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Family Engagement in Prekindergarten

A Resource Guide

November 2011 DRAFT

Table of Contents

INTRODUCTION 4

Setting the Context: Why Family Engagement Matters 5

Family Engagement as a Key Component of the Prekindergarten Program 8

PREKINDERGARTEN FAMILY ENGAGEMENT EXPECTATIONS 8

Building Positive Relationships and Trust with Families 8

Increasing Family Understanding of Early Childhood Development and Their Important Role in Enhancing their Child’s Learning 9

APPLYING RESEARCH TO PRACTICE: EFFECTIVE PRACTICES IN FAMILY ENGAGEMENT…………………………………………………………………………………………11

Key Strategies to Achieve Family Engagement Expectations………………………….…..….12

Initiating Purposeful, Positive and Frequent Communication……………………….…….12

Respecting Family Knowledge and Experience and Inviting Family Input…………….…13

Conducting Home Visits……………………………………………………………………….13

Integrating Families into the Classroom……………………………………………………..15

Sharing Children’s Learning and Development and Goal Setting with Families………...16

Focused Sessions on Child Development Topics…………………………………………..17

REVISITING AND EVALUATING COMMONLY USED STRATEGIES…………………………..18

Field Trips……………………………………………………………………………………….18

Christmas Concerts and Holiday Themed Activities ……………………………………....18

Gym Nights, Social Events and Activities …...................................................................19

Family Fridays…………………………………………………………………………………..19

PREKINDERGARTEN TEACHER SUCCESS STORIES……………………………………….…21

RESOURCE SHEETS

A: A Year Plan for Family Engagement …………………………………………….……….22

B: Connecting with Family Education Programs in the Community ……………….……..23

C: Planning Template………………………………………………………………………….24

D: Home Visits………………………………………………………………………………...25

E: Key Resources………………………………………………………………………….…...27

REFERENCES ……………………………………………………………….………………………...28

November 2011 DRAFT 2


INTRODUCTION DRAFT November

The Saskatchewan Ministry of Education’s mission statement is that the ministry “provides strategic, innovative and collaborative leadership to the early learning and child care, Prekindergarten through Grade 12 education, literacy, and library sectors. It promotes higher student achievement and well-being for Saskatchewan children and youth and improved literacy skills for all, as a foundation of the province’s social and economic growth.” 1

The purpose of this support booklet is to enhance the focus on parent and family engagement within the Prekindergarten Program and to provide supports and tools for Prekindergarten teachers and associates in their key roles in facilitating relationships and engagement practices with parents and families.

Early childhood is an exciting and tender time; it is a time of many firsts - all of which contribute to laying the foundation for future success. It may also be a time of firsts for parents. Considering an early childhood program for their child may be one of those firsts. Parents may approach enrolling their child in Prekindergarten tentatively and with caution or with enthusiasm and excitement at the potential for a positive learning experience for their child, themselves and the whole family. Some families are isolated and coping with difficult circumstances and in great need of support, respite, and opportunities for their child. They may feel grateful and relieved at having the support and opportunities that Prekindergarten provides for their child and family.

What may feel to parents as “relinquishing” their child to the care and direction of others requires their trust and hope that the experience will benefit all. It is usually a decision not made lightly. It may be the first time the child is separated from their parents and family on a consistent and ongoing basis. It is important for educators to remember that making a decision to place a child in Prekindergarten impacts the child, the parents and the whole family.

School administration, school staff, Prekindergarten teachers and the whole school share responsibility for making the child’s transition into the Prekindergarten Program and the school environment welcoming, nurturing, safe and caring. This can feel like a daunting responsibility for the school; however the opportunity to make a positive difference in the lives of children is often cited as what motivates teachers to enter the profession in the first place.

Parents and the Prekindergarten team share a common focus – the well-being and development of the whole child and the joy in watching the child as they grow. This is a powerful bond between very important adults in the life of the child. Positive, caring relationships between the significant adults in children’s lives are vital – no matter what setting. (Relationships, The Heart of Quality Care: Creating Community among Adults in Early Care Settings; Baker and Manfredi/Petitt, National


To thrive, children need to spend the majority of their waking hours with people who care both about them and about one another.The younger the child, the greater the need.

Baker & Manfredi/Petitt

Association for the Education of Young Children, Washington DC, 2004). Adult relationships directly and profoundly affect children’s lives.

In quality early learning programs, educators honour the parents’ role as children’s first teachers and collaborate with them to provide consistent support and culturally responsive learning opportunities. Educators have expanded communication from one-way discussions, such as parent-educator interviews, to authentic engagement where parents are invited into the program to participate as members of the learning community. This enables the children’s feeling of security to increase as they observe trust developing between parents and educators. (Play and Exploration: Early Learning and Program Guide, Saskatchewan Ministry of Education, April 2008. p.18)

Setting the Context: Why Family Engagement Matters

Since 1996, Prekindergarten programs in Saskatchewan have focused on the positive development of vulnerable three and four year old children attending the programs. Many of these young children may come to Prekindergarten with significant challenges. This circumstance adds a deep level of urgency and opportunity for educators and schools to apply their hearts, their heads and their resources to positively impact the life trajectory of these children, families and communities.

