Learning Objectives
Explain the theoretical foundations of program policies regarding family involvement using knowledge about child development and learning including variations in beliefs about children’s development and behavioral norms as a function of community and cultural contexts. (NAEYC standard 1c; MA Core Competency 7.A.1 @ mid-level & 7.A.3 @ initial level)
Compare exemplary program practices as defined by NAEYC to those observed or reported a EEC licensed program in the area of family involvement (Areas 3, 4, 6, 7, 8, & 10 of the EEC Program Standards), noting areas of strength and identifying areas for improvement, making explicit suggestions for how to implement improvements. (MA Core Competency 8.A.4 @ mid-level, 8.D.13 & 7.C.7 @ initial level)
Assess oral, written, and technological communications with families as they relate to young children’s development. (NAEYC standard 2c; MA Core Competency 7.C.7 @ initial level; 8.B.7 & 8.E.17 mid-level)
Uses effective oral and written communication, and non-verbal and listening skills. (MA Core Competency 8.B.7 @ initial level)
Overview
Family engagement is essential for high quality early childhood education. The NAEYC Accreditation standards require that programs establish and maintain collaborative relationships with each child’s family to foster development. To build relationships, the program should welcome all families and encourage their involvement in all aspects of the program. Communication is necessary to build relationships. There are a variety of strategies to communicate with families, including conferences, orientations, and individual conversations.
Communication includes receiving information and providing information. To receive information, programs ask families about their family structure and views on childrearing. Educators use information from families to adapt the curriculum and teaching methods. Programs provide information by supplying supplemental resources, communicating about early learning, sharing materials about healthy child development, and distributing information about free and low-cost community events that support early learning. For example, programs can pass along information about public library story hours, bookstore events for children, concerts, festivals, and exhibits. Two-way communication benefits both families and educators, and most importantly children.
The Administrator’s Role
As an administrator, you need the knowledge and skills to support family and community relationships. The competencies include:
- Appreciating and implementing program practices that support the diversity of family systems; traditional, nontraditional, and alternative family structures as well as family life styles; and the dynamics of family life
- Understanding the sociocultural factors influencing contemporary families, including the effect of language, religion, poverty, race, technology, and the media
- Identifying a variety of community resources, assistance, and support available to children and families to support family wellness
- Recognizing different strategies to promote reciprocal partnerships between home and program to support families as valued partners in the educational process
- Distinguishing child rearing patterns in other countries
- Determining family systems and different parenting styles
- Communicating effectively with families through written and oral communication
Likely you are familiar with these topics from previous coursework. Below are resources to refresh your memory or to provide you with additional information.
Resources to Support Family Involvement
Gillespie, L. G. (2006, September) Cultivating Good Relationships with Families Can Make Hard Times Easier! Beyond the Journal Young Children on the Web
Beltrán, E. (2012) Preparing Young Latino Children For School Success: Best Practices in Family Engagement National Council of La Raza Issue Brief, 24.
National Association for the Education of Young Children. (n.d.) Engaging Diverse Families Many articles and links for effectively communicating with families.
6 minute You Tube Video: Cultural Competence: What Does It Mean For Educators? (2010)
National Education Association. (n.d.) Diversity Toolkit: Cultural Competence for Educators Brief overview and many helpful links on the right frame.
In Massachusetts EEC funds the Coordinated Family and Community Engagement Programs (CFCE) follow the link to find community and family resources in your area. For example, in my community The Coalition for Children is the agency that has Falmouth’s CFCE Grant (Coordinated Family & Community Engagement)
National Childcare Accreditation Council (December 2005) Ask a Child Care Adviser – Enrolment and Orientation Extract from Putting Children First, Issue 16, 4-6 – Interesting article from Australia
A Family Orientation Checklist from a Washington State Childcare Program
Center for the Study of Social Policy Strengthening Families framework Training/Professional Development.
What aspects of family involvement do I look at?
