Early childhood supports

The child

Each child participant is able to access supports that respect their legal and human rights, support their development of functional skills and enable them to participate meaningfully in everyday activities with their peers.

• Providers must demonstrate knowledge and understanding of each participant's legal and human rights and take action to incorporate those rights into everyday practice.
• Implement practices and procedures to manage risk with a focus on create a safe environment for children.
• Compliance with all relevant state and territory legislation relating to the reporting of risk of harm of children.
• Facilitation of the participant's support network in the participant's development.
• Alternative arrangements for the continuity of supports for each child participant should be explained and agreed with them (taking into account their capacity to understand and agree to alternative arrangements) and with their family.

The family

Each family receives family-centred supports that are culturally inclusive, responsive, and focus on their strengths.

• Each support plan is centred around the child with family choice and control with collaboration from the family.
• The family's expertise and knowledge abou their child is recognised and respected.
• The family's needs, strengths and priorities are identified by working together with the family.
• Each support plan is flexible and should reflect the child and family's preferences and learning styles.
• Each support plan is culturally responsive and respectful of the family's cultural beliefs and their community.
• Information and supports are provided in a clear, easy to understand and flexible manner by including support in the child's everyday routine.
• The Strengths of the family are promoted and the family is assisted to develop their own network of formal and informal resources.
• Work is undertaken with the family to inform and strengthen their participation in and contribution to the child's learning and development.

Inclusion

Participants should be able to access supports that engage their natural environments and enable inclusive and meaningful participation in their family and community life.

• Assessment of the participant child's development focuses on their functions in everyday routines and activities in their natural learning environment.
• A child's inclusive, meaningful and active participation in their family and community life should be promoted.
• Links with each family's community and other support agencies should be built upon.

Collaboration

Each participant receives coordinated supports from a collaborative team comprising their family, the provider and other relevant providers to facilitate their development and address the family's needs.

• If the family wishes to engage with a worker, the provider will work with the family and other providers to identify a suitable key worker.
• Close collaborative links with the family and other collaborating providers are established to coordinate the team around each child.
• With consent from the family, information, knowledge and skills may be communicated and shared between providers to better assist the family.
• Where relevant collaboration between supports and services is undertaken to ensure appropriate transition / exit plans are in place to meet the needs of each child and their family.

Capacity building

Participants receive supports that build the knowledge, skills and abilities of the family and other collaborating providers to aid in the child's learning and development.

• Work is undertaken with the support network in each child's life to build their capacity to achieve functional outcomes identified in the support plan.
• BUild up family's confidence to understand how their family routines and everyday activities can support their child's development.
• The capacity of the child, family and collaborating providers involved is built through coaching and collaborative teamwork.
• Collaboration is undertaken to affirm, challenge and support the child, family and collaborating providers to further develop their skills, improve practice and relationships.
• Feedback and learnings from the child, family and other professionals is used to improve support delivery.

Evidence-informed practice

Participants should receive evidence-informed supports from the provider with quality standards and validated practice.

• Intervention strategies are based on explicit principles, validated practices, best available research and relevant laws and regulations.
• Appropriate information, knowledge, skills and expertise are in place to deliver quality supports to each participant's support network.
• Knowledge and skills are maintained through continuous professional development, ongoing self reflection, self assessment and monitoring of practices.

Outcome-based approach

Participants should receive supports that are outcome-based and goal-focused.

• Functional outcomes for the child and their family should be based on their needs and priorities.
• Each Child should have a documented support plan that describes the interventions and their functional outcomes.
• The family should be actively involved in the assessment of the child and the development and review of their support plan.
• A copy of the support plan should be provided to the family in a language and mode of communication that they are most likely to understand.
• Functional outcomes should support the child's meaningful participation in family and community life.
• The assessment, intervention planning and outcomes for the child and the family are measured, evaluated and reported in ways that are meaningful to, and understood by the family.