The emphasis of the Prekindergarten program is on the development of the whole child, providing balanced opportunities for children to develop socially, emotionally, physically, intellectually and spiritually. Prekindergarten affirms that children are usually best served in the context of their families.(Better Beginnings, Better Futures, 2008. p. 5)

Within the Saskatchewan education sector, there has been significant commitment over a number of years to the belief that schools operate best as an integral part of the community. Together school and community strengths and resources are mobilized to meet individual, family and community needs and wishes.

Research identifies three necessary elements as contributors to learning:

school, family and community all influence children’s attitudes toward learning, their ability to learn and the amount of time, energy and effort they commit to learning.

family and social expectations and encouragement play a role in learning, as do community values.

children’s learning is improved through a coordinated response from all who have a commitment to children and youth. (Provincial Panel on Student Achievement Final Report, February, 2010 p. 23)


Using public schools as hubs, schools knit together inventive, enduring relationships among educators, families, volunteers and community partners. Human service agencies, family support groups, youth development organizations, institutions of higher education, community organizations, businesses, and civic and faith-based groups all play a part. By sharing expertise and resources, schools and communities act in concert to transform traditional schools into permanent partnerships for excellence. .

Talbot, 2004, p.6

Effective relationships between schools and families are based on mutual trust and respect. A building block for effective relationships is when families are acknowledged as the first educators of children, and as a significant influence on children’s growth, development and educational success. Schools and teachers have distinct and important roles and responsibilities in building the educational foundations for each generation. Because family engagement can have a significant impact on children’s learning it is vital that parents and teachers acknowledge and respect each other as partners in helping young children to become all that they can be.

Teacher attitude, values and beliefs make a difference in family engagement. Studies show that families who receive frequent and positive messages from educators tend to become more engaged than others. Human beings have a strong tendency to be judgmental. We often jump to conclusions because we do not know the details or do not understand all the circumstances.

“How do we get families involved? The most important thing is our mindset. First, we have to absolutely believe in our souls that families want to support their

children and this support or partnership can make a significant difference in a child’s educational experience.

Second, we need to prioritize reaching out to families. Often this requires personal phone calls and sometimes even home visits. Many family members have experienced horrendous treatment in the schools, as students and/or parents.” (Ilene Carver in Beyond the Bake Sale)

Beliefs provide the basis for actions. It is important to take the time to reflect on our beliefs and values on a regular basis as they always impact actions and reactions to families and situations.

PHOTO


Time for Reflection

Beyond the Bake Sale gives the following core beliefs as foundational to successful family engagement:

Core Belief #1 - All parents have dreams for their children and want the best for them.

Core Belief #2 - All parents have the capacity to support their children’s learning.

Core Belief #3 - Parents and school staff should be equal partners.

Core Belief #4 - The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders.

Consider what the above statements mean to you?

Do you agree with these beliefs?

Do your relationships with families reflect these beliefs?


Family Engagement as a Key Component of the Prekindergarten Program

Saskatchewan’s Prekindergarten Program aims to support the total development of young children and to lay the foundation for school success and lifelong learning. Parent and family engagement is a key component, central to the operation of an effective Prekindergarten and to the children’s learning.

PREKINDERGARTEN FAMILY ENGAGEMENT EXPECTATIONS

In order to achieve an effective Prekindergarten Program, the Ministry of Education has identified two overarching expectations for family engagement. Each expectation is discussed in the following sections:

Building Positive Relationships and Trust with Families

The development of mutual respect and trust between Prekindergarten staff and families is critical in supporting the learning and development of the children. Prekindergarten staff and parents have a point of strong connection, their mutual investment in the well-being of the child. Building relationships with families do not necessarily happen spontaneously, especially if parents and family members have an existing mistrust or negative experiences in relation to school. Vulnerable children most often live within vulnerable families – some of whom may appear easily intimidated and cautious, aloof and indifferent, angry, or inconsistent. Reaching out to families, being


Family Engagement in PreK

Building Relationships

Purposeful, Positive and Frequent

Communication

Respecting Family Knowledge & Experience

and Inviting Input

Increasing Parents Understanding and

Support of Early Childhood

Development

Home VisitsFamilies in the

Classroom

Sharing Children's Learning and Development

Focused Sessions on Child Development

positive, patient and persistent usually helps break down barriers and demonstrate to families an authentic desire for connection and partnership.

