Family Engagement

Adapted from Strengths-based Attitudes and Relationship-based Practices Series by the National Center on Parent, Family and Community Engagement (add link)

• Supports children’s healthy development and school readiness
• Family members feel recognized for their expertise and spark their interest in collaborating with providers and programs.
• Promotes the safety, trust, caring, encouragement, and hope which affect the well-being of both the child and the family.
• Program staff and leaders feel more confident and open in their interactions with families.
• Program staff and leaders can have conversations involving uncomfortable or challenging issues, such as concerns about development or behavior.

Effective Family Engagement Benefits All

• Mutually respectful
• Responsive to families' cultures and langauges
• Genuine efforts to understand each family's beliefs, values, and priorities

1. Start with strengths-based attitudes

5. Use information to plan for program-wide events/activities

4. Use information to support children and families

3. Gather more information

2. Review available information about families

Building Relationships and Strengthening Partnerships with Families

Family Engagement Guide

Relationship-Based Practices

Strengths-Based Attitudes

Effective Family Engagement

2. Review available information about families

5. Use information to plan for program-wide events/activities

4. Use information to support children and families

3. Gather more information

1. Start with strengths-based attitudes

PAR 20MM (coming soon!)

Strengths-based Attitudes

Why is it important to develop relationships with children's families? What excites you about building relationships with families? What concerns do you have about strengthening relationships with families? How will you address these concerns?

Reflect on your own attitudes towards families.

Self-Reflection Questions

Other Communication

Conference/ Communication Forms

Enrollment Forms

5. Use information to plan for program-wide events/activities

4. Use information to support children and families

3. Gather more information

1. Start with strengths-based attitudes

2. Review available information about families

Review Family Information

Read children's files and other documents where family members may have already shared more information about their children. Click each magnifying glass to see what types of documents families complete at Catalyst Kids.

Take the time to review documents

Follow-up questions about young children's development

Follow-up questions about family hobbies, interests, traditions/special days

Follow-up questions about caregiving routines

Follow-up questions about school-aged children's development

5. Use information to plan for program-wide events/activities

4. Use information to support children and families

1. Start with strengths-based attitudes

2. Review available information about families

3. Gather more information

Gather more information

Click the magnifying glasses to see sample follow-up questions you can use to ask families for more information.

Ask some follow-up questions

Need more information?

Environment

Parent/Family Education

Activity Planning

Sharing Concerns/ Social Service Requests

3. Gather more information

2. Review available information about families

1. Start with strengths-based attitudes

5. Use information to plan for program-wide events/activities

4. Use information to support children and families

Using the information to support children and families

Hover over each image below to reveal the steps to planning for inclusive events.

3. Gather more information

2. Review available information about families

1. Start with strengths-based attitudes

5. Use information to plan for program-wide events/activities

4. Use information to support children and families

Use information to plan for program-wide events/activities

"We are steadfast in our dedication to fostering an environment where every child, family, and staff member feels valued and included. Our commitment extends to understanding and celebrating the rich tapestry of home languages, cultural heritages, unique abilities, social identities, contexts, and experiences within our community. Collaborative decision-making with our community remains at the heart of our approach, ensuring that all voices are heard and respected."

Catalyst Belonging Position Statement

PAR 121 (coming soon!)

Family Traditions, Hobbies, Interests

Follow-Up Questions

• What do you and your child like to do together? (Camping, walking, cooking, gardening, playing instruments, etc.) • What are your favorite games, stories, books, dances, or songs you enjoy together? • What are days that have special significance to your family? How do you recognize these special days? • What are some questions or concerns about center traditions/events? Are there traditions/events you would NOT want you or your child to participate in?

Other ways to gather information from families:

Review Family Needs Assessment (HUBBE)CareConnectText messages Phone call Conversations during drop-off or pick-up Video Call (Teams/Zoom Meeting)Scheduled in-person meeting

Program staff share about the child's developmental progress and ask families more information about what they are noticing about their child's growth and development.

Parent Conference Forms

Family Communication Forms

Program staff share information about what the children are learning and experiencing in the program. Families are encouraged to share information about their child.

Strengths-based attitudes to remember:

• All families have strengths.
• Families are the first and most important teachers of their children.
• Families are our partners with a critical role in their child's development.
• Families have expertise about their child and their family.
• ​Families' contributions are important and valuable.

