Sharing Approaches When Working with Children in the Initiative Stage
◆◆ Don’t just teach parents; learn from them. They know more about their child than you do. They see the child in different contexts; you mainly see the child in the context of the early care and education program setting.
◆◆ Find out parents’ views of the theme of this chapter: encouraging children to take initiative. The subject may be something they never thought of before. Or it may be quite a familiar subject. On the other hand, it may not fit their cultural background and will need to be discussed so that you understand where they are coming from.
◆◆ Be sure that families know that you are a mandated reporter for abuse. Define the difference between abuse and punishment. Also, help them see the disad- vantages of both physical and psychological punishment.
◆◆ Demonstrate the many alternatives to punishment explained in this chapter. ◆◆ Recognize when you and the parents need outside help for working with
their child.
We can’t leave the preschool-age child without a discussion of early learning. The scene with Briana showed a developmentally appropriate preschool setting with activities and approaches that encouraged initiative. Unfortunately, everyone doesn’t understand the value of such a program. Many well-meaning adults take the position that academics rather than play should be the focus of the preschool cur- riculum. They base their view on the facts that the early years are important ones and that most young children are equipped with a good memory and a willingness
Sharing Views of Initiative with Families 95
Sometimes we get so discouraged or afraid of repercus- sions that we do not advocate for ourselves. A few years ago at a local early childhood program director’s seminar, several directors reported being treated rudely and un- fairly by state inspectors. Some of the directors felt em- barrassed and questioned what they had done to deserve this treatment. They had filed complaints regarding this treatment and received no response but didn’t want to go any further as they felt this would anger the inspec- tors. The group offered support and advice. When other directors continued to experience this type of treatment, it also was discussed at length at the seminars. The semi- nar leader felt that though the support and advice were good, some type of action was warranted.
The seminar leader discussed with the group a variety of actions that could be taken, and it was
decided to meet with a local state legislative aide and the ombudsman for the state inspector’s office to explain the issues. Both meetings went very well, and the directors felt their concerns were heard. Many of the directors found this a powerful experience as it was their first meeting with a legislative aide. Directors also became aware of their rights when dealing with the state agency and procedures to use when they feel those rights are violated.
As a result of these meetings, the state agency held a community meeting to hear all the is- sues, and changes were made in the procedures for state inspectors. Through this experience these pro- fessionals learned about the power of advocating for themselves and where to gain information and support.