Lesson 12: Working with Families
Learning Outcomes Upon completion of this lesson's material students will be able to:
Teaching Children arrive at a classroom door with many people who love and support them. As an educator, one must build relationships with many of that child’s support system. Those individuals want to know that you have their child’s best interests at heart. They want to be reassured their child is learning may things while in a school setting. Family members want to know if their child is being accepted for her uniqueness and supported to develop to her full potential. Families want to make sure their child is respected and informed. While expecting all of these things from a preschool teacher, families want to contribute to their child’s educational experiences. They want to communicate regularly with her teachers. They appreciate a family-friendly environment. Get to Know Children and Their Families Preschool teachers have several options when it comes to meeting families. They can plan home visits or classroom visits prior to a child attending. They can set aside time to meet with families during the first couple of weeks of school. Many educators plan parent-teacher conferences within the second or third month of school beginning. Starting school may be daunting for children and their families as it is the first time a stranger has watched the child. Fear of the unknown and worries about separation from loved ones can affect a child’s behavior and adjustment to school, Building trust with a family is another part of relationship building with children. Children watch their family members. If a family member shows anxiety about leaving a child, she sees this – she may not understand what is happening. However she understands something is not quite right. This affects her day. When a family member trusts the adult caring for the child, there is less anxiety and the child will have fewer fears and have a better day. Something to think about: Family members put a lot of trust in their child’s teachers. Would you be willing to give your car keys, your house keys, or your child to a complete stranger? This is basically what families do when they drop their child off on that first day! When planning for Home Visits, it is important to set a clear time frame for the visit. Communicating with families ahead of time about the time and date of the visit are important. It is also important to let families know that there is no need to entertain the educator. They don’t have to go to any extra effort. As a teacher, one wants to see the home on a typical day with nothing special planned. With this being said, one doesn’t want to appear rude either. Accepting a glass of water when offered is a sign of trust, good faith and the first step to building a strong relationship with the family. There are times when a preschool teacher may ask someone to accompany her on a home visit. Safety is important! Depending on where one lives, two people going to home visits may be a policy. Once an educator arrives at a home, it is important to be polite and courteous. Sit where a seat is offered, offer thanks for allowing one into a strangers home, don’t pass any judgement on the environment and follow the prearranged time schedule. Something to think about: As a home visitor there may be families who make different health choices than one prefers. When scheduling times and dates; plan those for later in the day. Then you can go home and change clothes without passing judgement on any family. Also be aware of peanut butter on chairs or the floor. Please watch the following home visit video. And note the way the teacher speaks slowly and clearly to the child and her mother.
Have an Open Door Policy It is important for families to know they can drop in any time to see what is happening in a classroom. Invite siblings and extended family to visit. Prior to younger sibling’s arrival, make sure smaller items are put up higher on the shelves and make it clear the family member is responsible for his care. However, it is important to make everyone feel welcome, so including the younger sibling in some of the activities is a great trust building gesture. It is important to introduce all visitors to the entire class and teaching staff. Prior to the introduction, you may want to ask them how they would like to be addressed (Grammie Curtis, Miss Jen or Mrs. Smith) Make sure there is a place for the adults to sit comfortably as they watch their child. Share what the child is doing, goals she is working on, or peers she may initiate conversations or ask question. Ask them if they have a special talent they may like to share with all the children or attend an upcoming field trip. Make sure they feel welcome and know they are welcome to come back anytime. Something to think about: Recently a family went to observe a preschool setting that was situated in a public building. The preschool program shared space in a church that offered office hours for church members and the general public to visit. When the director of the preschool made a follow-up call to the family, they responded that they would not be sending their child to the school. When questioned further the family said the open door policy of the program made them nervous because so many people walked by the classroom door. How would you respond? Provide Regular Written Communication Families like to learn what their child is learning in the classroom. This information can be shared in weekly newsletters, on bulletin boards or through classroom websites. In this age of technology, pictures of a child’s building or art work can be sent by text. A child who was crying when a family member left can call that family member to say good bye one more time or to tell the family member he is doing better and busy playing with playdoh. It is important when communicating with families to provide information to educate them on the goals and skills a child is learning. Many parents do not understand that children learn through play. As an educator, one has to provide information to advocate for children’s learning through play. A picture may be included in a newsletter to describe what a child is doing and explain the skills or goals being met. This allows families to see evidence of what children are learning in a classroom. Something to think about: A previous assignment had you create a newsletter. After reading this chapter, is there anything you would change? Create Opportunities for Regular Verbal Communication Regular verbal communication with families helps build caring relationships. As children are being dropped off or picked up, call their family member by name. If a new family member visits, learn that person’s name. During these brief exchanges information about the child may be shared. These conversations should focus on specific information to share regarding a child’s day: praise for helpfulness, growing attention span or initiating a conversation with a peer can be shared. When a need arises to speak with a family member arises, remember to set up times for more lengthy conversations at a later date so families have privacy to address any concerns. The purpose of that conversation may include:
Establish a time frame for the conversation. That allows for a focused discussion, to the point, and respectful to the families and the educators busy schedule. As one is speaking it is important to keep an eye on the time to stay within the prearranged time frame. Prior to the conversation ending, thank the family member for working together for a solution, and determine how communication will continue between both individuals. Provide Many Opportunities for Family Participation It is important to provide families with opportunities to participate in a classroom. It is equally important to be specific on the volunteer expectations. Some family members can walk right into a classroom and feel very comfortable. Others may need a little guidance. Guidance can be provided with suggestions for play engagement posted in each area in the classroom, a list of items that need to be prepared for later use or by offering for a few children to join them in the book area to read stories. The goal is to provide diverse ways for family members to be involved, so families with many different skills and kinds of availability all have a way to participate. One thing to be aware of is that children often behave differently when a family member is in a classroom. Some children will act out, demand more of an adult’s attention or do things they would not typically do; others may become clingier, less independent or show off for families. It is important to let families know that this is quite common among most preschoolers. Informing families of the possibility of different behaviors from their child before they plan to come volunteer will help them feel more comfortable and relaxed as they help with all children. Schedule Official Family-Teacher Conferences Parent Teacher conferences should be scheduled a minimum of twice a year. Time should be spent sharing a child’s progress and developments in the class, share a portfolio or a work collection, and identify goals for continued progress. This time should be focused on open, give and take communication between the teacher and family regarding the child’s progress. Available time slots should be posted two weeks in advance for families to find a time that is convenient for them. There should be morning, afternoon, and evening times available. Families should feel free to communicate with a teacher if the times available do not work with their schedules. Teachers should try to accommodate any reasonable available time for those families. During a conference, family members should be asked about hopes and dreams for their child as well as any concerns or questions they may have. The educator should discuss successes and accomplishments they have observed. Any concerns a teacher has are addressed in a considerate manner, offering strategies that are being implemented for continued growth. Often while addressing any concerns, family members are fully aware of the situations and have the same challenges at home. They then can collaborate as teacher and family work towards an action plan and future communication. Something to think about: Some families find parent teacher conferences a frightening experience. This may because of past experiences with older children or because of memories of their own negative experiences in school. Family members may be afraid, defensive or feel they are being judged for their parenting skills. As a preschool teacher, what can you do to make these family members feel welcome? Create and Communicate Clear Policies about Solving Problems Teachers and administrators must work closely with family members regarding issues of concern about their child or their child’s learning environment. Family members need to be aware of how to raise issues of concern. Teachers need to listen respectfully and with cultural sensitivity to a families concerns and work together toward a mutually satisfying solution. As a professional, one needs to think ethically when discussing and working towards a solution. Be aware of everyone’s emotions and take a break or reschedule another meeting if needed to continue the discussion. Agreeing to gather more information or observe a child more closely can sometimes help. Look at the situation and remember all adults care about this child and want what is best for her to grow into a healthy happy person. Neither family nor teachers have more power. They work together in a united front for the best for a child. It is important to remember this and not get defensive – instead explain and educate. Most important is to remember to listen closely to what family members are saying. Also watch for what they are not saying. That sometimes is the real concern. It may help to have a copy of a programs policies and procedures handy as a reference as well as a copy of ethics in early childhood. Click HERE for more information regarding ethical conduct. Building a strong relationship with families strengthens a program. Families can be great allies and promote your facility. Together you and a child’s family work together for a child’s success. Make sure that clear communication is ongoing. Welcome families with a respectful attitude will pay off for a child and the child’s educational program. Allowing families to volunteer in the classroom or with field trips enriches a program and builds a sense of community for all children. Please watch the following video offering suggestions for family involvement in a classroom.
Assessment Lesson 12 Discussion A Explain why it is important to communicate with family members. Lesson 12 Discussion B You work in a preschool room that is only part day and transportation is an issue for one of your families. The grandmother regularly drops off and picks up the child and you RARELY see either parent. How do you build communication?
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