Working with Families

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Working with Families

Understanding Behavior & Family Dynamics ECE 355

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Working with Families

Building a solid relationship with families is essential to a child’s optimum growth, development and academic success (Wardle & Fitzpatrick, 2016). As educators, we can guide our families toward the foundations needed to promote the social, emotional, cognitive, and physical needs of the children. Some of these foundations include attending educational workshops, parenting classes, or counseling sessions. When parents and educators work together we help our children develop a sense of competence by encouraging them to learn new tasks and skills and by supporting their needs (Wardle & Fritzpatrick, 2016). For example, some of my Pre-K children were experiencing difficulty tying their shoes. I sincerely believe in children learning by having hands on experience with activities. I sent note to the parents on the child’s daily report explaining their child was experiencing difficultly tying their shoes. I explain for two weeks we will practice tying ours shoe for 10 minutes daily and I would like for them to do the same at home and document on the assignment sheet. I also asked the parents to send in a pair of clean old shoes with shoe laces. The children practice typing their shoes and by the end of the week, they were able to do so without difficulty. I truly believe that the children notice that their parents and myself were working together to help them with tying their shoes and their sense of confidence soared and they were able to complete the task within one week.

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The best way to promote healthy development and reduce risks is to provide the children’s parents and other caregivers with effective strategies (Knitzer & Lefkowitz, 2006).

Helping the parents or caregivers with strategies would give them a sense of understanding their child needs and how to interact with them. The first strategy would be build partnerships with early intervention and child welfare systems (Knitzer & Lefkowitz, 2006). I will provide the parents with information on applying for assistance such as Temporary Assistance for Needy Families (TANF), Food Stamps, Medicaid or Family Access to Medical Insurance Security (FAMIS) from my local state or federal government to help the parents provide for the children (AARP, 2005). I will also provide the parents information on early interventions programs to help children with developmental delays. Some of these early intervention programs the state will determine the eligibility for each child. The services for babies and toddlers may include cognitive skills of learning, solving problems and thinking; communication skills of talking, listening, and understanding others; home visits; occupational therapy and medical, nursing or nutrition services (Stuart, n.d.). The second strategy would be to ensure that all low income families have access to infant and toddler child development and family support programs (Knitzer & Lefkowitz, 2006). I would provide the necessary information to the parents of various programs such as maintaining an age appropriate environments at home. Children under

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the age of 3 learn through exploring and interacting within their environment. All children need safe place for quiet and active play (Child Development Council, n.d.). I provide the parents with information on family support services such as physical/ mental health, respite care and parent connections to help with the providing of the child’s well being. The third strategy would to implement parenting curricula and informal support groups designed for higher-risk families (Knitzer & Lefkowitz, 2006). I would provide my parents a copy of the monthly curriculum. My offering this would help the parents feel relaxed, joyful and positive about their relationship with their children. The children and parents work together the parents will notice that their jobs can be very exciting and rewarding as they teach responsibilities and respect to their children. I believe the parenting style that aligns with these strategies would be authoritative. Authoritative parents are warm but firm and they encourage their children to be independent while maintain limited control (Kopko, K., 2007). As an educator, I believe the authoritative parents are receptive to the strategies and information we provide for them because they truly want their children to succeed socially, emotionally and academically.

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References

AARP. (2005). Virginia Fact Sheet. Retrieved from https://assets.aarp.org/rgcenter/general/kinship_care_2005_va.pdf

Child Development Council. (n.d.). 10 Components of High Quality Child Care for Infants and Toddlers. Retrieved from https://www.childdevelopmentcouncil.org/resources/10-components-of-infant-and-toddler-care

Knitzer, J., & Lefkowitz, J. (2006). Helping the most vulnerable infants, toddlers, and their families. Retrieved from http://nccp.org/publications/pdf/download_117.pdf

Kopko, K. (2007). Parenting styles in adolescents. Retrieved from http://www.myoutofcontrolteen.com/files/Parenting_Styles_and_Adolescents.pdf

Stuart, A. (n.d.). Early Intervention: What It Is and How It Works. Retrieved from https://www.understood.org

Wardle, F., & Fitzpatrick, T. (2016). Children & families: Understanding behavior & dynamics. Retrieved from https://content.ashford.edu