what is included in the guide.
a) What do you see as your primary work health and safety responsibilities?
Educator may respond in the following way
 Maintenance of a work environment that does not pose risks to health and safety
 Provision and maintenance of safe equipment (PPE – personal protection equipment – gloves,
glasses etc.)
 Maintenance of safe systems of work (manual handling and health hygiene processes)
 Supporting others in the safe use, handling and storage of equipment, and substances
(chemicals) – family member and clients
 Supply of adequate facilities for the welfare of others including access to those facilities
(toilets, hand basin and dish washing facilities)
 Provision of any information, instruction or supervision that is necessary to protect all persons
(where clients/family members are involved, clear instruction on what they are and are not
able to do – supervise children)
 Protect the health of workers and ensure the conditions at the workplace are monitored for
the purpose of preventing illness or injury of workers arising from the conduct of the business
or undertaking (checklist – daily checks).
b) Who do you think is affected by work health and safety issues at your service?
Myself as the educator, children, families/clients, other visitors, Coordination unit staff, own family
members.
c) How will you make sure your home complies with work health and safety requirements?
Make sure I have all the information about WHS from my Coordination unit. Discuss work health and
safety with my own family, clients and children to ensure all people are aware of the requirements.
Undertake a safety check daily before education and care occurs and throughout the day.
d) What processes will you put in place to ensure that your environments and your practices provide
a safe space for you to work in?
Use a checklist daily to ensure the workplace is safe and complies with the FDC service requirement.
This could include a walk around check of the environments children will use that day. Consider
evaluating the checklist to determine effectiveness.
Discuss any WHS issues I come across with Coordination unit staff to collaborate on the issue.
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e) Provide a list of the hazards that you believe are present in your home. Then add how you will
control (minimise), isolate or eliminate those risks for yourself and children.
Responses might include the following:
 Doors and Gates being left unlocked – keep locked and open for visits (relock afterwards)
 Unauthorised collection of children – requires an authorised person – check details
 Chemicals not being inaccessible to children – purchase and fit required child proof locks
 Child-proof gates not locked or secure – check daily to ensure security and ability to support
child’s weight
 Stairs – child gate top and bottom – gate in place and is securely fitted
 Glazed areas (glass) – protection film applied, or made inaccessible to children
 Sharp knives – make sure inaccessible to children in locked cupboard or high shelving
 Storage of medicine – lock on fridge or inaccessible
 Power points – purchase and fit electricity socket covers
 Blind cords – rolled up every day during safety checklist
 Bumpers on cots – removed
 Cross infection (nappy changing, nose wipe, toileting) – using PPE
 High forts and equipment - provide soft fall and supervision
f)
What are the four steps to follow when identifying potential risks?
1. Identify all hazards in the workplace
2. Assess the risk of each hazard
3. Control or manage the risk
4. Monitor and improve safety
g) Understanding the symptoms of stress and fatigue will help you to reflect on your own responses
to stressful situation and issues. Understanding what causes your stress and fatigue also allows
you to address those areas and lessen your stress load.
What measures you would put in place to reduce the likelihood of this occurring?
 Regular exercise
 Planning for regular holidays
 Time out to relax away from the care environment
 Discuss concerns with coordination unit
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FDC Terminology – Glossary of Terms
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Administer - Manage and be responsible for the running of (a business, organization, etc.), Dispense
or apply (a remedy or drug)
Advocate (advocacy) – a person who intercedes on behalf of another (In this case children)
Agency – being able to make choices and decisions, to influence events and to have an impact on
one’s world.
Allergens - any substance, which induces an allergy: common allergens include pollen, grasses,
dust, and some medications.
Anaphylaxis - An acute allergic reaction to an antigen (e.g., a bee sting) to which the body has
become hypersensitive.
Approved Learning Frameworks – particular documents within the National Quality Framework
which outline practices that educators and coordinators use to support and promote children’s
learning. (Early Years Learning Framework, My Time Our Place)
Approved Provider – the holder of a provider approval through the Regulatory Authorities. The
person or people responsible for the compliance management of education and care services.
Assessment and Ratings – a process all education and care services are taken through by
Regulatory Authorities to assess their level of quality care for children.
Attachment - An affectionate relationship between two people.
Attendance Record – a legal document which records times of children’s entering and leaving an
education and care service.
Autonomy - freedom to determine one's own actions, behaviour, etc.
Child and Family Support Officer – a person in a support agency who supports families and
children in multiple ways in a local area.
Child Restraint - A device used to control and protect a child in a motor vehicle.
Conscientious – wishing to do what is right, especially to do one’s work or duty well and
thoroughly.
Context -The circumstances that form the setting for an event, statement, or idea, and in terms
of which it can be fully understood and assessed.
Coordinator – The staff in the service office that support educators to manage their education
and care businesses.
Coordination Unit – Also sometimes referred to as the Service – The office out of which
coordinators work upholding the service approval granted to the Approved Provider.
Cue - is a stimulus to do something.
Cultural – relates to the shared knowledge and values of a society.
Curriculum – in the early childhood setting curriculum means all the interactions, experiences,
activities, routines and events, planned and unplanned, that occur in an environment designed to
foster children’s learning and development.
