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This is a common issue in the field - shifting focus on to the child

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? child-centred practice in a family context. Playgroups plus home visiting together have been an outcome that have supported child focus in the past

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change to child and family-centred practice to emphasise this approach rather than just family-centred?

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workers in the field often good at social cohesion but may struggle to understand that child needs to be supported

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Other extreme is where ECEs focus only on the child and are challenged with bringing family / parents in together

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SPgs are a service focus for families not always accessing other ECEC

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What are the basic skill set here needed in terms of engaging with children - these could be forged as key parenting messages as well. Demonstrated to families

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E.G 3 A playgroups - very simple clear messages

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these may relate to what the outcome / intention for the SPg is at the organisation level - can they articulate this? This could drive / give permission for facilitators to address these issues. Child as constant, parent or other adult as the opportunity

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goals / outcomes for playgroups at the organisational level are important - would this be at the group or family level? may depend on the context of how the group has developed and the setting - ideal from the organisation level as an overarching idea

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this really matters as it acts as a model to families about what can work and what is safe

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the environment and the space as part of the purpose and support for the family and as 'the teacher'

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how is the space set up to be welcoming and create atmosphere? - this needs to encourage families to be involved together

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Knowing the families, age of children, and their wishes in terms of size of group matters - families might connect to the type / format that they feel most comfortable

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outreach on different country to engage different mobs is important - to meet the needs playgroups need to be aware of these and outreach to different countries

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families will have different views on what they are comfortable with - and this will relate to what their purpose in attending the playgroup is

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"providing developmentally appropriate practice with children and sharing this with families" ? - this makes the intent more clear

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physical health is missing - important because of AEDC - GMS, FMS, diet, phys activity, sleep - there are some models for this incl Have Fun be Healthy and Uni of Wool work and paper from SLR

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some ECEC services starting to think about sustainability of current model and supported playgroups as a potential new platform for them

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attachment - relationships between adult and child - missing from model - high quality interactions

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attachment
connection - community
happiness

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empowering parents as first teachers - positive feedback 'you are doing a great job' - as opposed to other systems that may be giving negative feedback around parenting

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key parenting message - child at centre
phrase - "the child in the family"