Let's Talk Session 7 PowerPoint PDF, Parent Engagement from

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Let’s TalkHost - Debi Mathias

Director, QRIS National Learning [email protected]

www.buildinitiative.orgwww.qrisnetwork.org

Today we’ll talk about:

Engagement

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State Example - Iowa

Alison Bell

EngagingParents in

Reading andTalking toChildren

Lessons from theNew Every Child

ReadsParent Modules

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Parents are achild’s first andmost importantteacher.

Every child needsa family memberto read to her orhim every day.

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What does the research say?

•Frequency of parent reading to preschool children isrelated to children’s language and literacydevelopment (vocabulary, comprehension, letterknowledge and phonological awareness) - Dunst,Valentine, Raab & Hamby, 2013.•Parenting style of reading (warm, open-endedquestions, elaborations) related to language andliteracy skills - Trivette, C. M., Dunst, C. J., & Gorman, E.(2010).

From Parent Engagement in Preschool through Grade 3: A guide for policymakers,NCCP. From http://www.nccp.org/publications/pdf/text_1084.pdf


•Amount of conversation predicts language development -Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D.A., Xu, D., Gray, S., & Yapanel, U. (2009).•Style of communication (open-ended questions &elaborations) related to preschool language, literacy andnumber knowledge. - Leyva, D., Sparks, A., & Reese, E.(2012); .Sparks, A. & Reese, E. (2013).•Parent involvement including visits to library/bookstoreand home-based playing games, telling stories and helpingchildren with art activities related to growth in children’slanguage and literacy skills. - Dunst, Valentine, Raab &Hamby, 2013.


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•Parent nurturance (in many contexts) related to self-regulation - Dunst, Valentine, Raab & Hamby, 2013.

•Research studies on the co-occurrence of externalizingbehavior problems and literacy/academic performance[ages 4 and under]

•Joint attention, caring relationships is a precursor tolanguage development/later literacy



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Key message of modules

Whatever you do,wherever you are,talk and read withyour child.

Key message of modules

Whatever you do, wherever you are,talk and read with your child.

Purpose:•Clear and direct recommendations so parents willadjust their interactions with their children insmall but significant ways thereby becoming moreeffective teachers of their children

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Six modules

1. Talking with your child, pt. 12. Talking with your child, pt. 23. Asking questions4. Responding to words you child is

saying; Teaching new words5. Using songs to teach new words6. Retelling personal stories

Six modules and outcomes

1. Talking with your child, pt. 1

•why it is important to talk with children

•when to talk with children

•what to talk about with children

•why it is important to read with children

•when to read with children

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2. Talking with your child, pt. 2•use comments during conversations in everydaysettings and

•when reading books

•give children time to respond to a comment

•look at their children when talking

•point to pictures in books as a way to startconversations


3. Asking questions•three kinds of questions (Yes/No, “WH”, Open-ended) to ask children when talking and readingwith them.•to ask simple, age appropriate questions.•how to respond when their children answerquestions in an unexpected way.•to use CAR (Comment, Ask questions, Respondand add a little more information) as a way toremember the strategies to use when talkingand reading with children.

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4. Responding to words you child issaying; Teaching new words

•respond to what the child said and add a littlemore information.

•teach new words from books.

•tell when a child is interested in reading acertain book.

•tell when it is time to stop reading to theirchildren.


5. Using songs to teach new words

•review the “R” in CAR•learn to use songs to teach their children words•learn what rhyming words are and how to callchildren’s attention to them when singing andreading

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6. Retelling personal stories

•why it is important to tell children personalstories

•how to tell children personal stories

•how to ask questions to encourage children totell personal stories

Every module has…

• Materials/Equipment List• Preparation Instructions• Outline• Trainer Script• Handouts

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Accessing the Modules

GO TO: www.educateiowa.gov

GO TO: A-Z Index

FIND: Every Child Reads 3-5 (click onit)

FIND: Parent Modules

For moreinformation

Tom RendonIowa Department of

Education515-326-5389

[email protected]

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Let’s TalkQuestions and Discussion with the Participants

Overview

• Key research findings• Types of PE that show the strongest relationship to

child outcomes• Promising Models• Opportunities for states to advance PE; especially

through QRIS and collaboration with other sectorsand ECE planning councils

Taylor Robbins

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What is parent engagement?

