- 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)
Interest Inventories
An interest inventory is a questionnaire constructed to collect information about children’s routines and habits, likes and dislikes, interests, and even fears or anxieties. The inventory can be given to parents or guardians before the child enters your class or care group or can be conducted as a phone conversation or email correspondence. Especially with children who are preverbal, knowing some personal information about a child’s preferences ahead of time can at give you a “short list” of ideas or strategies to try to help the child settle in with you in the first few days.
Over the long term, having an idea about what the children in your group or class are interested in can be invaluable. As you plan activities, pick curriculum themes, and choose materials and books for activity centers, knowing something about the children’s interests takes some of the guesswork out of planning how to engage them in the curriculum.
Personal Interviews
With children who are old enough to converse and especially when a home visit is not practical, a one-on-one interview with each new child can be helpful to obtain the kind of information described above. Think of it as finding “quality time” for each child in your care, not just when you first meet the child but on a regular basis thereafter. Many times children reveal information only once they have developed a trusting and open relationship with their caregiver or teacher. The earlier a trusting relationship can be established, the earlier the teacher or caregiver can get the information needed to effectively plan curriculum activities and goals. “Face time” with individual children is essential so that you learn, for example, what motivates or inspires them to good behavior, why they may be struggling socially, or how they are responding to the curriculum.