Follow-up questions to ask about the an infant/toddler/preschooler's development

• How does your child show that he/she is upset? Happy? Tired? • What helps make your child feel better when he/she is upset? • How does your child feel about being separated from his/her primary parent/guardian? • Does your child have any fears, such as fear of animals or loud noises? If yes, what support do you give your child when he/she is afraid? • What are your child’s play activities and favorite toys? • Do you have any concerns about your child’s behavior? • Has your child ever been in group care/childcare? How comfortable is your child in group care? • When your child needs help from an adult, how does your child indicate he/she needs help? What sounds, gestures or words does your child use to communicate his/her needs? • When your child is upset or crying, what do you typically do?

Possible follow-up question: "I noticed that you wrote on your enrollment form that your family likes to be outdoors. What kinds of activities do you and your children like to do outdoors?"

Using Strengths-Based Attitudes and Relationship-based Practices

Example: Get to know and learn about a family by reviewing the enrollment information and asking follow-up questions.

&

"Mirrors"

Think of metaphorical mirrors where children, staff, and families can see a reflection and representation of themselves throughout the program environmment. For example, ask staff and families to bring photos and other items from their home/cultures for children to explore in the classroom.

"Windows"

Think of metaphorical windows where childen can look through to see the diversity of world around them - learning about other families, cultures, and languages represented in the program. For example, provide familes with opportunities to share their hobbies and special days wth other children and families in the program.

Relationship-based practices:

• Focus on the family-child relationship.
• Observe and describe the child's behavior to open communication with family.
• Reflect on the family's individual and cultural perspectives.
• Reflect on your personal and cultural perspectives.
• Support parental competence (parent's skills and self-confidence)
• Value a family's passion (working with all of their emotions)

Click here for Health & Safety: Infant-Toddler Specific Policies

• How and where does your child nap at home? • Does your child have any special “cuddly” or blanket? • Does your child sleep on his/her back? Stomach? (Doctor’s note is required if you want us to place your infant on their stomach for sleeping) • How do you help your child if they have difficulty going to sleep?

Sleeping

• Does your child have strong likes or dislikes in food? • What is a regular mealtime like in your home? • What does your child usually eat with (fingers, fork/spoon, chopsticks, etc.)?

Feeding/Meals

• If your child uses the toilet, please describe how you know when he needs to use it; what sounds, gestures or words he uses when he asks to use the toilet. • Does your child need assistance when using the toilet?

Toileting

• Tell me about how you change your child’s diapers. Do you use ointment, powder, or something else?

Diapering

Follow-Up Questions about Caregiving Routines

UKG Course (coming soon!)

Resources

HUBBE Referrals

County-Specific Resources

Social Services Requests

Sharing Concerns with Families

Home language screener and survey shares about the child's experience with English and/or another language at home.

Health and Social History section shares about the family's traditions/special days, hobbies, caregiving practices (diapering/toileting, feeding/mealtimes, sleeping/naps), and family structure.

Enrollment Forms

Child Information section shares about the child's personality, interests, preferences, prior group care/childcare experiences

Catalyst Kids Website's Family Resources

Migrant Family Resources

Parent Workshop Resources

Parent Education based on Parent Surv eys

Parent Education Resources

Follow-up questions to ask about the school-aged child's development

• What’s one thing you feel is really important for us to know about your child that might not be obvious?
• How can we best partner with you to ensure your child’s success and well-being at our program?
• Is there any additional information about your child that you think we should be aware of to make their experience more positive?
• Does your child enjoy outdoor activities or sports? If so, which ones?

• Does your child have any specific routines or rituals that help them feel secure or comfortable?
• Are there any strategies that work well when your child is upset?
• How does your child handle conflicts with others? Do they need help with social skills like sharing, communicating, or resolving disagreements?
• How does your child interact with other kids? Are they more introverted or extroverted?
• How does your child typically approach schoolwork and homework? Do they need a lot of help or like to work independently?

• Does your child have any specific fears or anxieties?
• How would you describe your child’s personality?

School-Age

Think about the age groups you are serving. How can you involve the children in learning more about each other and their families? Examples: Children interview their families to learn about their traditions, children create family books/posters, children collect family recipes and learn how to make them together.

Preschool

How can you plan for an activity that involves the family or incorporates what you learned about them? Examples: Give each family a page or two to add details about their families to make a classroom "All about our Families" Book, invite a family member to share about the importance of Lunar New Year to their family, have families share a recording/video of them singing a nursery rhyme.

Infant-Toddler

How can you incorporate what you learned about the families in the individualizing forms and plans of possibilities? Examples: Learn a nursery rhyme/song that the family sings to the child, create board books about children's families that can be added to the library