• Early learning focused parent engagement: preschool- grade 3• Parent engagement: parents’ efforts to promote their

children's healthy development and learning throughactivities that can be encouraged by educators in child care,preschool and school settings. (including social emotionalsupport/parent nurturance)

Types of Parent Engagement

• Home-based PE: playing games with children athome that offer learning enrichment

• Community-based PE: taking children to the library• School-based PE: volunteering in a child care or early

grades classroom or attending a parent-teacherconference

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Highlights of Research – Preschool years

Frequency and style of parent-childreading positive effects onchildren‘s oral language skills(open-ended questions, explanations,linking book to child’s experience)

Frequency and style of parent-child conversationswith their young children language skills(open-ended questions, elaborations, math talk)

Highlights of Research – Early grades

• Frequency of parent-child reading, visits to the library andnumber of books in the home children’s literacy and orallanguage skills

• A supportive home learning environment where parentssupport their child’s school work and provide learningopportunities academic and social emotionalcompetencies

• Increased home-based and out-of-home activities betweenprekindergarten and first grade stronger math skills in firstgrade (teaching children about numbers, playing with blocksand puzzles, and counting)

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Parents’ nurturing style matters

• Parent warmth and responsiveness promotelearning– Parents’ encouragement, praise, and

responsiveness during book reading child’sengagement in reading, efforts to readindependently, efforts to read challenging books(preschool, early grades)

– Parents’ nurturing stylepositive social behavior (early grades)

Question for participants…

In your state’s parent engagement initiatives, what is the focusof PE? How much does the focus of parent engagement reflectour findings? (e.g., Is parent engagement defined broadly orfocused on promoting children’s learning in key domains?)

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What types of PE show the strongestrelationship to child outcomes?

• Unique value of home-based PE→ provides directlearning experiences in key domains; e.g. language,reading and math

• Evidence from interventions that train to increasefrequency and quality of home learning experiences

Promising Models

• Family Mathematics Curriculum AfricanAmerican and Latino Head Start families

• Getting Ready Intervention Head Startparents and children

• Incredible Years Parent Program promoteschildren's social emotional skills

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Opportunities for States to AdvanceParent Engagement Policies and Practices

• QRIS States’ QRIS should include more explicitrequirements for programs to help parents learnabout ways they can promote their children’slearning (e.g. RI’s Bright Stars and CO’s Qualistar)

• State Head Start Collaboration Offices• Early Childhood State Advisory Councils• State-funded Prekindergarten Programs

Questions for participants…

What opportunities are there in your stateto advance a parent engagement agenda?

What steps would need to be taken topursue these opportunities?

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Recommendations

• Use multiple aligned state-level strategies to promote PE inpreschool through grade 3– QRIS and State Prekindergarten Program Standards

• Promote most effective types of PE– Promote PE that helps parents provide effective supports for children’s

learning at home, focused on key domains (language, literacy/reading,math, social-emotional)

• Promote use of effective strategies to engage families– Incentives, standards, and guidance to encourage early care and

education programs and schools to implement varied strategies toengage families, especially families who face significant barriers(especially language)

Let’s TalkQuestions and Discussion with the Participants

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Getting Kids Ready for School

• Children arrive in kindergarten withmany important skills:– Language and preliteracy– Early math– Social-emotional

• Parents are children’s first— and foundational—teachers

• Connecting with parents over shared goals forchildren’s success boosts children’s outcomes

Margaret Bridges, Ph.D

Effective Parent Engagement

The answer lies within the community:transform cultural strengths into tangible tools

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Abriendo Puertas/Opening Doors

• 10-session parenting skills andadvocacy program

• Developed by and for Latino parentsof children 0-5

• Uses local data• Engages parents with interactive

activities and develops their skills asagents of change

• Training of Trainers Institutes• Uses program data for improvement

Abriendo Puertas/Opening Doors

Boosts parents’ knowledge of:• Children’s early learning and development

(.80 SD)• Children’s social-emotional development

(.78 SD)• Children’s language and literacy practices

(.76 SD)• School preparation (1.33 SD)• Positive parenting skills (.82 SD)• Advocacy (1.08 SD)Enhances parents’:• General self-confidence (.80 SD)• Parenting confidence (.80 SD)

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Questions, Reflections, Comments

Thank YouDebi Mathias:

[email protected] NLN Website:http://qrisnetwork.org/

Documents

Let's Talk Session 7 PowerPoint PDF, Parent Engagement from