COLLABORATING
with Families
“THE FAMILY TIE IS THE CLOSEST,
THE MOST TENDER AND SACRED,
OF ANY ON EARTH”
ELLEN G. WHITE
what is collaborating with
families?
WHEN EDUCATORS AND FAMILIES ARE PARTNERS IN CHILDREN’S
SOCIAL AND EMOTIONAL DEVELOPMENT, EDUCATORS GAIN
INSIGHT TO BETTER SUPPORT STUDENTS, AND FAMILIES GAIN AN
ALLY IN SUPPORTING THE SOCIAL AND EMOTIONAL SKILLBUILDING THEY ALREADY ENGAGE IN WITH THEIR CHILDREN.
SCHOOL-FAMILY ENGAGEMENT IS
A PREDICTOR OF ACADEMIC
ACHIEVEMENT AND OTHER
POSITIVE STUDENT OUTCOMES
JEYNES
Building Bridges with Families
REFERS TO THE CONCEPT OF ESTABLISHING STRONG, POSITIVE
RELATIONSHIPS BETWEEN EDUCATORS (LIKE TEACHERS) AND THE
FAMILIES OF THEIR STUDENTS, ESSENTIALLY CREATING A COLLABORATIVE
ENVIRONMENT WHERE BOTH PARTIES WORK TOGETHER TO SUPPORT A
CHILD'S LEARNING AND DEVELOPMENT, OFTEN THROUGH OPEN
COMMUNICATION, ACTIVE ENGAGEMENT, AND MUTUAL RESPECT;
ESSENTIALLY, "BUILDING A BRIDGE" SIGNIFIES CREATING A CONNECTION
BETWEEN THE SCHOOL AND HOME TO BETTER SUPPORT THE CHILD'S
PROGRESS.
Parents… (at home)
-ARE THEIR CHILDREN’S FIRST TEACHERS
-are leaders in their families
-are providers
-support and love their children
-juggle work and home responsibilities
-discipline their children
Parents… (at school)
• BRING TO AND PICK UP THEIR CHILDREN
• support school activities and programs
• attend parent-teacher conferences and
other meetings
• pay for their children’s fees
• are invited as resource persons
• may serve as officers/leaders
Parents in early childhood education are…
-BOTH FIRST-TIMERS AND EXPERTS
-Both teachers and learners
-Both followers and decision-makers
-ECE is both personal and formal for them
DAP
DAP REQUIRES DEEP KNOWLEDGE ABOUT
EACH CHILD, INCLUDING THE CONTEXT WITHIN
WHICH EACH CHILD IS LIVING.
DAP Guidelines
EDUCATORS TAKE RESPONSIBILITY FOR
ESTABLISHING RESPECTFUL, RECIPROCAL
RELATIONSHIPS WITH AND AMONG FAMILIES.
In Practice
• FACILITATE RELATIONSHIPS WITH FAMILIES
• Encourage and support families to get to know each other
• Families serve as resources to the school and each other
• Collaborate within and outside of the program
• Ensure mutual respect, cooperation, and shared responsibility
• Help negotiate conflicts toward achievement of shared goals
DAP Guidelines
EDUCATORS INVOLVE FAMILIES AS A
SOURCE OF INFORMATION ABOUT THE
CHILD (BEFORE PROGRAM ENTRY AND ON
AN ONGOING BASIS).
In Practice
ENGAGE FAMILIES IN THE PLANNING FOR
THEIR CHILD, INCLUDING TEACHING
PRACTICES, CURRICULUM PLANNING AND
IMPLEMENTATION, AND ASSESSMENTS
Conclusion
BRIDGING THE GAP BETWEEN HOME AND PRESCHOOL MAKES
FAMILIES FEEL MORE ENGAGED WITH THEIR CHILDREN’S
DEVELOPMENT, WITH MANY STUDIES SUGGESTING STRONG
PARENT-TEACHER PARTNERSHIPS CAN HELP CHILDREN
DEVELOP POSITIVE SELF-ESTEEM AND BE MOTIVATED TO
LEARN.