1. PARENTS AS PARTNERS (AKA “FAMILIES AS PARTNERS”) O’BRIEN-CHAPTER 3

2. THE UNIQUE ROLE OF PARENTS/FAMILIES Parents as Experts parents/families know their children the best responsible for making decisions about the care for their children, including child care, treatment and the education of their child may have concerns about their child, indicating possible “red flags” that may be indicators of developmental delays Handout-CSEFEL What Works Brief-Fathers & Father-Figures Role in SE Development Child Care Staff involve parents in conversation ask if they observe troublesome behavior or unusual behavior patterns –“Does Cindy seem to ignore you when you talk to her at home?” remember, behavior at home is different from behavior in the classroom

3. TEACHERS AND FAMILIES Teachers may have a difficult time accepting families as “experts” and their attitudes when the they appear to not to take responsible care of their children. Why? –may not meet the “middle class” expectations of cleanliness and parenting behavior low incomes, making ends meet little formal education limited problem-solving skills limited conflict resolving skills –ask…Is the parent truly neglectful? Is there inadequate nutrition, medical care, appropriate supervision? Is the health of the child at-risk? Remember, it is important to emphasize the importance of infants’ and toddlers’ emotional relationships with their parents/families. –teachers explore how to recognize their range of acceptance in the recognition that parents/families love their children –need to focus on the strengths of the child; we must also focus on the strength of each individual family –include parents/families to become involved with their child at their own comfort level

4. PARENTS/FAMILIES AS MEMBERS OF THE INTERVENTION TEAM parents are the most crucial members of the child’s intervention team parents/families need to be involved in all team meetings –usually most effective if they take place in families’ home; not always possible parents/families need be consulted and informed about their child’s program and progress on a regular basis IFSP: Individual Family Service Plan is written to address the child’s special needs & how the classroom staff can help meet those goals; requires 2x/yr updates parents/families can take a lead role in training teachers & staff about child’s medical needs

5. PARENT COMMUNICATION & INVOLVEMENT There are many opportunities for interaction & communication between families & teachers of infants & toddlers. –meaningful daily communication casual conversation @ drop off/pick up take-home report individual child log/communication notebook Parent participation in the classroom –classroom volunteers for activities Special events –social events that bring teachers & families together –open house, holidays, birthdays, class picnics, programs Home visits & conferences –home visits (initial, ongoing) are suggested; however, not always possible –a means of providing ongoing updates about child’s progress –CONNECT Module 4 Video 4.4 Starting a Relationship –http://community.fpg.unc.edu/connect-modules/resources/videos/video-4-4http://community.fpg.unc.edu/connect-modules/resources/videos/video-4-4 An important aspect is the communication rather than the location; relationships are important!

6. EFFECTIVE COMMUNICATION Listen –the most important communication skill! –family members should talk at least half the time Avoid labeling the child or the child’s behavior –never give a diagnosis or suggest a possible diagnosis Accept parents’/families’ concerns or observations as true and important –accept that families vary in their values & their way of looking at the world & their child –if families do not see a particular situation as a problem, they are not likely to want to change anything to solve it Talk in everyday language Help parents/families find alternatives that fit their family –make suggestions, but avoid giving advice or proposing solutions, unsolicited –an effective teacher will help the parent leave the mtg with a plan of action & a feeling of support Present concerns without blame or accusation Be aware of community supports for families Follow up after meeting with parents

7. HELPING FAMILIES WITH THEIR CHILDREN Child care as a family support service –inclusive child care makes it possible for parents of children w/special needs to have employment opportunities equal to those of other parents –can offer parents information & education sessions, literature on child health, nutrition, development, car seat & toy safety, play & learning activities, etc. The family service coordinator –trained in early childhood education, social work, special education, and/or psychology –seeks out special services for child and family –helps find financial resources –assists teachers and other members of the EI team to understand parent’s of view –promotes communication between team members –oversees the IFSP implementation

8. IFSP children who are eligible for Part C services under the criteria set by their state are required to have IFSP’s (required by PL 99-457) official documents: legal document should never be prepared in advance –hand-written in a collaborative effort by families & professionals at an IFSP meeting 1 member of classroom staff, any special service providers who are currently involved or expected to be involved w/child, family service coordinator, parents/”family”, any other important sources of support for family includes results of developmental evaluations; current levels of performance in each developmental domain describes resources and strengths of a family contains description of outcomes (goals) for child identifies the specific settings for interventions listed, the service agencies, & the service providers involved should be family friendly

9. HANDOUTS/RESOURCES Handout-20 Tips for Developing Positive Relationships with Parents Brochure-Early Intervention Family Resources