Begin to notice how your program engages families and how they comply with the state regulations or legal obligations which is on one side of the bridge. In Massachusetts program are required to comply with the following regulations from the Massachusetts Department of Early Education and Care. (2010). Look at 7:08 (10) (1-8) which are summarized below.
- The program must support and encourage a partnership with and the involvement of families.
- The program must encourage and develop a method for ongoing communication with families, and must be able to communicate effectively with families whose primary language is not English or who require alternative communication methods.
- The program must have a procedure for allowing family input in the development of program policies, such as a suggestion box and group meetings.
- The program must permit and encourage unannounced visits by families to the program and to their child’s room at any time while their child is present.
- The program must provide an opportunity for and encourage families to meet with the program administrator or their designee prior to admitting a child to the program. Families and children need to be offered an orientation to the program and an opportunity to visit the classroom and meet the teachers before the child is enrolled. The program needs to ask about each child’s and family’s interests and needs. To support transitions and coordinate with services offered by other providers, the program must request that families share with them information about other therapeutic, educational, social and support services received by the child. For infants, toddlers, and preschool children; educators must discuss the child’s developmental history with their families at the time of enrollment. The developmental history must be updated annually and maintained in the child’s record.
- The program must provide the following information to families in writing prior to enrollment of their child:
- Notification that families are welcome to visit the program unannounced at any time while their child is present; and that input from and communication with families is encouraged
- Frequency of children’s progress reports
- Administration of medication policy
- Procedures for addressing potential emergencies
- Transportation plan (if applicable)
- Calendar noting closed days and hours of operation
- Fee schedule, including any fees such as: late payment, late pick-up, field trips, and special materials
- Child Guidance Policy
- Criteria for excluding children from care due to serious illnesses, contagious diseases and reportable diseases
- SIDS risk reduction practices
- Policies relating to children’s records
- Notice that child educators are mandated reporters and must, by law, report suspected child abuse or neglect to DCF
- Notice that the program is licensed by EEC, including the telephone number and address of the EEC regional office
- A statement that families may contact EEC for program’s regulatory compliance history.
- Educators are available for individual conferences with families at their request.
- Notifications to Families
- (a) Immediately of any injury which requires any medical care beyond minor first aid or of any emergency administration of non-prescription medication;
- (b) Immediately of any allegation of abuse or neglect involving their children while in the care and custody of the program
- (c) Prior to or as soon as possible following any change in educators
- (d) At the end of the day regarding any minor first aid administered
- (e) In writing within 48 hours of any incident described in 7.08(8)(a, b, or d), above;
- (f) Whenever special problems and significant developments arise
- (g) Whenever a communicable disease or condition is identified in the program
- (h) In writing, 7 days prior to the implementation of any change in program policy or procedures
- (i) Before any pets are added to the program
- (j) Before any herbicides or pesticides are used whenever possible; and
- (k) Whenever there is a substitute to the planned menu
EEC provides forms to use for family involvement. Make sure to review:
- Child Enrollment Form
- Children’s Records Checklist and Instructions
- Developmental history and Background Information -– Compare to Appendix C in the Early Learning Program Standards
- Family-involvement information
Now let’s examine best practices as defined by NAEYC and which are the “other side of the bridge”. NAEYC illustrates how best practices for family engagement would be implemented with a list of program profiles. I noticed a school where I did my student teaching 30+ years ago on the list! I will summarize the article and let you follow the link to read the entire profile of Iowa State University Child Development Laboratory School in Ames, Iowa The program is described as:
This full-day, year-round program on the campus of ISU hosts many practicum students throughout the year. As part of their experience, students have many opportunities to learn and practice family engagement strategies, such as conducting interviews with families, observing teacher and family interaction at drop-off and pickup times, working with families to complete child assessment forms, and talking with families at pickup time about their child’s day.
The program serves 56 children in four classrooms. The children are primarily the children of ISU faculty, staff, and students, many of whom come from other countries. Recently, the program counted 14 different languages spoken by its children and families, including Chinese, Korean, Spanish, Russian, and Arabic.
