C212 Opportunities for parents

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Criterion C212 Guidance

Criterion C212

Regular opportunities (formal and informal) are provided for parents to:

communicate with educators and coordinators, about their child, and share specific evidence of the child's learning and
be involved in decision-making concerning their child’s learning.

Curriculum criteria documentation required

Guidance

Discussions and decisions about children's progress and achievements should include collaboration with parents and whānau. They should contribute their expert knowledge of children's capabilities and interests at home, in other settings, and the early learning service.

The learning and development of mokopuna is enhanced when culturally appropriate ways of communicating are used and when parents and whānau, and the community are encouraged to participate in and contribute to the curriculum.

The expectation is that each early childhood service will use Te Whāriki as a basis for weaving with children, and parents and whānau its own curriculum priorities of valued learning, taking into consideration the aspirations and learning priorities of hapū, iwi and community, and reflect these in practice.

Portfolios and e-portfolios, and individual assessment journeys documenting children’s learning are a useful way for educators and coordinators to follow children’s progress and interests and extend their learning. They also provide another opportunity for parents and whānau to engage with their children’s learning and contribute their own observations and suggestions.

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Things to consider

How do we share information about a child’s day?
How do we acknowledge the role of parents and whānau as partners in observing and evaluating their children’s learning and development?
How do we empower parents and whānau to actively participate in decisions that affect the education of their children? How do we ensure these processes are effective?
How are parents and whānau rights to contribute to decisions about their children’s learning recognised and enacted?
In what ways can parents and whānau communicate in our setting?
How effective are the ways we engage with parents and whānau? How do we measure this?
How do we encourage parents and whānau to enquire about their child’s learning and development?
How do we ensure that parents and whānau understand the practices and procedures of our service?
How do we encourage parents and whānau to be involved in the development of policies and procedures?

The link below gives educators, coordinators, and service providers more information, advice, and guidance to support implementation of the licensing criteria.

Te Whāriki Online – Tāhūrangi