Early childhood educators serve dual clients in their profession – the children they work with every day and the family members they greet each morning and end of day. ECE programs focus the majority of the content covered on meeting the needs of young children, with only a surface look at the issues families may deal with and the strategies to support families. This research looks at the ways that ECEs new to the field interact with families as compared to the comfort level of experienced ECEs.

All people benefit from a sense of belonging, to their families, culture and communities. It is especially important in the case of parents caring for young children. Parents need to feel supported by family, friends, the community and by service providers. This module discusses the many things that service providers can do to foster a sense of belonging in Aboriginal families with young children, connecting parents to the information and supports that they need in a respectful and caring manner, and acknowledging their strengths.

In response to the values and issues raised in the previous module, this module provides approaches and strategies that can reduce discrimination and exclusion in early childhood, making your centre or program safe and inclusive for each child, family and staff member. Young children observe and imitate the attitudes and behaviours of the adults in their environments; they internalize what they see important adults doing and repeat the behaviours in similar situations.

Relationships may well be the most important component in a quality infant and Toddler program. Giving careful consideration and planning to optimize responsive relationships through primary-caregiving assignment benefits children, families and caregivers by allowing relationships that are more in-tune with infants’ unique needs.

A fast-growing body of evidence points to how crucial it is for children to form not only a positive sense of individual identity, but also to feel a sense of belonging with others in order to develop a positive group identity. Positive identity formation may be jeopardized when children are placed in group care and education settings where practices are contradictory to the practices of the family and home environment. All educators of young children need to consider when they are placing children at risk.

Early childhood educators are often the front line for experiencing the impact of separation and divorce on children. In addition to providing support to upset children, they are often times drawn into the actual custody and access dispute of the parents. This module discusses working with both parents and children of divorce.