Barriers and Challenges

Barriers and Challenges

More From the Field

Preschool director and teacher Donna Wilson discusses how educators must confront their biases and preconceived notions of what families should be in order to be comfortable working with all the children and families who enter their classroom.

Critical Thinking Questions

  1. What are some of your preconceived notions about how families should be?
  2. What can you do to get to know the families and make everyone in your classroom feel welcome?

There is widespread agreement that home/school/community programs succeed only when mutual trust is well established among those involved (Dombro & Lerner, 2005; Fiese, Eckert, & Spagnola, 2006; Sciarra & Dorsey, 2007). Other factors are important as well. Parent education efforts, especially literacy-focused programs, require that educators appreciate and respect many “ways of knowing” and the life experiences of parentsa sociocultural perspective that doesn’t regard teachers as the only authentic source of knowledge or information (Grant & Ray, 2010; Ordonez-Jasis & Ortiz, 2007). Involvement programs that establish clear goals (Fiese, Eckert, & Spagnola, 2006; Ordonez-Jasis & Ortiz, 2007) and boundaries (Christian, 2007; Sciarra & Dorsey, 2007) help create a climate for partnership and define vision and purpose.

Educators have also learned many lessons over time about pitfallsthe factors that can challenge those working to establish relationships and create practical and meaningful family and community-friendly activities and processes. Memories of past experiences with school, particularly negative ones, are powerful disincentives, especially for those who might feel marginalized to begin with by limited education or language proficiency (Gestwicki, 2004; Grant & Ray, 2010).

Some parents who might otherwise be very interested in participating in their child’s classroom might be limited by logistical considerations, such as access to transportation or work schedules (Eliason & Jenkins, 2008; Gestwicki, 2004; Grant & Ray, 2010). Other factors, such as a lack of self-confidence, self-consciousness about family structures or alternative lifestyles, perceptions parents may have about teachers’ “turf,” or cultural norms and expectations may also be present but are even more difficult to acknowledge or recognize (Clay, 2007; Eliason & Jenkins, 2008; Gestwicki, 2004; Grant & Ray, 2010).

Place Your Order Here!

Leave a Comment

Your email address will not be published. Required fields are marked *