Disclosure – The action of making new or secret information known (A child telling you about
possible harm)
Dispositions - enduring habits of mind and actions, and tendencies to respond in characteristic
ways to situations, for example, maintaining an optimistic outlook, being willing to persevere,
approaching new experiences with confidence.
Duty of care – A moral or legal obligation to ensure the safety or well-being of others
Early Years learning Framework – a document that assists educators to provide young children
with opportunities to maximize their potential and develop a foundation for future success in
learning.
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Educator – early childhood practitioners who work directly with children in education and care
settings.
Education and care service – An early childhood setting which provides education and care to
children under school age, school age or both age groups. E.g. Family Day Care, long day care
centres, occasional care, outside school hours care etc.
Ethics - Moral principles that govern a person’s or group’s behavior.
Ethnic - relating to national and cultural origins
EpiPen - a needle fitted into a tube that looks like a pen, used for putting a drug into someone
who is having a severe allergic reaction to something.
Exploitation - unfair treatment of someone, or the use of a situation in a way that is wrong, in
order to get some benefit for yourself.
Facilitate - Make (an action or process) easy or easier
Family Dynamics – Inter-relationships between and among individual family members.
Formula – a powder made into a liquid as food (milk) for infants.
Framework for School Age Care – a document which is used by educators to extend and enrich
the wellbeing and development of school age children in education and care settings.
GST – Abbreviation for Goods and Services Tax
Harm - Harm to a child is any detrimental effect of a significant nature on the child. Harm can be:
physical, psychological, emotional, or sexual.
Fostering – encouragement, aiding the development of someone or something.
Immunity - the ability of a child to resist disease through the activities of specialized blood cells
or antibodies produced by them in response to natural exposure or inoculation.
Infant - a child at the earliest stage of its life; baby
Intentional Teaching – involves educators being deliberate, purposeful and thoughtful in their
decisions and actions. Intentional teaching is the opposite of teaching by rote or continuing with
traditions simply because things have always been done that way.
Interactions - If you interact with someone––by talking, looking, sharing, or engaging in any kind of
action that involves the two of you––you can be said to have had an interaction with that person
(child).
Kindergarten (Pre-prep) - A child in kindergarten (Pre-prep) is not yet of school age.
Learning – A natural process of exploration that children engage in from birth as they expand
their intellectual, physical, social, emotional and creative capacities. Early learning is closely
linked to early development.
Learning Framework – a guide which provides general goals or outcomes for children’s learning and
how they might be attained. It also provides a scaffold to assist early childhood settings to
develop their own, more detailed curriculum.
Legionnaire (style hat) - A cap with a flap of material around the sides and back which covers ears
and neck.
Legislation - is the act or process of making or enacting laws.
Life Skills – having the ability to cope with stresses and challenges of daily life, especially in
communication and literacy, decision making, occupational requirements, problem-solving, time
management and planning.
Literacy – in the early years, literacy includes a range of modes of communication including
music, movement, dance, storytelling, visual arts, media and drama, as well as talking, reading and
writing.
Mandatory - Required by law or rules; compulsory.
Manipulative Play – play which involves children using small muscles in their fingers and hands to
manipulate objects, pieces, materials etc.
Micro-organisms - any organism too small to be viewed by the unaided eye, such as bacteria,
protozoa, and some fungi and algae.
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Modelling (Role model) - A person or thing regarded as an excellent example of a specified
quality
Nurturing – the act or process of promoting the development of a child
Orientation - A program of introduction for newcomers.
Parent – can refer to family members, guardians etc.
PAYG – stands for Pay As You Go in regards to taxation.
Philosophy - A theory, attitude or written document held by a person or organisation that acts as
a guiding principle for behaviour.
Play-based Learning - A context for learning through which children organise and make sense of
their social worlds, as they engage actively with people, objects and representations
Policy - A course or principle of action adopted or proposed by a government, party, business, or
individual
PPE – Personal Protective Equipment. e.g. gloves
Regime - A system or planned way of doing things.
Regulation - is a rule put in place by some authority, such as a government.
Risk Assessment - A systematic process of evaluating the potential risks that may be involved in a
projected activity or undertaking.
Routine - A sequence of actions regularly followed; the way you set out the day for children.
Scaffold – the educators’ decisions and actions that build on children’s existing knowledge and
skills to enhance their learning.
School age children – Children old enough to attend formal schooling. i.e. Prep year and upwards.
Separation Anxiety - Anxiety provoked in a young child by separation or the threat of separation
from their mother.
Socioeconomic - of, relating to, or involving both economic and social factors.
Supervision - the action or process of watching what children do to make sure they are safe.
Symptom - any feeling of illness or physical or mental change that is caused by a particular
disease.
Toddler - a young child, usually one between the ages of one and two and a half
Transitions: the process of moving between home and childhood setting, between a range of
different early childhood settings, or from an education and care setting to full-time school.
Transparency – Being candid, open, or frank in your business dealings
Vaccination – To treat with a vaccine to produce immunity against a disease; inoculate.
References
Kearns, Karen. (2010) Working in Children’s Services Series: Birth to Big School 2 nd Edition, Pearson
Australia.
Kearns, Karen. (2010) Working in Children’s Services Series: The Big Picture 2 nd Edition, Pearson Australia.
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