Prekindergarten teachers and associates that report success in family engagement recommend intentionally planning opportunities for getting acquainted and building relationships and trust with parents and families. Important considerations include:

Why the activity/event/practices was chosen and if it accomplished what you intended.

Natural opportunities to get to know and build relationships with parents and family members such as drop-off and pick-up times.

Daily interactions where the parent is invited to share information about their child, and their hopes for Prekindergarten as well as an opportunity for parents to learn about the Prekindergarten program.

If parents do not pick up or drop off their children, reach out to them through personal telephone calls, home visits or scheduling specific times for getting together.

Every interaction between Prekindergarten staff and parents/family is an opportunity to build relationships and to demonstrate respect and valuing of the family role and their relationship with their child.

Increasing Family Understanding of Early Childhood Development and Their Important Role in Enhancing their Child’s Learning

The family’s role as their child’s first and most important teacher may require acknowledgement, affirmation and nurturing among families in Prekindergarten. Prekindergarten children spend many more hours each week learning within the home and community than they do in the Prekindergarten classroom.

Prekindergarten staff views the family’s care and support of the child positively, with an appreciation of cultural diversity and without value judgment. Acknowledgement and appreciation of the child’s existing competencies and development creates the conditions for Prekindergarten staff and families to come together as a team to share the responsibility for making decisions and providing opportunities to stimulate new learning and development for the child.

Participating in Prekindergarten provides the child with an environment focused and concentrated on developmental and learning experiences. Parallel to their child’s learning and development, Prekindergarten staff provide families with frequent and ongoing opportunities, resources and relationships to increase their knowledge of child development and the family’s important role in supporting their children’s learning. Teachers and associates have found that documentation of children’s learning supports these discussions with parents.


Time for Reflection

What am I currently doing to build positive relationship with families?

What else could I try?

What am I currently doing to increase the families understanding of early childhood development and their important role in enhancing their child’s learning?

What else could I try?

Are these two aspects of family engagement balanced in the program?


APPLYING RESEARCH TO PRACTICE: EFFECTIVE PRACTICES IN FAMILY ENGAGEMENT

When reviewing this continuum of effective practices for family engagement, it is important not to become discouraged or consider the practices with less impact as not worthy. Some lower impact practices may be valuable initial efforts to gain trust and attract families to the school or classroom. Engaging parents and families is an intentional process that deepens over time through continuous reflection and thoughtful planning. These practices are not intended to be implemented sequentially - they are ongoing and interconnected and may occur simultaneously.


Lower impact on student achievement

Higher impact on student achievement

Parent coordinators

Parent volunteering

Parent training events

Goal-setting talks

Fundraisers

Potlucks

Student performance

s

Parent resource rooms

Parent social services

Generic school newsletters

Back to school night

Parent-teacher conferences

Interactive homework, tips, and tools for

home learning

Regular, personalized communication

Positive phone calls home

Classroom observations or

mini-lessons

Home visits

Weekly data-sharing folders

Source: Webinar Series: Achieving Excellence and Innovation in Family, School, and Community Engagement, Webinar #5, Feb.2011. Harvard Family Research Project

Key Strategies to Achieve Family Engagement Expectations

This next section provides information and ideas on effective family engagement strategies.

1. Initiating Purposeful, Positive and Frequent Communication

Continuously reaching out to families to purposefully invite, inform, engage and sustain them in dialogue focused on their child’s learning and development is fundamental to the Prekindergarten program. The methods used to communicate with families will vary depending upon the opportunities presented. They may include:

Informal conversations at drop-off or pick-up time or family events Newsletters or other print materials and information Individual, two-way letters or notes between

Prekindergarten staff and families Home visits Phone calls to families Discussion groups Interviews and focus groups Surveys and questionnaires Parent/student/teacher conferences Goal setting and sharing of child assessment information



Communication


and Inviting Input

Home VisitsFamilies in the Classroom

Sharing Children’s Learing & Development

Focused sessions on child development

“EVERY day we have the coffee on! The door to our room is usually opened at 9:00 and once the parents have helped their child hang up their coats and get their shoes on, they are welcome to stay. My Teacher Associate LOVES to fuss over the parents and probably could tell you what each parent drinks and how they like their tea or coffee! If you were to pop by our room in the morning you may find several parents visiting with each other or in our story corner sitting on the carpet reading to children. I love this part of the day as it allows me to visit with parents either one on one or in small groups. I have learned about my families in these daily informal gatherings. My Teacher associate is so AMAZING at developing and nurturing these family relationships…I am truly blessed to work with someone who is so kind and caring towards our families”

Prekindergarten Teacher

“Keeping lots of open communication make parents feel welcome and that we are happy to see them.”