The Lab School, with a much more diverse population than the larger Ames community and Iowa, involves preservice teachers—many of whom are from rural parts of the state—in working with a diverse population of children and families. A grateful father notes, “The Lab School is the only preschool in town that has a true multiracial student population. This was important to us because we wanted our little guy to be around kids that looked like him…. As a multiracial family with two dads, we have always felt respected and welcomed by Lab School employees.”
The Best Practices highlighted are:
- Family Participation in Decision Making including setting goals for learning and completing a developmental screening (like an ASQ).
- Two-Way Communication is supported by allowing the enrollment paperwork to be completed in written or verbal communication in English. The program provides a translator if needed.
- Reciprocal Relationships including grandparent and family friends invitations to program events.
- A Comprehensive Program-Level System practices such as continuity of care with looping.
Thinking of your program, how will you begin the journey across the bridge? Read Area 4 and Appendix C of the Early Childhood Program Standards to guide you across.
Why is Program Standards Area 4: FAMILY INVOLVEMENT essential to quality education and care?
The Early Childhood Program Standards state the importance of Family Involvement as:
The program will invite parent involvement. Staff will engage in a supportive partnership around the child, program, and home to build mutual understanding and consistency for the child. Staff will support parent(s) as the primary educators of their child and will be respectful of the home and culture. Staff and parents will keep each other well informed about the child and program.
After reading the information in this chapter and exploring some of the resources. How will you expand on the Early Childhood Program Standards statement? How do children and families benefit from a high-quality family involvement?
Collect Evidence
To prepare for the challenges, ask the administrator at your program for the following documents.
Family Handbook (Make sure you mark-up the handbook with labeling and annotations to highlight the sections you analyze in the narrative)
Newsletters
Bulletin Board postings (photographs of bulletin boards)
Completed daily notes with child’s name covered or masked
Developmental History form – completed with child’s name covered or masked
Children’s checklist – Below is the EEC form and likely the program form is the same or similar (hide the names for confidentiality)
Summary
During this portion of the course we focused on Family Involvement.
After Reading and Completing the Assignment you should be able to:
Explain the theoretical foundations of program policies regarding family involvement using knowledge about child development and learning including variations in beliefs about children’s development and behavioral norms as a function of community and cultural contexts as seen in your narrative draft.
Compare exemplary program practices as defined by NAEYC to those observed or reported a EEC licensed program in the area of family involvement, noting areas of strength and identifying areas for improvement, making explicit suggestions for how to implement improvements as seen in your narrative draft.
Assess oral, written, and technological communications with families as they relate to young children’s development as seen in your narrative draft.
Uses effective written communication skills while completing the Blackboard discussion where you share sections from a Family Handbook.
Challenges
Challenge 1
Outline for a Family Handbook and Orientation
With successful marketing, you will be enrolling children. How will you orient families and educate them about your policies? How will you learn about the child from the family? The articles this week discuss ways to enroll and orient families.
Most programs create a Family Handbook. Read the document from EEC Family Involvement Information and the Family Orientation Checklist from Washington State.
Create an orientation checklist appropriate for families in MA. The checklist should be a mirror of a Family Handbook for your “ideal program”. How does the family handbook compare to your list? How might you address each topic?
- Open door policy: families are welcome to visit the program unannounced at any time while their child is present; and that input from and communication with families is encouraged
- Frequency of children’s progress reports
- Administration of medication policy
- Procedures for addressing potential emergencies
- Transportation plan (if applicable)
- Calendar noting closed days and hours of operation
- Fee schedule, including any fees such as: late payment, late pick-up, field trips, and special materials
- Child Guidance Policy
- Criteria for excluding children from care due to serious illnesses, contagious diseases and reportable diseases
- SIDS risk reduction practices
- Policies relating to children’s records
- Notice that child educators are mandated reporters and must, by law, report suspected child abuse or neglect to DCF
- Notice that the program is licensed by EEC, including the telephone number and address of the EEC regional office
- A statement that families may contact EEC for information regarding the program’s regulatory compliance history.
