1. Chapter 7: Working with Families and Communities
Teaching Young Children
Fifth Edition
Michael L. Henniger
Developed by:
Kaye A. Marshall
Mt. Baker School District and Whatcom Community College

2. Goals: Chapter 7 Learn about the diversity of family situations
Develop insights regarding benefits and potential conflicts
Identify tools for building strong relationships
Learn strategies for involving families
Clarify the role of community members in early education

3. Turn and Talk
1. How many different configurations of “family” can you remember from your own childhood? How many can you identify today? Would you be uncomfortable working with families who are in different situations? How will you overcome any issues you may have, in order to provide the best possible education for each child? 2. What are different ways family is portrayed in the media? How might these images influence our ideas about family/ Is it are imitating life, or vice-versa?

4. Family Life Today The extended family
Help families create networks for support if needed
Divorce and single-parent families
Look for ways to involve non-custodial parents when possible
Blended families
Observe children to determine needs
Two-career families
Be creative with family involvement strategies

5. Family life, cont. Older and younger parents Family mobility
Prepare for diversity – from teen parents to grandparents
Family mobility
Half of all households moved within the last three years (Coulton, Theodos, & Turner, 2009)
Homeless families
Know the agencies available in your community
Gay and lesbian families
Be aware of your own sensitivities
Be sensitive to the needs/interests of children and adults

6. Family life, cont. Families that have children with special needs
Work to understand the challenges
Be ready to assist
Families with foster children
Help children by developing strong relationships
Linguistic diversity
Add strategies for communication
Ethnic/cultural diversity
Be aware of and adjust for differences

7. Benefits and Potential Conflicts of Working w/Families
Benefits to Early Childhood Professionals
Involved adults have a greater appreciation of your challenges
Families/community members value and respect your efforts, speak positively about early education
Added assistance can help you do a better job
Unique talents/abilities can add to the excitement of the program and leave you more satisfied
Improved relationships = more positive responses

8. Benefits/Potential Conflicts: Families
Benefits to families
Opportunities for support, reassurance
New ideas, renewed motivation
Opportunities to see how you deal with issues in an early childhood setting
Provide options to try at home
Insights into their child’s life in a different setting
Strengthen self-esteem/parenting skills

9. Benefits/Potential Conflicts: Children
Benefits to children
Working together improves children’s lives
Increases achievement
Makes it clear that learning is important
Strengthens motivation
Improves self-concept
Enriches the learning environment
Increased hands-on activities, field trips

10. Benefits/Potential Conflicts: Conflicts
Barriers caused by human nature
Fear of criticism, of failure, of differences
Barriers caused by the communication process
Negative reactions, emotions, personality differences
Barriers caused by external factors
Time constraints, policies that discourage involvement, personal problems

11. Building Strong Two-Way Relationships
Providing mutual support
See family-caregiver relationships as partnerships, providing support for one another
Communication: the key to involvement
Parenting – help families support learning at home
Communicating – design effective strategies
Volunteering – recruit and organize
Learning at home – ideas, materials
Decision making – encourage participation
Collaborating with community – use resources

12. Building Strong Relationships: Strategies
Effective communication strategies
Telephone calls
Inexpensive and convenient
Written communications
Handwritten notes, notices to all families, letters, newsletters, prepublished materials (brochures, articles)
Communicating through technology
Create a website, use individual and group s, post or send at-home activities, create a response link or form, establish a discussion forum
Visual tools
Videotapes, DVDs, You Tube videos, bulletins boards

13. Communication Activity: Telephone
Form two lines
The person at the front of the line selects a significant phrase from the text thus far and writes it down
The person whispers the phrase to the next person in line (clearly, only once)
This continues until the last person shares the phrase out loud
The last person and first person compare the accuracy of this statement
Reflect: What did this activity reveal about communication?

14. Building Strong Relationships: Strategies, cont.
Home visits
Make an appointment, plan an agenda, establish a time frame
Family meetings
Group settings – social, educational, organizational, child performances
Family-teacher conferences
Bring families in, build rapport, provide information, show children’s work
Make an appointment, be prepared, create a comfortable place, adjust your pace, be professional and positive
Consider a three-way conference including the child

15. Building Strong Relationships: Beliefs and attitudes
Understanding beliefs and attitudes
Religious beliefs
People with different ethnic/racial backgrounds
Single-parent families
Political beliefs
Healthy lifestyles

16. Building Strong Relationships: Family-friendly
Family-friendly schools
Welcome families visually and emotionally
Accommodate diverse families
Make it easy to get involved
Demonstrate that family opinions and involvement are important
Provide assistance and resources

17. Involving Families In early childhood settings
Meaningful to family members
Matched with needs in program
Realistic expectations for implementation
Start small – ask families to…
Read books, help children engage in math and science activities, prepare materials, share a talent or interest, write children’s stories, assist on field trips, talk about their work in the community, individually tutor a child…

18. Involving Families: At home
Greater potential for positively influencing child growth and development
Typically require carefully written directions
Start small – ask families to…
Read good books, model reading, talk with their children, recycle, create a space for projects, work together on a program newsletter, prepare a game/activity, call other families with reminders and to find volunteers, let children know early learning is important, encourage nutritious food and exercise…

19. Connecting with the Community
Involving the community in the early childhood setting
Allow your setting to be used for community activities
Seek out and use resource people to strengthen the curriculum
Include community members in the decision-making process

20. Connecting with the Community: Programs
Involving the early childhood program in the community
Field trips
Observation and learning separate from program events
Consider ways to give back to the community – service projects

21. Connecting with the Community: Advocacy
Advocacy and public policy
Contact elected officials
Educate yourself about critical issues and share your insights with others
Work to elect officials who support children and families
Share your opinions in the media

22. Group Discussion
With your 3:00 partner, you will be assigned one of the following prompts:
While we always hope to have positive interactions with families that lead to better learning opportunities for children, there are times conflicts may occur when families get involved. Brainstorm as a group potential problems for the teacher and for children when families get involved in the educational process. Identify the type of barrier that may be the cause for the conflicts listed.
In a small group, brainstorm content you would want to include on a bulletin board for families. Sketch your bulletin board on a sheet of paper and then share your thinking with another small group.
Home visits are important tools for learning about children and families. Brainstorm a list of possible things you might learn from a home visit, and then list potential barriers to home visiting. What programs in your area include home visits?
As you think about the community in which you live, create a list of resources that could be useful to you as an early care and learning professional. Where might you go for field trips? What materials and supplies could you potentially get for free or at a reduced price? Identify community members you could invite to visit your classroom.

23. Summary Family Life Today Benefits and Potential Conflicts
Building Strong Two-Way Relationships
Involving Families
Connecting with the Community