Diana described the importance of parents playing with their children. What might parents learn from doing so?
A home visit should focus on developing initial rapport with the child, but it also gives a parent or guardian the opportunity to ask questions or have an initial conversation about any particular concerns or goals they have for their child. Some families may not be comfortable with a “teacher visit” because of family circumstances, logistics, or negative past experiences with teachers or schools. In those cases, suggesting a visit to school or “neutral territory” such as a neighborhood caf or the public library can work.
Things you can do to engage the child on a home or preliminary visit include:
- Bringing along a small gift (such as a seashell with the child’s name on it to welcome him or her to the “seashell” class at preschool).
- Reading a story (a favorite book at home or one you bring with you)
- Playing an age-appropriate game (or with a toy the child suggests)
- Taking the child’s picture (for later use in the classroom)
- Taking a picture of the child and his or her family (for later use in the classroom)
Some programs, like Head Start, incorporate home visits as part of the program (Administration for Children and Families, 2012). If your school or program does not do so, try to work with the child’s caregiver to find a time and place that is satisfactory. Thirty minutes is a reasonable time to allow for a visit; less doesn’t give you enough time to interact substantively, and more may put undue stress on the family or child. One teacher described the home visits she conducts as
a window on the world of my prospective students that I find invaluable; it isn’t always easy to find the time to visit, but it makes the beginning of the year so much easier, as I get a feel for what each child is like and ideas for what to do in the first few days of school to help them feel comfortable and excited about being in my class. (Personal interview, August, 24, 2011)