See Appendix A of this book for more details.
Challenge 2
Peer Review of Narrative Section A
Below are 4 examples of student drafts for the first section of the Family Involvement narrative. Students responded to the question: Why is Program Standards Area 4: FAMILY INVOLVEMENT essential to quality education and care? What are the strengths and areas of improvement for each?
Example 1
Parents and educators play a huge roll in a child’s life. It is important that parents feel like they are a part of their child’s education by being able to discuss and share their culture and goals for their children. The bond between families and the staff should be strong enough for them to feel comfortable with talking to you about their child and their culture and home life. Without this connection, things can be missed or taken in a different way which can cause conflict between the families and staff. Education does not end once the child is picked up, teachers can communicate ways for families to engage with their child at home that will reinforce what they learn and do at school. Classroom community is important for children to be aware that people are different and come from different backgrounds and that is okay! Parent involvement is also important I’m making sure that both the parent and child is supported by the staff and program. The staff is there to educate the child and support their needs, but they are also their to help families when there are concerns or questions.
Example 2
Family involvement is essential to quality education and care because families ideally want the best for their child. A family sends their child (or children) to the center each day, with the hope that their child will be happy, learn, and interact with their peers and teachers. Our center is a place for children to learn and grow through experience. It is important to consider family involvement because a lot of parents send their children to our center because they work full time. Some children stay at the center from the minute it opens, to the minute it closes. It is significant for parents to understand what a typical day is like for their child, along with being able to communicate with teachers and various staff members effectively and openly. As mentioned, some families work full time, and are unable to spend quality time with their children during the week days. Family involvement can vary from bringing baked goods to the classroom, participating in a family night, being in accessible contact with the teacher and the director, and also having a comfortable relationship with the teacher and director. Providing families with the opportunity to become involved is important and essential upon the director and teachers.
Example 3
Family Involvement is essential to quality education and care for many reasons. One reason that it is very important to have a child’s family involved in their education. If families show little to no interest in how a child is growing and learning the children will have nothing to look forward to when coming home. They will not want to share what they learned, what they did in school and show on. A child who comes from a family where school is not a top priority will not have a desire to do the best they can do and put their best effort into it. High quality programs will invite family involvement and build positive relationships with the children and their families to create a positive learning environment both at school and in their homes. To be able to teach a child to their full potential, it is best to know everything possible about the child and where the come from. This includes knowing the culture they come from, the language spoken at home, and as much background information that is possible. Many family members are often very busy and may not have time to come into the classroom so it is important to have a small conversation with them when they come in to drop off or pick up their child to show you are interested in their lifestyles and asking how their night was or weekends and so on. You often can get to really know a person by the small conversations during drop off and pick up. It is all a key time to discuss the child’s progress and how they are doing. It is also very important to be on the same page with the families about their child so that the family and yourself can set and work on certain expectations and goals for the child to achieve.
Example 4
Family involvement is necessary to provide an appropriate growing education for students. When a child sees their family involved it encourages them and comforts them through the process. A center who has family involvement, is a center that means well for their children and their education. Parents who are involved help teachers inside the classroom learn and understand their child better. As a teacher, it is important to get to know guardians. Greeting them each morning with a smile and “have a great day” is main priority. Showing parents you are enthused to see them and their child during arrival reassures them their child is in great hands. It is important for a parent to trust someone they are leaving their child with. Getting to know a student and their family also mean getting to know their culture, goals, and values as well. The more you know about families, the more important they feel and proud. With great communication all of this can happen.
Challenge 3:
Family Involvement Narrative Guidelines and Sample
You will write 3 sections; the importance, interpretation, and reflection.
Why is Program Standards Area 4: FAMILY INVOLVEMENT essential to quality education and care?
