Educators Need to Learn

Educators Need to Learn

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What Early Childhood Educators Need to Learn

What Early Childhood Educators Need to Learns Sarah Lawrence-Lightfoot writes, “There is no more complex and tender geography than the borderlands between families and schools” (2003, p. xi). Developing a working relationship with families is key for the early childhood educator. It is a skill that comes naturally for some teachers but is a struggle for others. Some teachers enjoy working with children, but lack confidence in building relationships with adults. Such relationship-building with parents is an area in which preservice teachers receive little training (Nieto, 2004).

The role of supporting and involving families and children is crucial for the early childhood educator. It is important that professionals welcome all families into programs by building mutual understanding and trust through daily communication, listening carefully to parents to understand their goals and preferences for their children, and being respectful of cultural and family differences in order to develop partnerships with parents (Bredekamp & Copple, 1997). We must continue to learn about the cultures in our classrooms by observing, asking questions, and being aware of any discomfort that we or our families may have, in order to develop awareness, tolerance, respect, and appreciation of differences and cultural diversity (Gonzalez-Mena, 2005).

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A transition into school is a new beginning, and an opportune time for beginning a partnership, so make sure you have carefully thought out your approach. A partnership calls for teachers and families sharing information about children in order to provide consistency of early education and care. Educators need to reach out to children’s prior schools or child care providers to learn about the children’s experiences.

Often, schools accept children while almost ignoring their prior experiences. Bronfenbrenner (1979) encourages a more global approach. A good example of this global approach may be found in a project undertaken in Massachusetts. The Massachusetts Department of Education, through a federal grant administered by Early Learning Services Program Unit and the Community Partnership for Children Program, provided grants for a summer initiative titled “Increasing the Capacity to Serve Young Children,” which gathered child care providers, private and public preschool teachers, and administrators (Massachusetts Department of Education, 2003).

The initiative focused on giving all individuals who work with children the same information on preschool standards and on ways to help children with special needs access the curriculum. Teachers from all types of programs learned from each other as well as from special educators. Sharing the preschool standards and ways to teach those standards gave all individuals who cared for and taught the community’s children a better understanding of expectations and an opportunity for more equal educational experiences. Consequently, relationships between providers and public schools were strengthened. As the transition time neared, more communication occurred.

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Families, children, and teachers are equal participants and must learn from one another during the process of separation and children’s entry into early care and education (Balaban, 2006). Some specific activities may pave the way for transition into school for the families, children, and teachers, such as: inviting the family and child to the school, holding a meeting before school opens, providing families with a written description of what to expect as school begins, making home visits, and sending a letter to the child before school starts (Balaban, 2006). These steps may lead to a better understanding of the children and their families. Teachers may provide support and information to families and children by discussing the entry process. It is important to listen to families and reflect on what is heard so that families know they are understood. Teachers should assure families that they will partner with them in their child’s learning process. Supporting and communicating with families daily during the entry process is an effective way to begin that partnership (Balaban, 2006). To develop a partnership with families, educators need to explore families’ cultural backgrounds.

One way to discover the information is to define the family and each family member’s role. Identifying family traditions, child-rearing practices, and what is most important to them is also important. Recognize that different levels of family participation may be due to their backgrounds rather than their desire. Lack of participation also may be due to families’ reduced understanding of how the education system works. Other issues, such as the inability to thoroughly understand the primary language being spoken in the classroom setting, may sometimes prevent involvement. Other factors that may thwart involvement include struggling with such concerns as providing food for their children, working two to three jobs, or managing all of the children’s needs.

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Cultural differences may affect beliefs that influence the concept of teachers and parents being equal partners. In some cultures, educators are revered and families believe that whatever they say or do should be respected. For example, in some Asian cultures, making recommendations to educators seems disrespectful (Hyun & Fowler, 1995). By knowing families’ needs and understanding their behaviors, educators can respond appropriately. A Common Thread It is interesting to note that research compiled by Henderson and Mapp (2002) shows certain commonalities among families, regardless of their race, ethnicity, income level, or educational background.

All of the families surveyed want their children to do well academically. They aspire for their children to achieve a post-secondary degree, for example, and they want their children to regularly attend school. They also desire lower rates of high-risk behavior and increased social competence. The goals for families are usually the same, but how families interpret those goals and act on them may look different. All families want their children to be successful. Research (Henderson & Mapp, 2002) supports this belief, which gives us the impetus to help families realize their goals. Because research (Soto-Manning & Swick, 2006; Tayler, 2006) also shows the importance of family involvement in that success, early childhood educators must move forward with ways of increasing that participation.

Keys to Engagement It is important to begin early to make families feel welcome. Provide directions to classrooms or special event areas so that families will be able to navigate the school building. Having a “live person” answer the phone is more welcoming than a series of voice mail prompts requiring the caller to press numerous buttons in the hopes of getting a human being. Schools should invite families for pre-visits about a year before their children make the transition to the school. The visit could be for a brief story time (provide interpreters if necessary).

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Hold this event two or three times during the year. Remember that some parents are intimidated just by going into the school building. Have a community group sponsor a bus ride for the children, if this is how they will travel to school. Conducting home visits is another option. When parents understand that the purpose of these visits is for their children to meet their future teachers and help them feel more comfortable about their new school placement, parents will see the value of these efforts. Providing a welcome meal at the school and offering child care while adults talk is an alternative way to get parents into school before making that transition.

Outreach is important. Schools must shed the notion that families will come simply because the school asks. When families feel cared for unconditionally, they will be responsive. When families are responsive, professionals have the opportunity to work with them and provide support. When families feel supported, they become involved and work with professionals for the success of their asks. When the best ways to involve families in the educational process from the beginning is asks. When, A. F. (2003). A magical encounter: Latino children’s literature in the classroom. Boston: Allyn & Bacon. Balaban, N. (2006). Everyday goodbyes: Starting school and early care.

What Early Childhood Educators Need to Learn

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