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Chapter 7: Working with Parents, Families, Communities

. DUE: Observation

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Chapter 7: Working with Parents, Families, Communities

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    1. Chapter 7: Working with Parents, Families, & Communities Dr. Marian C. Fritzemeier, Ed.D. CLDV 03: Intro to ECE

    2. DUE: Observation #2 Reading check on Chapter 7 Study guide for quiz #3 on Thursday

    3. 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

    4. Introduction What Every Parent Needs to Know (OH)

    5. Partner Share Make a list of family factors that make teaching challenging for teachers today

    6. 2 Large Groups: Chart Lists What do parents complain about regarding teachers? Example: What do teachers complain about regarding teachers? Example:

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

    8. Reading Check on Chapter 7 Study Guide for Quiz #3

    9. Handout: Partnerships in Education (not in text) Guidelines for Working with Parents Prepare parents for what they can expect from their child�s school experience. Protect the parent-child relationship. Contact parents frequently & on a regular basis. Keep the lines of communication open & flowing between school & home.

    10. 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)

    11. 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.

    12. 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.

    13. Video & Study Guide Partnerships with Parents (27 minutes)

    14. Brainstorm & List What makes a family-friendly school?

    15. Family-Friendly Schools Welcome parents visually & emotionally Accommodate diverse family situations Make it easy to get involved (p. 178)

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

    17. Factors Influencing Family Involvement Written policies Administrative support Training (Teachers, parent/caregivers) Partnership approach Networking Evaluation

    18. 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

    19. 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

    20. 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

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