My understanding of how FAMILY INVOLVEMENT relates to program quality. Restate and expand upon
Program Standards Statement
The program will invite parent involvement. Staff will engage in a supportive partnership around the child, program, and home to build mutual understanding and consistency for the child. Staff will support parent(s) as the primary educators of their child and will be respectful of the home and culture. Staff and parents will keep each other well informed about the child and program.
Include a thorough discussion of how this category reflects best practices and contributes to overall program quality. How do children and families benefit from a high-quality family involvement?
Remember to discuss how standard contributes to program quality and children’s development and learning. Target level responses demonstrate a broad and deep understanding of how family involvement impacts programming decisions and child outcomes in multiple ways written in your own words. Examples should illustrate key aspects of the standard’s implementation.
Interpretation. How does your classroom and program comply with the Program Standards in Area 4: FAMILY INVOLVEMENT?
Compare what you collect and observe to the Program Standards. Your interpretation of the evidence where you compare your classroom and program to the program policies. Are the policies implemented in the classroom in which you are working? Give specific examples you have observed and reference the evidence you collected listed below.
Make sure to include multiple types of evidence and add labels and captions with descriptive details that highlight key features and support comparison and analysis. You should have evidence in all of the sub-areas of the standard.
The interpretation of the evidence should be clear, explicit, and standards-based. Summarize the evidence, and interpret it relative to standards, clearly and explicitly, indicating how the standard is or is not being met. Distinguish between evidence that has a major impact on program quality from minor flaws. You should include a complete discussion of how the program polices are implemented in the classroom using specific examples.
The sub headings for Part B are:
- Sub-Area 4-1. Orientation and Transitions (Discuss criteria under A, B, and I pages 19 and 21)
- o WRITTEN information is provided to parent
- o The program provides an ORIENTATION process
- o Staff and families work together to provide smooth TRANSITIONS
- Sub-Area 4-2. Communications to Families (Discuss criteria under F and G, page 20)
- o There are mechanisms in place for PARENT/STAFF COMMUNICATION
- o There are REPORTS AND CONFERENCES offered to parents
- Sub-Area 4-3.Communications from Families (Discuss criteria under C & H, pages 19 and 20)
- o The program has a system to gather FAMILY/CHILD INFORMATION
- o PARENT AUTHORIZATION is obtained
- Sub-Area 4-4. Family Involvement in Program (Discuss criteria under D & E, page 19)
- o The program provides PARENTING SUPPORT
- o There are opportunities for PARENT PARTICIPATION
Summative reflections, relative to FAMILY INVOLVEMENT
Overall, how well do you see the program and your classroom doing in this area of program quality? In your opinion, are the program and your classroom particularly strong in some aspect of this standards area? Are there “next steps” that you would recommend to make the program and your classroom even stronger in this standards area? If you have unlimited resources, what might you recommend? Include detailed conclusions that draw upon a range of indicators and are richly supported by the evidence.
Target level responses highlight exemplary practices within the program as well as identifying areas that could use improvement, and make explicit suggestions for how to implement improvements.
FAMILY INVOLVEMENT SAMPLE
Why is this essential to quality education and care?
Feedback: Target for a student in an infant room
Intentionally not included. You will need to complete this section before submitting a draft.
INTERPRETATION
Sub-area 4-1: Orientation and Transitions
XYZ Center provides written information is provided to parents upon admission. The director or coordinator has a meeting with the family and reviews the material in the Parents’ Package with the parent. Any questions regarding the center are answered. The family also receives an “Entrance Profile Sheet” and “Authorizations”. These papers are completed by the parent and become part of the child’s file. Immunization records and a completed “Physical” form are required and become part of the child’s file as well. The Center maintains documentation that family has received or understood the policy information. (See Parents’ Package: page 9)
There is a process for orienting children and families to the program. The directors, office staff, coordinators, and teachers work together with families to help orient them and their children to the program, policies, and facilities. Orientation is tailored to the needs of the family. The Center seeks to learn about the family’s interests, the child’s developmental history, and any prior education or support services that the child has received. (See Parents’ Package: page 9-10 and Document #1: Developmental History)
XYZ Center is prepared to serve children with special care requirements, which include learning, behavioral, social, medical, or mental health needs, as long as it does not place an undue burden on the Center’s resources. The parent must provide in writing a description of their child’s special requirement, which includes a history about the inception of the problem, prognosis, any special care requirements, and other records or progress notes.
