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(Unit 4) Topic 3: Family and Community Partnerships

3 Clock Hours of Early Childhood Education

Ways of Communicating with Families

It is critical that programs use communication practices that are sensitive to the diverse language and cultural backgrounds of the families they serve.

Topic 3 Page 11

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Each family is teaching their young children how to be successful within their own culture. You can ask questions to learn how families would like to communicate about their child’s day. Some families may prefer face-to-face conversations while others prefer telephone or regular (daily) notes. Other ways of communicating with families include:

Program website
Email
Family meetings or conferences
Newsletters
Articles of interest

Families will also help set the pace for their communication with you. It is important to acknowledge it can take time for families to feel safe, comfortable and friendly. Different forms of communication can play an important role in easing the process. Using a combination of communication styles with families might work best for their needs to be met. Other ideas may be to translate written communication into the home languages of the families supported in the program and consider having translators that are regularly available for face-to-face or phone communication.

Having Difficult Conversations with Families

Conversations with families can be difficult for a number of reasons. Sometimes, you might worry that families will be upset by something you share and even decide to enroll their child in a different setting. You may also worry the family will stop communicating with you altogether. While conversations with families about concerns may be difficult, they can provide you an opportunity to express your care for a family, as well as the child’s development and learning, in a thoughtful way.

Misunderstandings can also occur as your views and understanding of a situation may differ from that of a family member.

As an educator, you want to provide the best care possible for the children in your program and you have an opportunity to consistently observe and learn about their development. Your observations, notes, screenings and assessments are helpful for identifying strengths and possible areas of need that might arise during the early years. Sharing these concerns with families is a first step to a supportive planning process.