3. Teaching every child, Reaching every family

4. Children come with increasingly diverse developmental, cultural, linguistic and educational needs. Children come with increasingly diverse developmental, cultural, linguistic and educational needs.

5. Objective: Explore ways in which early childhood professionals can embrace and celebrate the cultural, linguistic and Explore ways in which early childhood professionals can embrace and celebrate the cultural, linguistic and ability diversity of children in our classrooms by establishing respectful relationships with families.

6. Who’s in the room? More @ Four Teachers and Assistants More @ Four Teachers and Assistants Directors, Principals, Administrators Directors, Principals, Administrators Quality Enhancement Quality Enhancement Head Start Head Start Even Start Even Start Title One Title One Others who are involved in supporting positive outcomes for young children Others who are involved in supporting positive outcomes for young children

7. What is a family? Family is a group of people who care for one another.

8. “… family involvement is a complex phenomenon, influenced by class, race, culture, and school and community supports.” Heather B. Weiss, Ed.D Founder & Director Harvard Family Research Project

9. “Developmental and education research confirms that parental attitudes, styles of interaction, behaviors, and relationships with schools are associated with children’s social development and academic performance.” (Christenson & Sheridan, 2001; Phillips, Brooks, Gunn, Duncan, Klebanov & Crane, 1998)

10. The sixth domain Family

11. Things to ponder… Start with you Start with you (Ask yourself, why did I take this job? Why did I decide to work with young children?) Deal with your internal /external fears Deal with your internal /external fears (Openness/Willingness) (Openness/Willingness)

12. Build trusting authentic relationships Build trusting authentic relationships (When do I start?) (When do I start?) Use communication verbal and Use communication verbal and non-verbal non-verbal (How do I hear, not how can I be heard) (How do I hear, not how can I be heard) Be intentional Be intentional

13. Embrace all abilities Embrace all abilities (Children with different abilities test your ability) Individual Education Plans Individual Education Plans (Value parents options) (Value parents options)

14. Break down the barrier walls and turf issues (It’s not about you, it’s about positive outcomes for children) Value differences

15. Build your resources Build your resources (Research the community, ask parents, ask other teachers ) (Research the community, ask parents, ask other teachers ) Get out of the box and dare to try new experiences Get out of the box and dare to try new experiences (Principal and the bus route) (Principal and the bus route) Find the other way Find the other way (When families don’t respond find another way. Pet Stories included book and small tape records, disposable cameras) (When families don’t respond find another way. Pet Stories included book and small tape records, disposable cameras)

16. Do you believe? http://www.youtube.com/watch?v=HAMLOnSNwzA

17. What happens when families are included… Children’sEmotionalIntelligence is enhanced Children’sAcademic outcomes are higher Families support is stronger Expectations are clear for everyone involved

18. African Proverb “It takes a whole village to raise a child.” “If it is to be, it must start with me.” -unknown -unknown

19. What steps can you take to start forming your village?