1. Start with strengths-based attitudes
Building Relationships with Families
Relationships with Children's Families should be:
2. Review available information about families
- Mutually respectful
- Responsive to families' cultures and langauges
- Genuine efforts to understand each family's beliefs, values, and priorities
Why This Matters
3. Gather more information
- 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.
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
Adapted from Strengths-based Attitudes and Relationship-based Practices Series by the National Center on Parent, Family and Community Engagement (add link)
1. Start with strengths-based attitudes
Strengths-based Attitudes
2. Review available information about families
Effective Family Engagement
Strengths-Based Attitudes
Relationship-Based Practices
3. Gather more information
4. Use information to support children and families
Self-Reflection Questions
Reflect on your own attitudes towards families.
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?
PAR 20MM (coming soon!)
5. Use information to plan for program-wide events/activities
1. Start with strengths-based attitudes
Review Family Information
Conference/ Communication Forms
2. Review available information about families
Other Communication
Enrollment Forms
3. Gather more information
Take the time to review documents
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.
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
1. Start with strengths-based attitudes
Gather more information
Need more information?
Ask some follow-up questions
Click the magnifying glasses to see sample follow-up questions you can use to ask families for more information.
2. Review available information about families
3. Gather more information
Follow-up questions about caregiving routines
Follow-up questions about young children's development
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
Follow-up questions about school-aged children's development
Follow-up questions about family hobbies, interests, traditions/special days
1. Start with strengths-based attitudes
Using the information to support children and families
2. Review available information about families
Environment
3. Gather more information
Sharing Concerns/ Social Service Requests
Activity Planning
Parent/Family Education
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
1. Start with strengths-based attitudes
Use information to plan for program-wide events/activities
Catalyst Belonging Position Statement
"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."
2. Review available information about families
PAR 121 (coming soon!)
Hover over each image below to reveal the steps to planning for inclusive events.
3. Gather more information
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
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
Family Communication Forms
Parent Conference Forms
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.
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?
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.
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?"
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.
"Mirrors"
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.
"Windows"
&
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)
Follow-Up Questions about Caregiving Routines
Diapering
Toileting
- Tell me about how you change your child’s diapers. Do you use ointment, powder, or something else?
• 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?
Feeding/Meals
Sleeping
• 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?
• 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.)?
Click here for Health & Safety: Infant-Toddler Specific Policies
Sharing Concerns with Families
Resources
UKG Course (coming soon!)
Social Services Requests
HUBBE Referrals
County-Specific Resources
Enrollment Forms
Child Information section shares about the child's personality, interests, preferences, prior group care/childcare experiences
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.
Home language screener and survey shares about the child's experience with English and/or another language at home.
Parent Education Resources
Parent Education based on Parent Surv eys
Parent Workshop Resources
Migrant Family Resources
Catalyst Kids Website's Family 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?
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.
School-Age
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.
Preschool
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
Infant-Toddler
Family Engagement
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Transcript
1. Start with strengths-based attitudes
Building Relationships with Families
Relationships with Children's Families should be:
2. Review available information about families
Why This Matters
3. Gather more information
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
Adapted from Strengths-based Attitudes and Relationship-based Practices Series by the National Center on Parent, Family and Community Engagement (add link)
1. Start with strengths-based attitudes
Strengths-based Attitudes
2. Review available information about families
Effective Family Engagement
Strengths-Based Attitudes
Relationship-Based Practices
3. Gather more information
4. Use information to support children and families
Self-Reflection Questions
Reflect on your own attitudes towards families.
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?
PAR 20MM (coming soon!)
5. Use information to plan for program-wide events/activities
1. Start with strengths-based attitudes
Review Family Information
Conference/ Communication Forms
2. Review available information about families
Other Communication
Enrollment Forms
3. Gather more information
Take the time to review documents
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.
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
1. Start with strengths-based attitudes
Gather more information
Need more information?
Ask some follow-up questions
Click the magnifying glasses to see sample follow-up questions you can use to ask families for more information.
2. Review available information about families
3. Gather more information
Follow-up questions about caregiving routines
Follow-up questions about young children's development
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
Follow-up questions about school-aged children's development
Follow-up questions about family hobbies, interests, traditions/special days
1. Start with strengths-based attitudes
Using the information to support children and families
2. Review available information about families
Environment
3. Gather more information
Sharing Concerns/ Social Service Requests
Activity Planning
Parent/Family Education
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
1. Start with strengths-based attitudes
Use information to plan for program-wide events/activities
Catalyst Belonging Position Statement
"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."
2. Review available information about families
PAR 121 (coming soon!)
Hover over each image below to reveal the steps to planning for inclusive events.
3. Gather more information
4. Use information to support children and families
5. Use information to plan for program-wide events/activities
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
Family Communication Forms
Parent Conference Forms
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.
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:
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?
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.
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?"
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.
"Mirrors"
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.
"Windows"
&
Relationship-based practices:
Follow-Up Questions about Caregiving Routines
Diapering
Toileting
• 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?
Feeding/Meals
Sleeping
• 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?
• 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.)?
Click here for Health & Safety: Infant-Toddler Specific Policies
Sharing Concerns with Families
Resources
UKG Course (coming soon!)
Social Services Requests
HUBBE Referrals
County-Specific Resources
Enrollment Forms
Child Information section shares about the child's personality, interests, preferences, prior group care/childcare experiences
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.
Home language screener and survey shares about the child's experience with English and/or another language at home.
Parent Education Resources
Parent Education based on Parent Surv eys
Parent Workshop Resources
Migrant Family Resources
Catalyst Kids Website's Family Resources
Follow-up questions to ask about the school-aged child's development
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.
School-Age
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.
Preschool
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
Infant-Toddler