I-2.4—To listen to families, acknowledge and build upon
their strengths and competencies, and learn from
families as we support them in their task of nurturing
children. I think it important to listen to what parents have to say. I think we should first listen to what the parents have to say and then build on it with our experience. We only see the child half of the time, so it is crucial to listen to the parents. For example, little Billy may be acting up in daycare, biting, and hitting. I talk to Mom and find out Dad is no longer in the picture. It doesn’t make the situation ok, but now I have something to work with.
I-2.7—To share information about each child’s education
and development with families and to help them
understand and appreciate the current knowledge
base of the early childhood profession. There is no handbook on how to be a parent. All educators must have training before they have children in their care. It is our job to share our wealth of knowledge with the parents. Teachers should often share different learning styles and teaching strategies that may work with that child. In early childhood, most kids are not yet diagnosed with learning disabilities or any other issue. It is our job to keep watch closely and share with the parents ways we can help.
I-2.9—To participate in building support networks for
families by providing them with opportunities to
interact with program staff, other families, community
resources, and professional services. I think closing the gap between parent and teacher is important. PTA is a great example of this. Some daycares also offer classes parents can attend about raising children in general. The resources are plentiful, but not everyone knows where to start.
