ASSIGNMENT : Working with diverse families in Early Childhood

Reade this content information first- and then proceed with the case study.
Family members are a child s first teachers and they continue to play a central role throughout the school years. Research reveals that supportive family involvement is connected to students higher levels of academic learning, likelihood of completing high school, more positive attitudes toward learning, and increased community support for education. These findings apply to all school communities, regardless of socioeconomic conditions, parental education, race, or culture. Families everywhere have high hopes and expectations for their children s school success, even though they may not know how to help them or feel able to help them.

However, many teachers assume the opposite. A common complaint among educators in some urban and inner-city schools, for example, is that most of the families don t care about their children s school success and do not provide a home environment conducive to learning. Unfortunately, many educators assume that a lack of family involvement or response to teacher outreach efforts indicates lack of support and disinterest in their child s education. Caring teachers with good intentions often blame families when children struggle in school and we hear statements like If only I didn t have to send them home at night! Fortunately, there are many examples of teachers and schools that are building positive school-family connections, and children from diverse communities are benefiting.

Teachers who create positive connections with families from diverse populations:

Include the cultural knowledge and values of families in their outreach, communication, and teaching strategies: Cultural knowledge refers to the knowledge gained in the everyday lived experiences of students-the daily activities and practices in households, this might include knowledge of a language other than English. Cultural values are the ideals, behaviors, knowledge, institutions, etc. that families aspire to and hold in high regard, for example a Muslim family may hold modesty in high regard.

Schools typically affirm the cultural knowledge and values of families from the middle class and value preparation for formal academic study (typically college), the use of Standard English, and the use of technology (including email), among other things. Children whose parents have graduated from college and continue to value academic learning often come to school already interested in books, computers, and museums; are accustomed to questions from adults; and have hopes of attending college themselves. Many attend preschools where they learn school rules as well as basic knowledge and skills needed in kindergarten and first grade.

When aspects of the family s cultural knowledge and values differ from the school s expectations, small actions and reactions can trigger interpersonal misunderstandings, embarrassment, or anger. This can lead to the disengagement of families in school endeavors. For example, Puerto Rican families who valued hospitality were disappointed by what they regarded as a lack of hospitality on the part of elementary school officials at the opening of the school year; when they interpreted a sign stating No Parents Beyond This Point as meaning they were unwelcome at the school (not understanding that a diagnostic area of the school needed quiet and was open to only teachers, staff and students in general).

One way to include the cultural knowledge of values of families is to incorporate subjects of cultural knowledge in class activities. For example, many families in more rural areas have a deep knowledge of the habits of deer and other wildlife (such as migration and nesting locations, mating rituals, and food preferences) that are invaluable for successful hunting. Grandparents and parents pass this knowledge on to new generations in their families, and teachers who are aware of this cultural knowledge can build aspects of their curriculum around it, as did one middle school science teacher whose students helped raise a pair of Australian ducks found in the wild. This teacher was able to engage all of his students in raising the ducks because he knew the community and his students families. Some students were interested primarily in library research about Australian ducks and other waterfowl that they shared in class. Some students wanted to interview local hunters and wildlife officials. Other students were most interested in the ducks themselves and were in charge of feeding them and keeping their cages in top condition.
Facilitate personal contact and collaborative two-way communication with families on a regular basis: Teachers are often disappointed during school open houses and back to school night programs when the parents of children they are most concerned about do not show up. Often they interpret this as a lack of parental interest. But research shows that parents do not participate for a host of other legitimate reasons: no transportation, lack of childcare, night-time job, distant travel from day-time job, expectations that the teacher is in charge of their child s school-based learning, and fear or embarrassment due to limited proficiency in English (along with lack of time and money to take language classes).

