FAMILY PARTNERSHIPS IN EARLY CHILDHOOD

This month, we’re exploring the importance of family partnerships in early childhood. What do strong school-family relationships look like in everyday practice? What role do teachers and caregivers have in bridging school and home environments? And why is it that building open, trusting connections with families can sometimes feel challenging? These connections are at the heart of young children’s growth and learning - and by nurturing them, children feel seen, families feel valued, and the important role we play in the whole family’s life is illuminated.

“To make a lovable school, industrious, inventive, livable, documentable and communicable, a place of research, learning, recognition and reflection, where children, teachers and families feel well - is our point of arrival.” -Loris Malaguzzis

SOCIAL-EMOTIONAL TIPS

• Name feelings out loud -  “I see you’re excited!” helps children connect emotions to words.

• Offer choices -  Letting children pick between two activities builds confidence and self-control.

• Use consistent language at home and school -  Share simple phrases with families like “Take a deep breath” or “Use your words.”

• Create a feelings space -  A cozy spot with mirrors, books, or emotion cards helps children practice calming down.

• Family Connection Idea: Send home a “Feelings Chart” so children can practice naming emotions with their families, too.

DISPLAYING FAMILY PHOTOS

As we work to foster strong partnerships with the families of the children in our care, it is important to consider what this looks like in regards to the learning environments we design.

ITERS-3, ECERS-3, and FCCERS-3 offer us some guidance as to what it can look like to represent children’s home cultures in the classroom.

When children see themselves and meaningful pieces of their home lives in the classroom, they feel seen and they start to understand that their unique home culture is valued. It helps them connect the two main environments in their worlds that they live in: home, and school. This, in turn, strengthens the bonds we have with their families as we intentionally seek to represent each of them.

ITERS-3 and FCCER-3 speak directly to inviting parents to share physical copies of family pictures in item #4. Display for children; in ECERS-3, it is item #5. Child-related display. Along with the required display items and child-created artwork noted in indicators 3-5, indicator 7.1 highlights having pictures of the children, their families, pets, and other familiar faces displayed at eye level.

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n all three - ITERS-3, ECERS-3, and FCCERS-3 - indicator 5.4 suggests that teachers and providers should talk with children about the display materials. When we talk with children about their family photos specifically, it shows that we care about knowing about their home lives, which fosters their sense of belonging.

DRAWING FROM FAMILIES’ FUNDS OF KNOWLEDGE

Every family brings skills, experiences, and traditions that shape children’s lives - these are called “funds of knowledge.” Honoring them helps us see families as partners and experts. You can do this by asking about families’ work, hobbies, and traditions; connecting caregivers to share their expertise in the classroom. Doing so not only makes learning more meaningful, but also helps children feel proud of their home culture and experiences. When teachers tap into these family strengths, it builds stronger relationships, encourages engagement, and shows children that what they learn at home and at school are equally valued.

LINK TO NAEYC CODE OF ETHICS

SECTION II: ETHICAL RESPONSIBILITIES TO FAMILIES

I-2.2- To develop relationships of mutual trust and create partnerships with the families we serve.

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.

P-2.6- As families share information with us about their children and families, we shall ensure that families’ input is an important contribution to the planning and implementation of the program.

ELDG CONNECTION

Social Development- 5. Social Understanding: The developing understanding of the responses, communication, emotional expressions, and actions of other people.

Infants (4-8 months): 1. Know what to expect from familiar people.

Toddlers (19-36 months): 1. Talk about their own wants and feelings and those of other people; 4. Interact with adults in more complex ways.

Social & Emotional Development - 2. Sense of Identity and Belonging: The perception that one is capable of successfully making decisions, accomplishing perception that one is capable of successfully making decisions, accomplishing tasks, and meeting goals.

Preschool (3-5 years): 3. Have a sense of belonging to family, community, and other groups.