SKILLS FRAMEWORK FOR EARLY CHILDHOOD

TECHNICAL SKILLS AND COMPETENCIES (TSC) REFERENCE DOCUMENT

TSC Category Families and Community Partnership

TSC Family and Caregiver Engagement

TSC Description Recognise the central role of the family in every child's life and develop strategies for family engagement, nurturing trust and rapport building capabilities in a family to enhance child’s
developmental outcome
TSC Proficiency Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Description ECC-DCH-1004-1.1-1 ECC-DCH-2004-1.1-1 ECC-DCH-3004-1.1-1 ECC-DCH-4004-1.1-1 ECC-DCH-5004-1.1-1 ECC-DCH-6004-1.1
Facilitate the involvement of Support families and Engage families and Develop partnerships with Establish partnerships with Drive culture of strategic and
families and caregivers in caregivers in shaping the caregivers through the families and caregivers parents and families to sustained collaborations
collaborative programmes development of their Centre’s collaborative develop a climate of care, with families and caregivers
children under supervision programmes and activities respect and trust among to support the development
to guide them in decision Early Childhood and Early of children across Centres
making for the child Intervention teachers,
families and caregivers
Knowledge  Protocols for working  Role of families or  Family characteristics  Strategies to develop  Key trends and best  Strategies to establish
with families and caregivers in supporting and influences and strengthen home- practices for professional
caregivers a child’s development  Methods to facilitate Centre partnerships strengthening home- collaborations with
 Concepts of inclusion,  Communication home-Centre  Strategies to plan Centre partnerships parents and families
equity and fairness for techniques and collaboration collaborative classroom  Engagement platforms  Engagement platforms
children, families and strategies to build  Methods to plan programmes and for collaboration for collaborations
caregivers relationships with collaborative classroom activities with families between families, between the Centre and
 Methods to promote families and caregivers programmes and and caregivers caregivers and Centres families
family involvement and  Diversity in family activities with families  Impact of continuity of  Types of family and  Key considerations when
engagement structures, beliefs, and caregivers care and education caregiver involvement designing platforms for
 Communication methods culture, dynamics and  Methods to engage between home and  Needs and priorities of exchange of information
and principles of active backgrounds families and caregivers Centre families and caregivers
listening for family and  Benefits of family that promotes positive  Range of community in Early Childhood and
caregiver engagements involvement learning outcomes for resources Early Intervention
 Confidentiality principles  Resources available to children settings
 Family-centred practices support families and For LSEd and EI  Range of community
and principles caregivers  Strategies to engage initiatives and
 Methods to ease  Methods to coach and coach families and stakeholders
transitions from home to families and caregivers caregivers
Centre and within the  Types of programmes
Centre and activities to engage
families and caregivers
Abilities  Use appropriate modes  Identify family or  Educate families or  Plan and implement  Plan and implement  Develop collaborative
of communication to suit caregiver concerns and caregivers on child engagement platforms collaborative Centre- projects that engage the
the needs of families and priorities development and the for the exchange of wide projects that create community to support
caregivers  Respond appropriately factors that impact the information among Early opportunities to engage families and caregivers
 Gather feedback from to concerns of families or development Childhood and Early families and caregivers  Establish mechanisms
families and caregivers caregivers about their  Facilitate informed Intervention teachers,  Evaluate support needs and platforms that
during engagements children choice and decision families and caregivers of families and promote feedback and
 Respect cultural  Facilitate mutual making by families or  Evaluate the caregivers to determine ongoing communication
backgrounds, strengths exchange of resources, caregivers effectiveness of

©SkillsFuture Singapore
Effective Date: June 2021, Version 1.0 Page 1 of 2
 SKILLS FRAMEWORK FOR EARLY CHILDHOOD
TECHNICAL SKILLS AND COMPETENCIES (TSC) REFERENCE DOCUMENT
and individuality of information and
families and caregivers feedback about children
 Maintain confidentiality through regular
and respect families’ and interactions with families
caregivers’ privacy rights and caregivers
 Work with families and  Identify relevant
caregivers to support community resources to
children’s transitions support family and
from home to Centre and caregiver engagements
within the Centre  Plan and implement
engagement activities
with families and
caregivers
For LSEd and EI
 Assist in coaching
families and caregivers
in class or at home to
support learning and
development of children
Range of Application For small Centres, PL6 applies to the Centre Leaders
©SkillsFuture Singapore
Effective Date: June 2021, Version 1.0
 Build rapport with collaborative projects in appropriate engagement between Centres and
families that encourages supporting the children, methods community stakeholders
mutual exchange of families and caregivers  Determine the scope  Drive strategic planning
resources and  Facilitate family or and type of involvement and implementation of
information about caregiver education and engagement family and community
children programmes that required of families and engagements
 Assess effectiveness of strengthen family and caregivers  Establish standards of
communication and caregiver role and  Develop engagement practice for
engagement methods involvement in childcare platforms, groups and engagements with
based on feedback and education feedback channels for families, caregivers or
received from families  Leverage on community educators, families and community stakeholders
and caregivers resources to support caregivers to interact  Establish shared
 Promote positive families, caregivers and and build trusting networks of community
learning outcomes for children relationships stakeholders for the
children through  Empower families and  Monitor ongoing Centres
engagements with caregivers as active communication and
families and caregivers team members and exchange of information
 Design activities and equal partners in the between educators,
resources that entire process of the families and caregivers
encourage families’ or interventions and child  Evaluate the home-
caregivers’ involvement learning and Centre-community
in children’s education development engagement platforms
and care  Coach educators to and models
engage and build  Evaluate the interactions
For LSEd and EI capabilities in families and relationships of
 Assess support needs and caregivers to extend educators with families,
and the gaps in the children’s participation to caregivers and
families’ or caregivers’ family and community community stakeholders
understanding of child life
development based on For LSEd and EI
their concerns and  Determine the skill levels
priorities and capacity of families
 Coach families and or caregivers to support
caregivers to support the child development
learning and
development of children
Page 2 of 2