Prekindergarten teacher

2. Respecting Family Knowledge and Experience and Inviting Family Input

Families know their child best and can provide extensive information and understanding about the child’s likes, dislikes, temperament, personality, fears, reactions to new situations and people, family structure, values, expectations and routines. Families may need to be encouraged to share their knowledge and experience of the child. Families’ knowledge and experience when linked with Prekindergarten staff experience with young children provides a rich and powerful partnership to sharpen the focus on supporting child development and learning. It provides the forum for sharing resources, ideas, activities, reading materials, guidance and awareness of resources and experiences available in the community.

Knowing the family and community will help the Prekindergarten staff to create opportunities for enhancing child development and learning that will be appropriate for each child and family.

*Resource Sheet E: Key Resources has additional information and ideas to discover family knowledge. The article by Karen Stephens called “Building Informed Relationships: what parents can teach us about their children” may be particularly helpful.

3. Conducting Home Visits

Home visits are identified in the research as a practice that is associated with higher student achievement. Home visits may create anxiety for both the family and Prekindergarten staff. New relationships may not feel comfortable in the beginning. It takes time and courage but the outcome can be very rewarding.

A minimum of three home visits per year, per child are recommended within the Prekindergarten Program; however some sites implement home visits much more frequently.


The home visiting component is our strongest and most successful strategy. They are an excellent connection to our families and really work to make our families comfortable.


Purposeful, Positive and Frequent Communication

Respecting Family Knowledge &

Experience and Inviting Input

Home VisitsFamilies in the Classroom



Purposeful, Positive and Frequent Communication

Respecting Family Knowledge &

Experience and Inviting Input


Classroom



All home visits need to be arranged, not impromptu unless during the course of the year you have sufficiently developed a relationship where “dropping by” is mutually accepted.

An initial home visit is most often completed early in the school year, or before the child enters the Prekindergarten program. This initial meeting is an excellent opportunity for sharing information about the Prekindergarten Program and for hearing from the family what their hopes and dreams are for their child. It will provide an opportunity within the home environment to learn about the child, the family, pets and possibly the extended family and important family friends. As well the Prekindergarten team can learn about family activities, traditions, values, expectations, views on discipline, culture, etc.

A mid-year home visit is recommended for January or early February. This visit allows an opportunity to share information and examples of the child’s work demonstrating their growth in Prekindergarten, to celebrate successes and identify any challenges or particular areas needing further development. It provides an opportunity for the family to share their views on the child’s development and feedback about the Prekindergarten program (maybe a confidential survey, or feedback form to complete).

Goals are then collaboratively identified with discussion and agreement for sharing responsibility for accomplishing them. It is also an opportunity to provide general information about the next half of the school year including priorities and opportunities for parents to participate.

The year-end home visit provides an opportunity for closure and a retrospective of the year. It is a celebration of learning, where the child’s portfolio is shared with the family, with reflections on the growth and learning over the last year and a focus on the next step for the child. Depending upon the child’s age it could be a second year in Prekindergarten or moving to Kindergarten. Providing the parents/family with some information about what to expect next year is an important transition step, and is an invitation to keep the relationship between the school and the family alive.

See Resource Sheet D: Home Visiting has practical tips and more information on home visiting.


“Home visits have been critical in securing the connection already built by daily contact with the families in the classroom. The home visits helped us to better understand the family context of our students. I believed it helped the families to see that we really care about the health and well-being of the child and it gave them the opportunity to address any questions or concerns that are too private to discuss openly in a busy classroom.”


4. Integrating Families into the Classroom

Parents and family members come to the school and the Prekindergarten classroom with expectations, feelings and beliefs about school. They may be based on past experiences, possibly from their own childhood, through older children, shared stories of school experiences by other family members or friends and beliefs and ideals about what school should be like. The experiences and beliefs can range from very positive to very negative. The moment parents or family members enter the school and the Prekindergarten classroom, they have an emotional and intellectual response to what they see and experience – it may reinforce negative experiences and beliefs, or it may surprise and intrigue them. They may feel comfortable, or not. They have a sense of whether it is a welcoming and inclusive environment and if the presence of parents and family members is encouraged and supported. What your school and classroom communicates to parents is powerful. Ideally the introduction to your school and classroom makes a positive first impression.

In the Saskatchewan Prekindergarten program it is expected that there are frequent opportunities for parents to participate in family focused events in the classroom. In the past, this was often referred to as Family Fridays. An increasing number of communities are finding that family schedules do not allow for regular attendance and flexible alternatives have been developed by Prekindergarten staff. This has included socializing and learning opportunities during the evenings, at lunch time or after school.

Research affirms that parent participation in the classroom contributes to higher student learning. Through regular opportunities to participate in the classroom, parents and family members are able to share in their child’s experience(s), to gain greater depth of understanding about the program, to become comfortable with the classroom environment and staff, and to observe their children as they learn, socialize and explore. Families will be able to observe their child in the context of the whole classroom and informally gauge where there child is at in terms of development. Families in the classroom provide an excellent opportunity to discuss the child’s development and identify areas of strength and growth opportunities with Prekindergarten staff.

