Relationships are so multi-faceted and pivotal to all development potential. We often refer to the fact that children learn with and through social interactions, and as such, the potential at an Early Childhood Service is infinite. The family / service relationship is of primary concern to the child - knowing that there is mutual trust, reciprocated discussions, and shared interest in the child is a large element of successful transitions and is a big step to healthy social emotional development. By knowing a child, we pave the way for responsive relationships that feed from individual interests as well as community cultures and family values.
In exactly the same way, the relationships within our teams have a subtle yet undeniable impact on the children within our services - and can certainly upset and sometimes break potential development if discordant. The following, based on a model of change developed by Ambrose and referred to in the Does This Child Need Help? training (contact ECIA NSW for more information), can be a positive way to approach team development and ultimately support change whilst maintaining whole-service and individual member integrity:- Share a vision and develop it together. The power behind 'ownership' of philosophy, drive and vision is behind drive and commitment. It also provides for direction, objectives and outcomes. A team approach to the vision, or at the least a team shared understanding of the vision, is important for consistent responses to children, families and future team support. Without shared Vision, will be confusion.
Incentivise your team members by listening to them in the first place and finding ways to support development that is meaningful to the individual person. Without recognising incentives, we may find resistance among us.
- Skills within any one team are varied and should be celebrated. Finding out strengths and interests to build upon, as with children, provide opportunities for positive experiences to highlight. Being part of a team means your own skills should be recognised, and by offering them, you will become valued and recognised for you. Sharing roles, will promote children initiating positive interactions with all educators at some point and would also promote a smooth running session. Without recognising and utilising the variety of skills available within the team members, anxieties may develop.
- Resources do not have to be excessive nor expensive. Human resources are sometimes what we crave most, however and may be difficult to find funding to increase. The resources that we do have need to have meaning and be used well. They should also be shared. Resources that come from training (including the knowledge), are a great place to start. A strong team would be interested in hearing from and sharing with colleagues their newly found information. A good system for sharing should be encouraged and would certainly make a stronger interest in what is being used, how and why. Frustration can occur if resources are not available, shared, or cared for.
- Action Planning with goals, desired outcomes, achievable timelines and identification of how to monitor change, will provide consistency and direction. It will also be the element that enables all adults to know what they are doing and enable confidence to explore and grow with the children's interest. Without an action plan, we would experience separate directions. 