Chapter 7: Working with Parents, Families,

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Chapter 7 Working with Parents, Families,
Communities

• Dr. Marian C. Fritzemeier, Ed.D.
• CLDV 03 Intro to ECE

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• DUE Observation 2
• Reading check on Chapter 7
• Study guide for quiz 3 on Thursday

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Participation Points

• Comments encouragement
• You all have something to say!
• Volunteer to read
• Volunteer to answer a question
• Take leadership within the group
• Share your thoughts in the group

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Introduction

• What Every Parent Needs to Know (OH)

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Partner Share

• Make a list of family factors that make teaching
  challenging for teachers today

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2 Large Groups Chart Lists

• What do parents complain about regarding
  teachers?
• Example

• What do teachers complain about regarding
  teachers?
• Example

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Journal

• As a future teacher, what do you think are some
  positive and effective ways to build partnerships
  with parents?

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• Reading Check on Chapter 7
• Study Guide for Quiz 3

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Handout Partnerships in Education (not in text)

• Guidelines for Working with Parents
• Prepare parents for what they can expect from
  their childs school experience.
• Protect the parent-child relationship.
• Contact parents frequently on a regular basis.
  Keep the lines of communication open flowing
  between school home.

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• Respect parents for the difficult job they have,
  the role they play, the persons they are.
  Respect their religious, cultural, social,
  ethnic backgrounds heritage. Respect their
  privacy.
• We Count On (OH)
• Listen to parents. Hear them out. They, too,
  have accumulated experiences to share, their
  views are valid. (pp. 308-309)

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• Developing a Strong Partnership
• Parents teachers collaborate to ensure that
  parent program goals, methods, content are
  responsive to parents needs.
• Strengthen parents social services community
  support networks without overshadowing the needs
  of the child.

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• Programs must be tailored to the needs
  characteristics of the specific parent
  population, responding to cultural
  characteristics values of ethnic populations.
• Frequent discussion groups where parents are free
  to share their experiences insights with one
  another. (pp. 310-311)
• From Beginnings Beyond Foundations in Early
  Childhood Education, Ann Miles Gordon, Kathryn
  Williams-Browne, 2004, Delmar Publishers, 6th
  edition, pages 308-311.

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Video Study Guide

• Partnerships with Parents (27 minutes)

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Brainstorm List

• What makes a family-friendly school?

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Family-Friendly Schools

• Welcome parents visually emotionally
• Accommodate diverse family situations
• Make it easy to get involved (p. 178)

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• Demonstrate that parental opinions involvement
  are important
• Create spaces for parents
• Provide assistance for parents (p. 178)

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Factors Influencing Family Involvement

• Written policies
• Administrative support
• Training (Teachers, parent/caregivers)
• Partnership approach
• Networking
• Evaluation

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Small Groups Webs

• Tools for Effective Communication with Families
• Telephone calls (Benefits, p. 179-180)
• Written communications (Categories
  considerations, p. 180-181)
• Communicating Through Technology (p. 181-182)

• Visual Communication Tools (Types purposes of
  Displays, p. 182)
• Home Visits (Suggestions, p. 182-183)
• Parent Meetings (Components, p. 184-185)
• Parent-Teacher conferences (Strengths three-way
  conference, p. 185-186

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Parent Handbook

• Philosophy of care
• Admission and enrollment procedures
• Information about staff members
• Emergency procedures
• Fee policies

• Parent involvement
• Program organization
• Guidance socialization policies
• Nutrition plan
• Health policies practices

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Small Group Activity

• If you were the director of an early childhood
  program or elementary school principal, what
  topics would you include in a parent handbook?
• Create a list of sub-headings