Chapter 12 Slides

Chapter 12:
Working With Families
and Communities
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis

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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Early childhood educators collaborate
with families
• Many definitions of quality emphasize the
importance of partnering with families:
– Head Start Performance Standards
– NAEYC Accreditation Standard’s Program
Administrator Core Competencies
– NAEYC Code of Ethical Conduct
– Several NAEYC Position Statements
– NAEYC Professional Preparation Accreditation
Criteria
– Environmental Rating Scales

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Three Approaches to
Working with Families
•Parent Involvement
–Parents take initiative to fit into schools’ existing
programs
•School/Family Partnerships
–Families & schools work together on projects and
initiatives that benefit both
•Family Engagement
–Creates reciprocal strengths-based partnerships
between families and schools

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Benefits for children
• Healthy relationships linking homes, schools, and
communities create “villages” to raise children.
• Family/school partnerships smooth children’s entry
into school.
• Family involvement can support learning and
improve behavior.
• Families and teachers can advocate for services to
meet children’s special needs.
• Children see that families and schools have shared
goals.

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Benefits for families
• Participating in their child’s school can enhance
family members’ self-esteem and chances for
employment.
• Observing teachers’ interactions with children can
help make parents’ expectations more
developmentally appropriate.
• Successful interactions build parents’ confidence in
their parenting skills.

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Benefits for families (continued)
• Parents can leave children confidently when they
trust teachers.
• Involved families understand they are their child’s
most important teacher.
• Involved families form friendships with each other
– they create networks of support.

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Benefits for Programs
• School personnel who understand families’ cultures
work from a strengths perspective.
• Involved families are more likely to understand
program offerings.
• Programs can comply with specific licensing standards
and regulations.
• Programs are enhanced by better adult-child ratios.

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Benefits for Programs (continued)
• Families can serve as classroom resources.
• Program personnel feel respected when families
are involved.
• Involved families are likely to be the biggest
program boosters.
• Family members can be program decision-makers.

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Potential challenges to family
involvement
•Program personnel may need help
understanding:
–Children and families from diverse cultural
backgrounds
–The challenges created by various socioeconomic
backgrounds
–Linguistically diverse children and families
–Diverse family structures

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Some family structures are especially
likely to be stressful for children
• Single mothers including those living with a partner
who is not the child’s father.
• Children from gay or lesbian families who are often
not positively portrayed in the classroom.
• Grandparents as primary guardians, often because
of a family crisis.

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Meeting challenges of collaboration
• Develop positive attitudes about working
collaboratively with families including those whose
structure or culture are not like your own.
• Have realistic expectations. Not all families
can/want to participate.
• True family engagement is a developmental
process – be patient.
• Develop positive relationships will all families,
including “difficult families.”

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To communicate effectively with
families
• Be consistently available to all families.
• Match your communication style to families’ linguistic,
cultural and educational backgrounds.
• Show interest, respect and caring for each family.
• Support staff’s efforts to communicate with all
families.
• Each classroom should have a family communication
center.

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Topics for family bulletin boards or
newsletters
• Program information – e.g. special events, staff
introductions
• Materials for families from professional
organizations – e.g. NAEYC, ZERO TO THREE
• Recommend books, toys, media
• Community events & resources
• Words to favorite songs/finger plays
• Recipes for family projects/ crafts

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Vehicles for communicating with families
• Spring and fall orientations
• Open house or curriculum nights
• Special topics meetings
• Regular individual conferences
• Specially called individual conferences
• Home visits
• Classroom visits
• Workshops or workdays
• Phone calls
• Social media: Facebook, twitter, etc.

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Program administrators can help
families access needed services
• Temporary Assistance for Needy Families (TANF)
• Subsidized child care
• Infant screening programs to identify children’s
potential special needs
• Assistance finding a medical home
• Information about unemployment benefits
• Resources for families who are homeless, in violent
settings, needing help with adoption or foster care,
etc.

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Tapping in to Community Resources
• Invite community members to participate in the
center’s Advisory Committee and/or Governing
Board.
• Look for varied skills & expertise
• Include:
– Parents of enrolled children
– Representative from licensing or other government
agency
– Community resident
– Business owner

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Advisory Boards
and Boards of Directors
• Determine the issues they will address
• Determine the number of members needed
• Identify stakeholders and expertise needed on the
boards
• Create expectations about their operations

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