Parent and family participation in the classroom requires intentional planning and preparation by Prekindergarten staff. Integrating parent/family into your regular programming provides an opportunity for parents/families to authentically experience Prekindergarten. Planning will include an emphasis on facilitating parents’ understanding of the purpose of the teacher designed activities. Discussions can emerge about how the learning can be extended and applied in the home or how parents may already be contributing to their child’s development in this area. This dialogue is part of the emerging adult partner


“Through creating a warm and welcoming classroom environment, families feel welcome within the classroom”


“I surveyed the parents at the beginning of the year and gave them some of the family events we had in the past and asked for suggestions on what they would like to see again this year if they had another idea.”


relationship between Prekindergarten staff and parents. The interaction presupposes that parents’ experience and knowledge of their child adds to their growth and development.

Resource Sheet E: Key Resources recommends a book called From Parents to Partners by Janis Keyser. In chapter 8 there are many ideas for family meetings and family days.

5. Sharing Children’s Learning and Development and Goal Setting with Families

Sharing information on children’s development and setting goals for learning is an important element contributing to building collaborative relationships with families and is recognized in the research as contributing to greater learning. Sharing development information and goal setting can be the focus of an individual discussion with parents and/or with the parent group for the whole classroom. Parents/families want to know how their children are doing, areas of strength and challenge from the perspective of the teachers as well as strategies for collectively supporting optimal child development. At the same time, families are also interested to know how the whole class is doing and to consider how their child is doing as part of the group. Parents and families want meaningful dialogue about what matters. Most families are aware that learning and development discussions happen among the professionals within the school and feel under-valued if they are excluded from this knowledge and discussion. When meaningful information is shared and parent perspectives included, parents feel valued and an important participant in reinforcing and contributing to the growth plans for their children. Focusing on these practices can significantly contribute to family engagement.

Examples of methods for sharing children’s learning and development with parents include the following:

Portfolios Classroom documentation Electronic documentation Assessment results (caution re: approach) Shared goal setting



Communication


and Inviting Input


Classroom

Sharing Children’s Learning


6. Focused Sessions on Child Development Topics

Impromptu brief discussions and observations of child development are continually exchanged between parents and Prekindergarten staff. Specific organized and focused sessions on child development topics provide an opportunity for more in-depth knowledge building, insights and affirmations for parents. Child development is the recommended focus for all family events. Prekindergarten staffs have a wealth of experience and knowledge of child development. Facilitating parents in learning more has the potential to significantly help them support their children’s learning. Adult learning models are an important consideration when engaging parents in child development learning opportunities. Adults engage most when:

encouraged to shared their perspective versus a total lecture style presentation,

hear perspectives from other participants as well as the professional staff invited to consider the challenges that the professional staff may be

encountering – involved in problem-solving encouraged to reflect on how they might implement the new knowledge feel their sharing is valued and respected

Making the session enjoyable and informative will ensure parents will want to come to another session. Reinforcing the learning experience through activities that demonstrate concepts, multi-media presentations, small/large group discussion, activities including the children are excellent methods to extend and demonstrate the learning. Don’t be concerned about repetition of topics; it is important to focus on the child development milestones emphasized within the Prekindergarten Program. Repeating the topic of focus using different examples or experiences is an important aspect of ensuring the information becomes more deeply embedded for parents. For example, the importance of language development for young children can be a repeated topic providing opportunities for parents to practice ways to actively engage their child to enhance their language development.

Insert picture


REVISITING AND EVALUATING COMMONLY USED STRATEGIES

Reflecting on the research and what has been learned over the years in Prekindergarten programs provides a vantage point from which to consider the approach and outcomes of commonly used strategies. A generic template, found in the Resources area, page 24 has been developed to assist planning engagement strategies.

1. Field Trips

Field trips are not mentioned as a practice on the continuum Applying Research to Practice found on page 11. In the prekindergarten annual reports many Prekindergarten teachers have indicated the success of field trips in increasing parental participation and providing vulnerable families with opportunities they may not otherwise be able to access. This participation provides an opportunity to ensure the field trip is planned thoughtfully and with purpose.

Questions to consider

What is the purpose of inviting families to participate in the field trip? Will it help to build relationships? Will parents gain a deeper understanding of child development and learning?

What will be the role of the family in the field trip? How can I prepare families and children for the field trip? What is the measure of success of the field trips? Is it only the number of

families that attend or are there other measures? Does participation = engagement? Do suggestions for field trips come from

families? Do families have an opportunity to help plan the field trip if they want to?

2. Christmas Concerts and Holiday Themed Activities

In the Applying Research to Practice diagram on Page 11, children’s performances are identified as an activity that has a lower impact in improving children’s learning. At the same time, these activities are often a mainstay of what schools may expect of themselves as well as what others expect them to do. These traditions have been repeated from decade to decade and the participation of families is usually high for activities where their children perform. It is recommended that perpetuating traditions “just because it has always been done” may require further reflection.