The Center requires that the parent and child spend a day in the program so that both the parent and staff can better assess the child’s likelihood of being appropriately served by the center. The Director will meet with the parents after the full day visit to decide if the program would be suitable for the child. If the Center finds that it cannot safely and effectively serve a child, the parent will be informed that the Center would not be suitable for them and will explain why. (See Parents’ Package: page 10)
If the child with special care requirements is accepted into the program, a detailed individual plan will be created. This will be created with the help of the director, parents, and the child’s teacher. The plan will be updated every three months.
Teachers and families work together to provide smooth transitions. When a child is first enrolled at the Center, he or she is assigned to an age appropriate group. The groups are generally referred to as Infant, Toddler, Young Preschool, Preschool, PK1 (Preschool, Kindergarten, First Grade), and Age School. There are not clear age cutoffs because of the size of the Center. For example, some years infants become toddler age before moving to the next room. The majority of the children grow up at the Center so over time they move on to other classrooms. Because of this, the other teachers know the children in attendance and often work closely with the age groups that surround the age group of the children in their primary care (See Parents’ Package: page 11). I see the teachers interacting with not just their students but with the children in the other groups as well. The teachers make it a point to establish a relationship with each child in the center.
At times, there is an opening in the Center. In order to serve the incoming child, an enrolled child may be assigned to a new group. The Center takes these transitions seriously and spends much time with the staff to discuss potential changes. The Center makes sure to work closely regarding a change that affects their child. With the parents’ permission and collaboration with them and the teachers, a plan is created to assist the child with the transition in a manner consistent with the child’s ability to understand. The parents are provided with information about the new group. Most children transition very easily but some need more time to just visit their next group before making the final move. (See Parents’ Package: page 11)
When a child is leaving the program during the year, the teachers help prepare the child and other children for this event in a developmentally appropriate manner. A couple of weeks ago, a child left the full-day preschool program. The teacher prepared the child by asking questions about the new school they will be attending. A couple of weeks leading up to her departure, the teacher would tell the whole group of children that the child would be going to a new school soon. The teacher talked about it almost daily so they wouldn’t be surprised when the child finally left. This also prepared the child for her transition to her new school as well.
The families are provided information and referrals for other services. There is a process for this that is on pages 16-17 of the Parents’ Package. The Center staff has the responsibility of identifying and reporting any obvious or suspected learning, behavioral, social, mental health, or medical problem. If a teacher suspects that there is a problem, the director will observe to confirm. They will document and make recommendations. The director will contact the parents to set up a meeting to discuss the concerns. At the conference, a written statement is provided to parents upon request, which includes the reason for the referral, a summary of the Center’s observations, and any plans made by the Center. Parents will provide input to and approve of the plan. The Center will offer to assist parents by making a referral for special services and a follow-up time frame is agreed upon. Recommendations made by an outside source are reviewed by teachers, directors, and parents. A plan is made for incorporating recommendations into the child’s individual plan. Any individual plan to be incorporated in a child’s daily schedule will be implemented by the teachers and monitored by the directors. A copy of any documentation, plans, recommendations, and follow-up becomes part of the child’s file.
Sub-Area 4-2: Communications to Families
Families are informed about the program through regular means such as newsletters, bulletin board postings, and frequent notes (See Document #2: Newsletters and See evidence #1: Bulletin Board-photo with caption). There are Parent Letters that teachers create and put in the children’s cubbies. It gives information about what the children are learning, such as math or social cooperation. It explains what value it has to the children. Items can include monthly themes, monthly special events, season changes such as updating children’s changes in clothing, any “Thank You’s”, a Wish List, and sharing curriculum activities, such as a favorite activity plan sheet (See Staff Handbook, page 15.1).
