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Diversities of Cultures and Languages Most likely you will have children from family models and cultures that are not the same as your own. It is also possible that they will come from countries with languages that are unfamiliar to you. Even if, on the surface, your community seems homogeneous, there will be economic and […]

When More Focused Strategies Might Help The previous suggestions should see teachers and caregivers through a variety of general home–school interactions. There are, however, more specific situations to consider as well because, of course, children and their families do not fit into one general mold. We have already introduced statistics showing the great diversity of

Tips, Strategies, and Plans for Caregivers and Teachers CHAPTER 8   their family. · Remember to ask parents their perspectives on their children’s strengths or challenges; don’t just lecture to them. · Begin and end every meeting with something positive (the “bread” in the communication “sandwich”). Other types of communication: Formal parent–teacher meetings should include

In person (formal meetings and conferences): · Before a school year begins, contact or visit children and their families to introduce yourself. Give each child something small to bring the first day; even a simple pencil provides a sense of belonging and knowing at least one thing to do and something to look forward to.

General Strategies for Home–School Interactions The following ideas come from your authors’ and other writers’ experiences as well as from actual research (Arndt & McGuire-Schwartz, 2008: Kersey & Masterson, 2009; Keyser, 2006; Powers, 2005; Souto-Manning, 2010). In person (informal): · Say at least one positive thing whenever you talk with a parent. · Stay both

Tips, Strategies, and Plans for Caregivers and Teachers s you gain experience in centers and classrooms, you will discover new and productive ways to be successful in your home–school interactions. Right now, it will be helpful to have some suggestions to think about, to discuss with others, and to A   collect as you get

Primary Grade Children and Their Families Primary grade children are now well on their way into formal schooling and the advice for kindergarten teachers still holds true. Conferences are now more often scheduled rather than informal, and it is important to be sure that these are held when parents are able to participate. Scheduling around

Kindergarteners and Their Families Kindergarteners are embarking on their actual journey into formal schooling and “the quality of interaction between a child’s kindergarten teacher and family helps to form a family’s overall connection with school” (Copple & Bredekamp, 2009, p. 253). In this way, the teacher is helping to establish a family’s relationship with school

Preschoolers and Their Families Preschoolers act, at times, like the toddlers they have so recently been, making it imperative that teachers consider interactions much like those of the earlier years. At the same time, the first step toward many years of formal schooling often begins in preschool or child care programs, and parents begin to

Toddlers and Their Families Toddlers and their families also benefit from ongoing efforts at good communication. The continuity between home and center provides the stability that youngsters need as they navigate between the highs and lows of their emerging, but still shaky, steps toward independence. The toddler’s conflicting emotions during this period can better be