“Parents and students love to participate in out-of-school activities; especially those associated with holidays i.e. Easter egg hunts.

“Field trips continue to be the most successful in terms of attendance by families”.

Prekindergarten teachers

Question to consider

Are these traditions important for Prekindergarten children, staff and families? Why?

How are they planned to contribute to learning and development goals? Is the time investment in preparing for the performance producing an

equal balance with the benefits for the children? How can we use these seasonal opportunities to collectively innovate with

parents and children to develop new celebrations and learning experiences?

3. Gym Nights, Social Events and Activities

Prekindergarten teachers indicate that offering food or snacks to families when they come for activities seems to attract a larger turn out of participants. Family members may be struggling financially and opportunities to share food helps to meet this basic need. Sharing food together is common human behaviour to extend hospitality and share nourishment together. Potluck lunches, dinners and brunches have been cited as being well supported by families. Prekindergarten graduation celebrations also attract much family participation. Some of these activities may be planned just for fun and for building relationships. There is nothing wrong with planning for fun and for connecting. At the same time, Prekindergarten staff will mostly likely want to move into deeper levels of connection and meaningful engagement to maximize opportunities for improved child development and learning.


Is there a focus to the discussion with families when they attend a potluck or other food experience?

What is the role of families in a gym night experience? How is this role determined and communicated to families?

Do families feel they are observers in graduation celebrations? If so, how might they become more engaged with planning and participation?

4. Family Fridays

Historically, the Prekindergarten program envisioned that families would join the classroom on a weekly basis, usually Friday mornings to participate in a wide range of activities and events. Feedback over the years has indicated this model often does not work for busy families, many of whom may be at home with younger children, working or going to school. Sometimes transportation can also be a barrier. Many Prekindergarten programs have demonstrated flexibility and innovation to ensure families are engaged with the program. They have tried family events offered in the afternoon and evenings in an effort to accommodate families’ schedules. Offering engagement opportunities for smaller groups and


larger groups throughout the month has proven successful. Another strategy has been to host Family days once a month and in the interim, keep communication flowing between home and school through notes, phone calls, class calendars and newsletters. Family Days are a significant and important component of the Prekindergarten program contributing to engagement, building families’ understanding of child development and learning and reinforcing the important role families have in influencing their child’s development and school success. Balancing this important aspect of the program with what seems to work in each community may be the new model for Family Days.


Some sites have made this expectation a mandatory requirement for their families? Does this expectation create more pressure for Prekindergarten staff and families? Does a mandatory requirement contribute to building relationships and cooperation?

What are some ways to ensure that families find the time spent during Family days as meaningful and where they are learning?

PHOTO


PREKINDERGARTEN TEACHER SUCCESS STORIES


Switching to evening events and including supper has increased

Project work that occurs over a number of weeks gives families an opportunity to participate in the learning by bringing things to the classroom to enhance

the project or in reviewing the documentation. I have

discovered parent knowledge and expertise through their

A weekly family skate from early January to February break has been very successful in engaging families

and promoting fitness.

I invite only 4-5 parents/families to attend Fridays at a time. It is easier to focus on the children’s learning and activities and to

Families and children are invited to come to my house in September. They play with the dog, pick apples and we have a snack. Having the children in my home deepens the relationship and develops trust

I attend the children’s soccer practice or other events in the community. At the Mosaic festival I go to see them and their families perform. It is always an occasion of great excitement.

RESOURCE SHEET A

A Year of Family Engagement


A Year Plan for

Growing

Family Engageme

nt

Focus on developing strong roots of family engagement and building trusting relationships.

Strategies

1st Home Visit Getting to know you activities at family events Families welcomed to the classroom Variety of two way communication developed

Focus on sharing child development and learning

Strategies

2nd home visit Involvement in projects Communication refined Family sessions on child

development

Focus on Learning

Strategies

3rd home visit - sharing the child’s portfolio

Celebration of family participation in children’s learning

Moving forward, kindergarten or 2nd year in Prekindergarten

RESOURCE SHEET B

Connecting with Family Education Programs in the Community

Vulnerable families may have multiple needs for support and learning – needs that extend beyond the scope of what can be offered through the Prekindergarten staff and program. As relationships and with parents/families and Prekindergarten staff begin to grow, families may approach the Prekindergarten staff with their concerns and needs. Be attentive and sensitive to what parents disclose. It is important that Prekindergarten staff and school administration recognize parent and family needs that cannot be met through the Prekindergarten Program and that there are linkages to community resources and supports. Families are trusting and putting their faith in staff that their needs will be met. School staff awareness and connection to services is critical when serving vulnerable families. Service outreach to families or linked to the school is important in building trust and breaking down accessibility barriers.