There is a Daily Message Board in the Full-Day and Half-Day preschools (See evidence #2: Daily Message Board- photo with caption). It focuses on what the children were learning throughout the day and the skills the children were focusing on. There is also daily parent communication at drop-off and pick-up time. (See Staff Handbook, page 15.2-15.3).
Changes in a child’s physical and emotional state, special problems, or significant developments are brought to the parents’ attention as soon as they arise. For example, if a child develops a negative pattern of behavior, the teacher must first address this to the mentor, never directly to the parent. The mentor and teacher then discuss the issues with the parent.
Parents can request conferences at any time. Parents are also encouraged to take a few minutes each day to talk to the Center’s staff about their child’s day (See Parents’ Package, page 12). The Center also provides parents with written progress notes regarding their child’s development and progress. This is done every three months for infants and for children with disabilities. A semi-annual report is completed for toddler, preschool, kindergarten-age, and school-age children. The progress report covers all aspects of the child’s development with special emphasis on their social-emotional growth. In the Half-day preschool, a portfolio is used instead of a progress report. The progress report is used as a reference. A copy of the progress report is kept in the children’s files. Each of the children’s records is confidential. They cannot be released unless there is written permission from the parent or guardian. (See Parents’ Package, page 12-13)
Sub-Area 4-3: Communication from Families
The program has a system to gather family and child information. A developmental history is completed by families and placed in the child’s file. There is also an Entrance Profile Sheet that inquires about the child and family. For example, it asks about the names and ages of their siblings, other members of their household, pets they may have, the child’s special interests, any specific fears, and it inquires about the child’s personality.
Child rearing practices are discussed between staff and families as needed, to support mutual understanding and consistency. For example, if a teacher at the Center notices a regular pattern of negative behavior from a child, the teacher will talk with the director and a positive behavioral plan will be outlined in conjunction with the teaching staff and the child’s parents. In some cases a meeting with the parent is requested to discuss a positive plan so that both parties can support the child in making a positive behavior change. The plan may involve behavioral interventions to be followed at home. (See Parents’ Package, page 15)
The Center obtains a written informed parental consent when making a referral, conducting a screening, conducting research, experimentation, or allowing unusual treatment involving children, observation of a child by a person other than the parents, and taking special field trips other than those specified on a general list.
A general written informed parental consent or authorization is obtained for emergency first aid and transportation, information on where to reach parents in case of an emergency, the name of the child’s physician or clinic, names of people authorized to take the child from the program or receive the child at the end of the program, transportation to/from program, and permission to take the child off the premises to a list of specified places.
Sub-Area 4-4: Family Involvement in the Program
The Center encourages all families to be as involved as possible in their child’s education. There is an open-door policy so parents can drop in any time and observe or participate in ongoing activities. The Center expects each family to spend at least one day a year in the program. All parents are strongly encouraged to attend the periodic staff and parent meetings scheduled each year. Parents are also invited to participate in special events and to chaperone community field trips. (See Parents’ Package, page 4)
Parents are also encouraged to make input regarding the Center’s policies, programs, and its future development. Parents can do this through periodic parents’ meetings, a meeting with a director or in a written letter to a director. The director will respond to the parent input within one week. (See Parents’ Package, page 12)
Summative reflections
Overall, the XYZ Center is doing very well with Family Involvement. The Center tries to make the Orientation and Transition as smooth as possible for both the child and parents. There is constant communication between the Center and families. Methods of communication include parent-teacher conferences, progress reports, newsletters, the Daily Message board, and conversation during drop-off and pick-up. Another communication system I would add is email. I think every teacher should have a school email address so parents can contact him or her. If parents don’t have time to talk during drop-off or pick-up, have a meeting, or talk on the phone, sending an email is a faster and easier way to communicate.
The Center wants each family to be as involved as possible in their child’s education. Parents are welcome to provide input, visit the Center whenever they want, attend staff and parents meetings, and participate in events throughout the school year.
