What Does One Size Does Not Fit All Families
Resource on family engagement in early on childhood education seem to accept a recurring theme: One size does non fit all. Current research on the topic sheds light on why this is true and why educators must accept this to heart.
Start, to exist successful at family engagement, one needs to understand what it really means. Many people, upon hearing the term, immediately recollect of parent/instructor conferences, parents volunteering at holiday gatherings, or families sending back the "All nearly Me" affiche they helped create with their child. However, this is a very narrow view of what family appointment encompasses. Offset Early, a nonprofit public-private partnership advocating for early on childhood, defines family unit engagement quite succinctly: "…family date focuses on the importance of positive, interactive relationships betwixt program staff and parents – relationships that enhance and back up children's learning." Taking that definition a step farther, WIDA, in their paper ABCs of Family Appointment, says those relationships should be ongoing throughout a kid's educational journey, mutual, built on trust and respect, and focused on educatee learning and achievement.
2d, in addition to understanding what family engagement is, one must know the benefits. All sources echo the same key outcomes: improved learning and accomplishment, reduction in behavioral challenges, increased attendance, and enhanced parent and educatee satisfaction with schools. These results assist united states understand the importance and impact of getting family appointment right.
Unfortunately, educators ofttimes have a very limited view of family engagement. Sending appointment letters dwelling about parent conferences means they are doing their part. Allowing some parents to organize a holiday commemoration or school issue means they can check a box. Sending home a weekly newsletter qualifies as communicating with parents. Sadly, they are missing the mark. These examples are what the research calls traditional forms of engagement: expecting parents to follow the teacher'southward or school's agenda for supporting their children's learning at abode.
Therefore, the first thing an educator must do is reflect on his or her own beliefs about how families should back up their children's education. Basing one's own definition of family date solely on what is was like for the teacher when he or she went to school, does not hateful that represents what family date is or should be like for the families whom he or she is currently serving. Thus, educators must work to sympathize the experiences and perspectives of the families they work with each mean solar day. One way to do this can be by making home visits. Going into a kid'south home environment immediate is the perfect way to acquire virtually families. From their backgrounds, strengths, and challenges to their civilisation, language, and lifestyle, a personal visit provides cracking insight into each family unit in a school customs.
Next, teachers must strive to extend on what they larn near families equally a foundation for two-way advice. Many educators arrive a rut of one-manner communication—sending dwelling house newsletters, notes, progress reports, etc. They feel they have briefed families about their child's pedagogy. While providing that data is a central role of family appointment, information technology must exist given in a comprehensible format and be continued to learning to constitute a best practice. Additionally, school personnel must be conscientious about communicating with parents in their native language. Awareness and acceptance that families play a principal role in children's learning and development is of utmost importance for the well-being of every kid. Therefore, ensuring that families empathize the content being communicated to them is a must.
In addition to the fact that families are children'southward first and most of import teachers, educators must uphold the rights of parents to make decisions for their children. I struggled with this one early on in my own teaching career. I am bilingual in English and Spanish, have a master'southward degree in bilingual didactics, and have worked hard to brand my own children bilingual given the fact my hubby and his family unit are native Castilian speakers. As a instructor in my school's bilingual program, I oft got on my soap box to convince reluctant parents of the benefits of bilingualism equally they leaned toward enrolling their child in an English-simply program. Finally, I realized my chore was to share my knowledge on the topic, only in the cease, I was not the kid'south parent nor did I get to determine what program they participated in at school. Ultimately, it was their option and I had to exist satisfied with the fact that I had properly informed them of their options.
What did come from these conversations about choosing a program for their child, was a realization of how important a trusting human relationship is with families. Being able to develop trust and respect with a family means they are more than willing to mind to information or recommendations from teachers and other school personnel. Developing a partnership—a fundamental piece for successful family engagement—where families and educators work together toward the common goal of seeking what was best for the child is the ultimate goal.
Finally, educators cannot get stuck on the path of traditional involvement of families, but rather, need to be open up to nontraditional forms of engagement. For example, family unit date also needs to be about empowering families with knowledge and skills. Many families avert schoolhouse because of negative past experiences or because they practice not understand the linguistic communication and culture of the school community. Providing families with a condom, comfy space within a school can assist overcome these barriers to interest. For example, a past employer gear up a "Parent Café" in each of their early on babyhood centers. Not but was it an inviting spot in the school, but there were likewise resources available to parents such as computers and parenting literature. When parents feel welcome and have a identify to network with other families, schools are showing parents they are advocating for them and their children.
Schools must provide opportunities for parents to exist champions for their children. They must piece of work with families to plan date options that friction match their needs and preferences. An educator's job in supporting family engagement is giving families the tools to navigate school and embracing their participation in whatever form it comes. Remember, 1 size does non fit all. When this mentality is adopted, not but are families supported, but the children served are supported and fix on the path to educational success.
Jennifer Fernandez
Jennifer's educational activity background is diverse. She taught PreK–6 for 22 years, served on district and regional instructional committees. She holds Texas Teaching Certificates in Elementary Cocky Independent, Early Childhood, & Bilingual/ESL, plus Minnesota Elementary Education. Jennifer has served for 7 years every bit a professional learning specialist, and is in demand every bit a presenter to regional, state, and local conferences.
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Source: https://blog.schoolspecialty.com/family-engagement-one-size-does-not-fit-all/
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