The following are examples of some learning and education programming for families that Prekindergarten programs were able to offer in collaboration with community partners or were able to refer families:

Family literacy initiatives – working with the Literacy Network, Growing with Stories – initiatives at public libraries; Come Read with Me, Reading Wednesdays, story bag making sessions,

Families and Schools Together Program (FASTTM) http://www.familyservicecanada.org/programs-events/former-fast/

Speech and language development – with the assistance of speech and language pathologists – professionals used within the school division or regional health authority

Sensory and motor skills development – school division student support services Nutrition, cooking and physical activity – in conjunction with cooking experiences,

collective kitchens, etc. Gardening tips contributing to food security – city landscape planners,

horticultural groups, local gardening experts. Addictions counselling( self regulation, building positive memories, caring for self

and others, prevention) – with the assistance of trained mental health and addictions workers

Dental health – public health professional support Hand washing and immunization information – public health professional support


http://www.familyservicecanada.org/programs-events/former-fast/

RESOURCE SHEET C

Planning Template

The following template is intended to provide generic guidance for any planned engagement strategy.

Engagement Strategy ___________________________ Date________________________

What is the purpose of this engagement strategy?

What is planned for the engagement strategy?

How does the engagement strategy connect with learning that is happening within the classroom?

How are the learning objectives of the engagement strategy explained to parents?

Is parent/family perspective solicited and integrated into the development of learning objectives for the engagement strategy? How?

What is the role for parents or family members within the engagement strategy? How are these roles determined? Do families/parents have opportunity to identify the roles for themselves?

Do parents find this role meaningful? How do you know?

Would/could parents have other roles within the engagement strategy? What are these other roles?

Did the engagement strategy accomplish what was intended? Why?

What do the parents think the engagement strategy accomplished?

Would you recommend this engagement strategy to your colleagues? Why?

What was the most important aspect of this engagement strategy? Include Prekindergarten staff perspective, child perspective, parent /family perspective.


RESOURCE SHEET D

Home Visits

Home visits are an important element of the Prekindergarten program. Visiting with parents and family members in their homes is a highly effective way to establish and maintain communication and to foster trust between home and school. (Better Beginnings: Better Futures, 2008 p. 15)

Why are home visits recommended?

Home visits allow opportunities to observe family dynamics, meet siblings and to be a positive role model that is accepting and respectful to all family members. A child and their family will feel more accepted in the classroom when you can refer to a pet or sibling by name in conversations. Visiting a child’s home improves understanding of the home environment and how the child functions in it. The visit provides an opportunity to explain the program to parents and issue a personal invitation for their involvement.

The relaxed atmosphere of the home may be more conducive to conversation and trust. Often parents will share personal information about both the child and the family that they would not necessarily share in the formal school environment. This information can help the teacher provide the most effective learning opportunities and supports for children in the program. For those parents who may have unpleasant memories of their own school experience, meeting in their home may be a positive option. A home visit may alleviate the child’s anxiety about school and the teacher. If parents are uncomfortable having a teacher come into their home, try to meet the family in a neutral spot such as the local coffee shop or community room.

The important thing in home visiting is to let the child and their families know that you care and respect them. Being sensitive and non-judgmental can make strong connections for future home-school communications.


Home Visiting Strategies

1. Be well prepared for home visits.2. In advance, prepare any materials to be left with the family to support the

transition to school.3. Prepare questions that will give you information about the strengths and interests

of the child and family. Questions should be open-ended. 4. Bring a book to read to the child during the visit – an option may be to leave the

book as a gift to the child and family. 5. Provide paper and crayons so the child can make a picture while you talk with

the parent.6. Have toddler size crayons or puzzle available for younger siblings.7. Let parents know what to expect during the home visit when making

arrangements.8. Go to the home with a partner such as prekindergarten associate, community

school coordinator and/or principal.9. Ask parents if you can take notes during your visit.10. Tell the child what activities to expect at school: for example, the water table and

sand table. Show pictures of these activities.11. Model a one-to-one play situation with child.12. Complete registration forms with the family.13. Relax and enjoy getting acquainted.

Checklist for communicating with families

When reflecting on your visit with a family, ask yourself, Did I ……..

Establish a partnership with the family and express the important benefits for the child of working together?

Use open-ended questions?

Gather information by asking what, when, where and how – but not why?

Notice body language and consider what the signals and cues mean?

Use encouraging facial expressions?

Listen more than talk?

Share information in a clear, concise way?

Anticipate family concerns and discuss them?

Provide reassurance?

Adapted from Bennett, T., page 23; 2006


RESOURCE SHEET E

Key Resources

Books

Videos

Articles

Websites


REFERENCES

Are We Family Friendly? http://community.michiana.org/famconn/pl2_2ff.html retrieved June 17, 2011

Baker, A.C., Manfredi/Petitt, L.A. (2004) Relationships, the Heart of Quality Care: Creating Community Among Adults in Early Care Settings. The National Association for the Education of Young Children. Printed in the USA.

