How can Mrs. Little connect with and begin to build a partnership with the families of the two children you chose from the case study? Make sure to share specific ideas and examples that are supported by the readings.
Mrs. Little can connect and begin to build a partnership with Jonah’s family by first identifying what Jonah’s grandparents need. According to Hanover Research (2016), some families need basic information about the education system to effectively advocate for their children. Jonah’s grandparents do not seem to remember how the education system is structured due to their advanced age. Bailey (2012) indicates that grandparents might experience confusion in understanding what is going on in today’s schools. This might lead to confusion in understanding some of the basic things about preschool. As such, Mrs. Little can sit down with them and provide orientation about the preschool system and what is expected from the grandparents in terms of Jonah's education. Providing information about the education system to families allows them to navigate through the complexities of planning, school services, and understanding how the system works (Hanover Research, 2016). Another element to note is that Mrs. Little should provide various options for Jonah's grandparents to be involved in their grandson's school life. Koralek et al. (2019) assert that offering a range of choices allows parents to participate in confidence. Jonah's grandparents do not necessarily have to participate in classroom activities. Instead, other activities such as weeding a garden can be an effective way for them to participate.
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The first aspect of connecting and building a partnership with Brady’s gay parents is to create a welcoming and inclusive environment for them. ECKLC (n.d.) argues that safe environments are paramount in ensuring that parents are treated with respect and equality regardless of their gender expression. Mrs. Little should then get to know Brady's family by asking the parents questions such as how they would like the teacher to refer to them when talking to Brady. Parents who identify as LGBT are unique in terms of their preferences and openness about their family (ECKLC, n.d.). Thus, it is essential to know whether Brady’s parents are comfortable sharing their home life in school.
What can Mrs. Little do to ensure that the partnerships are reciprocal? How would sharing when things are going well help to support this type of partnership?
Mrs. Little can ensure that that the partnership with Jonah’s grandparents is reciprocal by allowing them to contribute equally to the program. According to Koralek et al. (2019), being involved in decision-making is a way to promote a reciprocal relationship as it allows meaningful involvement of each team. Thus, families and teachers should be involved in sharing information and skills. However, because of the age of Jonah’s grandparents, Mrs. Little should ensure that they are involved in programs that they are conversant and comfortable in participating. Mrs. Little can communicate with Jonah’s grandparents to identify the activities they would be willing to participate in, such as reading a story in the classroom. Koralek et al. (2019) provide the example of traditional activities, as they enhance maximum engagement of families. Thus, Jonah's grandparents do not have to be familiar with the curriculum to participate in such kinds of activities.
On the other hand, sharing when things are going well is essential to support this type of partnership. Hanover Research (2016) affirms that engaging the family is significant, as it allows members to see the achievement and improvements of a student to be a shared responsibility. Thus, Jonah's grandparents will view themselves as equal partners in facilitating the educational success of Jonah.
Mrs. Little can ensure that the partnership with Brady’s parents is reciprocal by exchanging information and skills with them. Hanover Research (2016) outlines that diverse families experience challenges and significant barriers in participation. Mrs. Little should aim to eliminate all obstacles that might hinder the reciprocal partnership. For instance, Mrs. Little can ensure that Brady's parents are given equal opportunities to contribute to school programs or events. Building cultural competency at the systematic level is another way of ensuring that all staff is accessible and welcoming to Brady's parents. Sharing when things are going well helps support this type of partnership as it affirms parents of the benefits to their contribution and participation in their child's school life. There are various ways in which Mrs. Little can share information with Brady's parents through emails and text without requiring them to visit the school due to their hectic schedules.
How can Mrs. Little create opportunities for the families to be involved that work for their individual needs? Remember, not all families can help during the school day.
First, Mrs. Little should ensure that there is open communication with Jonah’s grandparents about school programs. Two-way communication channels between home and school about student progress and school programs are essential (Hanover Research, 2016). After that, Mrs. Little can involve Jonah’s grandparents in the decision-making process. (Hanover Research, 2016) mentions committees, teams, or parent organizations as effective platforms to allow parents to participate in the decision-making process. For this case, Mrs. Little should request Jonah’s grandparents to communicate about their free time so that they can meet and discuss the options available for them to be involved. Alternatively, Mrs. Little can meet with Jonah's grandparents at their home.
Visiting them at their home is a way to engage them respectfully due to their age. Hanover Research (2016) indicates that cultural competency is paramount to serving families from diverse cultures and individual characteristics. Mrs. Little needs to understand the advanced age of Jonah’s grandparents, thus, adapt and be flexible to their needs, schedule, and comfort levels. Communicating with Jonah’s grandparents will provide Mrs. Little with information about the kind of opportunities that they are willing to participate in. Koralek et al. (2019) assert that a school should offer various opportunities to ensure that there is something for everyone. This will involve Mrs. Little asking Jonah’s grandparents about their interests and skills before creating opportunities that would allow them to participate in a meaningful way. Bailey (2012) asserts that grandparents have the opportunity to pass down memories, stories, and family traditions to their grandkids. Mrs. Little can invite Jonah’s grandparent’s over to participate in activities, such as storytelling. Koralek et al. (2019) affirm that family members should feel needed to be able to contribute maximally to the program. Mrs. Little can plan an outdoor classroom activity to be conducted at Jonah’s home in case the grandparents are not in a position to come to school.
Mrs. Little can create opportunities for Brady’s family to be involved by ensuring programs reflect all kinds of families. According to ECKLC (n.d.), an educator should address families using inclusive phases, incorporate diverse images in-school programs, and have inclusive books in the classroom. Brady's parents are not able to come in and help in the classroom. However, they are willing to provide materials and supplies needed in the classroom. Mrs. Little can request Brady's parents to provide materials related to LGBT that is appropriate to preschoolers. This is a way to demonstrate the inclusive aspect of the classroom.
Moreover, Mrs. Little can communicate with Brady’s parents about their schedules, skills, and comfort levels to determine the most appropriate opportunities for them. According to Koralek et al. (2019), families should be able to choose from a different array of opportunities that fit their interests. Alternatively, Mrs. Little can request Brady’s parents to come with their option. Hanover Research (2016) indicates that schools should demonstrate flexibility in the timing of activities and programs, particularly for working parents. Hence, Mrs. Little can ask Brady’s parents to communicate about their free off days to allow the planning of opportunities that align with their schedule.
References
Bailey, S. J. (2012). Grandparents raising grandchildren: Parenting the next generation . Mont Guide. Montana State University, USA . http://health.msuextension.org/documents/MT200401HR.pdf
ECKLC. (n.d.). Creating a Welcoming Early Childhood Program for LGBT-Headed Families: Partnering with Parents Who Identify as Lesbian, Gay, Bisexual, and/or Transgender . Early Childhood Learning and Knowledge Center. https://static.virtuallabschool.org/atmt/gender-safe/FT.gender-safe_4.Families_A1.LGBTQParentPartnering.pdf
Hanover Research. (2016). Best practices in engaging diverse families . http://www.pthvp.org/wp-content/uploads/2016/10/Engaging-Diverse-Families.pdf
Koralek, D., Nemeth, K., Ramsey, K. (2019). Families and educators together: Building great relationships that support young children. National Association for the Education of Young Children: Washington, DC.
