Many of the educators that I talk to, or the services that I visit, worry that they are always adding to their workload and having to do documentation that meets the needs of the families, and more documentation that meets the needs of the NQF and more documentation that suits the communication style of their educators.
With all the technology that exists today and the way that it is utilised to share information, communicate with others and create instant connections, we often find ourselves using this technology in our services. It is worth considering how you use technology and social media in your service to meet compliance and also support evidence of this. This can prevent you from doubling up on work or allow you to reframe what you currently do in line with the requirements.
An example of this is the use of multiple apps, programs and software types available to share updates on what children have been doing that day within the service. This has developed over time as a means of building relationships with families and allowing them to feel connected with their children when they are at work or occupied elsewhere. Lots of these examples also meet the criteria of the regulations in that they share with families information about their child’s engagement in the program. If you are doing this already, do you also need to do a daily diary? Is this duplication and yet another thing that takes educators away from the children? Consider how what you are currently doing meets the requirements, how you share with families that they can access the digital information, and what you do if there is a family who does not have access to the digital version.
Another example is the use of closed Facebook pages, group chats and email chains between staff that tick the boxes for reflective thinking, collaborative work, sharing knowledge and skills, affirming and supporting each other, and communicating in a way that is respectful and professional. If you are already doing these things and it is working well for your team, acknowledge this and identify these types of communication as evidence for so many different areas of the NQF.
It is not always about doing more, it is often just about reflecting, reframing and realising what you are already doing in your own way and how this already meets the requirements. The added benefit of these examples is that you have tangible evidence to produce through screen shots and emails that you can print out and provide for assessment and ratings.
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