Berg, Amy C., Melaville, Atelia, Blank, Martin J. (2008) Community and Family Engagement: Principals Share What Works Coalition for Community Schools, Institute for Educational Leadership

Epstein, Joyce and Salinas, Karen School and Family Partnerships: Surveys and Summaries, Center for School, Family & Community Partnerships Johns Hopkins University http://www.csos.jhu.edu/p2000/survey.htm Retrieved June 2011

Ferguson, Chris; Jordan, Catherine; Baldwin, Marion; (2010). SEDL Working Systematically In Action Engaging Family and Community: A Guide for Facilitators p.77 http://www.familyschool.org.au/dimensions/ Retrieved June 2011

Gonzalez-Mena, J., & Stonehouse,A.(2008). Making Links A Collaborative Approach to Planning and Practice in early childhood programs. New York, NY: Teachers College Press.

Government of Saskatchewan (2008) Better Beginnings, Better Future: Effective Practices Policy and Guidelines for Prekindergarten in Saskatchewan. Regina: Author

Government of Saskatchewan (March 2011) Ministry of Education Plan for 2011-12 http://www.education.gov.sk.ca/ministryplan/2011-12 retrieved August 22, 2011

Government of Saskatchewan (2008) Play and Exploration: Early Learning Program Guide. Regina: Author

Government of Saskatchewan (2010) Provincial Panel on Student Achievement: Final Report. Regina: Author

Harris-Murri, Nancy J., Living the Dream in the Promised Land, Features of Highly Successful Schools that Serve Students of Color, http://www.spannj.org/pti/Culturally_Responsive_Schools.pdf retrieved June 17, 2011

Henderson, A., Mapp, K. Johnson, V., Davies, D. (2007) Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York: The New York Press

http://www.familyschool.org.au/about/ Retrieved August 5, 2011

Keyser, Janis; (2006) From Parents to Partners: building a family-centered early childhood program: St. Paul, MN: Redleaf Press


http://www.familyschool.org.au/about/

http://www.spannj.org/pti/Culturally_Responsive_Schools.pdf

http://www.education.gov.sk.ca/ministryplan/2011-12

http://www.familyschool.org.au/dimensions/

http://www.csos.jhu.edu/p2000/survey.htm

http://community.michiana.org/famconn/pl2_2ff.html

Lanfer, Stefan and Kane,Kelly editors(2003) Including Every Parent: A Step by Step Guide to Engage and Empower Parents at Your School. Developed by Parents and Teachers at the Patrick O’Hearn Elementary School, Project for School Innovation, Dorchester MA.

Prosci, Change Management Learning Centre http://www/change-management.com/ retrieved August 23, 2011

Pushor, D., Ruitenberg, C., (2005) Parent Engagement and Leadership. Research Report, Project #134 Dr. Stirling McDowell Foundation.

http://www.community.nsw.gov.au/DOCSWR/_assets/main/documents/research_active_engagement.pdf (24 pages – service provider focus)

National Early Childhood Technical Assistance Centre NECTEC for OSEP Early Childhood Transition Initiative, (September 2008) Self-Assessment for an Early Childhood Transition Infrastructure. http://www.spannj.org/pti/Transition_to_Preschool_Self_Assessment.pdf Retrieved June, 2011

Partners in Learning: Brief synopsis of good resources, research and assessment tools http://community.michiana.org/famconn/plgdres.html#anchor639225 Retrieved June 2011

Stephens, Karen, (July/August 2010) Building Informed Relationships: What parents can teach us about their children https://secure.ccie.com/library/5019438.pdf Retrieved October 26, 2011

U.S. Dept. of Education Parent Involvement in Children's Education: Efforts by Public Elementary Schools http://www.edweek.org/ew/issues/parent-involvement/ Retrieved August 23, 2011

/tt/file_convert/5acf60da7f8b9a6c6c8d0b0f/document.docx


http://www.edweek.org/ew/issues/parent-involvement/

https://secure.ccie.com/library/5019438.pdf%20retrieved%20October%2026

http://community.michiana.org/famconn/plgdres.html#anchor639225

http://www.spannj.org/pti/Transition_to_Preschool_Self_Assessment.pdf

http://www.community.nsw.gov.au/DOCSWR/_assets/main/documents/research_active_engagement.pdf

http://www.community.nsw.gov.au/DOCSWR/_assets/main/documents/research_active_engagement.pdf

http://www/change-management.com/

Documents

Family Engagement in Prekindergarten - Supporting ...supporting-kindergarten.wikispaces.com/file/view/Parent... · Web viewFamily Engagement in Prekindergarten A Resource Guide November