Working with Parents and Families of Children in Early Childhood and Childhood

Shira Leah Dayan
Professor Litaman
EDUC 514
Institute for Special Education
July 1, 2013

Parental Involvement and Engagement Plan It is imperative for parents to be partners with their child’s teacher in the education process. Having an effective two way communication system such as; telephone calls, breakfasts, or a student parent exchange day, as a means to convey messages about the child, will serve as a more effective route in contacting each other and obtaining feedback. Using such a system will in essence enable a proper relationship to form between the parent and the teacher. This aligns with the NAEYC ethical standard I-1.1: to be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training. It is of vital importance for a parent to avoid any roadblocks that may arise when trying to form a positive relationship with a teacher. For instance, a parent who comes in with the attitude of ‘I don’t belong’, or plays the role of an avoidant parent, may be inhibiting their child’s success since their child isn’t given the full opportunity to excel. This aligns with the NAEYC ethical standard I-2.2: To develop relationships of mutual trust and create partnerships with the families we serve. It is fundamental for a parent to make sure to view their child’s teacher as a source of support and to show proper respect towards the teacher. A parent should always rephrase and make sure they understand messages during a conversation or conference. In addition, parents who listen carefully and give total commitment to the teacher, and who speak openly and honestly about their child will in essence become allies with the teacher. Having such a relationship will assist in promoting the child’s academic growth. The child will be aware of the importance their parents play in their education. Once the child obtains this knowledge, he/she will hopefully become motivated to achieve more in his/her academics. This, in essence, helps the child’s educational process flow smoothly and become more successful (Berger, E.H., & Cortez, M.R., 2012). Additionally, parents should support their child’s cognitive development. This can be done through establishing daily routines, eating meals together, or by simply modeling good values and positive behaviors. Moreover, when a parent sets high expectations of achievement using authoritative control, the parent will make the educational process more successful (Berger, E.H., & Cortez, M.R., 2012). Ideally, families provide a support system that allows the child to grow into a healthy, responsible person. Parenting styles are often identified as authoritative, authoritarian, or laissez-faire. Each of these types has different ways of handling issues and concerns within the family, however, the style recommended by parent educators is the authoritative; a democratic style, because it is thought that children raised under this style will achieve, be dependable and responsible, and feel good about themselves. Guidance is available but not dictated to the children; hence, the children learn to make decisions. This aligns with the NAEYC ethical standard of I-1.5: to create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions. In contrast, children with authoritarian parents are expected to mind their parents without any question about what precipitated the issue. These children do not get an opportunity to resolve an issue or learn from actions, except to learn that punishment will follow no matter what the situation. These children receive little training in decision making. Consequently, children of laissez-faire rearing often think that their parents are not interested in them. These children may be depressed,