This document discusses strategies for early childhood programs to work with families and communities. It outlines three approaches to family engagement: parent involvement, school-family partnerships, and family engagement. Family engagement aims to create reciprocal partnerships between families and schools. The document also discusses benefits of family engagement for children, families, and programs. These include improved learning and behavior for children, enhanced self-esteem and parenting skills for families, and increased program support. Challenges to engagement including cultural and socioeconomic diversity are also addressed, along with strategies for effective communication and collaboration.

1. 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
Adapted by: Katy Kelley

2. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Opening Reflection
12-2
• The most challenging aspects of working with
families/parents is….
• The most rewarding aspects of working with
families/parents is…

3. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-3
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

4. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-4
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

5. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-Best Practices in
Family Engagement
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6. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-6
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

7. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-7
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 be more
developmentally appropriate
• Successful interactions build parents’ confidence in
their parenting skills

8. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-8
Benefits for families (continued)
•Parents can leave children confidently when
they trust teachers
•Involved families understand that they are
their child’s most important teacher
•Involved families form friendships with each
other – they create networks of support

9. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-9
Benefits for Programs
•School personnel who understand families’
cultures work from a strengths perspective
•Involved families are more likely to understand
program offerings
•Programs are enhanced by better adult-child
ratios
•Families can serve as classroom resources

10. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-10
Benefits for Programs (continued)
•Program personnel feel respected when
families are involved
•Involved families are likely to be the biggest
program supporters
•Family members can be program decision-
makers

11. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-11
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

12. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-12
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

13. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-13
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”

14. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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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

15. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-15
Topics for family bulletin boards or
newsletters
• Program information–special events, staff
introductions
• Materials for families from professional
organizations –NAEYC, ZERO TO THREE, etc.
• Recommend books, toys, media
• Community events & resources
• Words to favorite songs/finger plays
• Recipes for family projects/ crafts

16. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-16
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.

17. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-Teacher and Parent
Communication
12-17

18. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
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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.

19. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-19
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

20. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
12-20
Advisory Boards
•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

21. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Follow-up
• Review the entire module and then
complete the weekly
discussion/exercise (under
discussions).
• Please let me know if you have
questions!
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