Teachers can facilitate contact by inviting families into their classrooms and making them feel welcome in the school with greetings that are warm and sincere; meeting with families on their home turf, such as the community centers; setting up strategies to create on-going contact with families through weekly or monthly communications in various formats, such as email, letters/postcards sent home with students, and announcements through the local media; taking time to listen to and learn from families via formal or informal meetings; and helping families navigate the school environment by giving them tools to check their child s understanding of school work in carefully designed learning kits, as well as information about school practices, policies, and current issues. All of these techniques can help build bridges and trust between teachers and families.
Make accommodations for both family needs and individual children s needs: Teachers who are successful in working with diverse families take the initiative and set up accommodations to address family needs including creative approaches to provide transportation, childcare, and translators, etc. This could include the translation of school materials into the family s home language or flexibly altering plans, for example, allowing a female Muslim student to participate in gym class while wearing clothes that cover her legs and arms.

In addition to accommodations related to family needs, sometimes there are individual differences that impact classroom learning. Individual differences that can make a difference include learning style profiles; peer acceptance; special interests, aptitudes, and talents; physical appearance; disabilities; and health. Teachers should be prepared to make individual accommodations as well, such as allowing students with visual impairments to sit closer to the board.

Case Study – Read this case study and then answer questions provided.
It is currently early April, and Mrs. Kennedy is sending an email message to Caitlin and Ben Carsen, parents of Nate Carsen who is one of her second graders at Phoenix Elementary, a magnet school within walking distance of Nate\’s home. She writes: Dear Ben and Caitlin, Just a quick note to tell you how proud I am of Nate! He was recognized today as the first reader in our class to complete all the books in the Magic Tree House series. Good work! But even more special, in my mind, is that Nate stood up in class today to announce that another classmate had also completed the series, his friend Sam. I am continually amazed by how kind and helpful Nate is with the other students in our classroom, and they really look up to him as a source of information and creativity. He is a joy to have in class. I wish all my students were just like him! Sincerely, Mrs. K

Mrs. Kennedy (Mrs. K to the parents) thinks back to last fall and what Nate was like back then. Nate was exceedingly polite and a bit shy during the first weeks of school, although he sometimes revealed a subtle sense of humor. Mrs. K had high expectations for Nate, based on his excellent final report from first grade. She knew that Nate\’s family was concerned about his peanut allergy, as well as several other food intolerances, and had already established a peanut free classroom. But after a few weeks of school it was evident that Nate was not thriving in her classroom and in fact he seemed withdrawn and listless most of the time.

Nate\’s parents had also noticed a change in his attitude about school. Gradually they learned that Nate felt like a misfit among the boys in his class, most of who were already excellent athletes, highly competitive on the playground, and avid fans of professional football and basketball. Nate, on the other hand, was passionate about sea creatures and prehistoric animals, and he was extraordinarily knowledgeable about paleontology and marine life. Although Nate is an excellent swimmer and fast runner, and both his parents were strong college athletes, he has little interest in competitive sports. Yet he longs to be part of the popular clique that centers on competitive sports. Nate also shows increasing signs of self-doubt and lack of confidence. He insists that he is not good at anything and that everyone else in the class is better at schoolwork than he is. Concerned, Caitlin sends Mrs. K an email, the teacher\’s preferred methods for quick contacts to and from parents, to express their worries. Mrs. K suggests a meeting the next day at a time Ben Carsen, a busy pediatrician, can get away from his clinic.

At that first meeting, Mrs. Kennedy recalls, she and Nate\’s parents agreed that something was amiss for Nate. Mrs. K shared that although her class size was relatively small, the classroom environment was not a comfortable one for some of the shy and quiet children. She opined that this year through the luck of the draw her classroom contained virtually all of the second-grade male athletic leaders, and although they were also good students they wanted to practice and play with other kids who were good at their favorite sports. Furthermore, this clique tended to dominate the classroom and she wanted to change the dynamic. She suspected that Nate s lack of interest in school could be related to feeling excluded by the popular boys. Ben and Caitlin agreed and they all decided to think about ways for Nate to become better integrated into the classroom. When Ben revealed that he was taking the family to Florida during fall break to swim with the dolphins Mrs. K suggested that Nate give a report to the class when they returned.

Nate is endowed with many advantages most of his classmates do not have access to. His parents were academic and athletic standouts at the prestigious college where they met, and they know all the ropes for academic success and advanced college study. They value education and have passed this on to Nate and his younger brother Ted. Moreover, the family\’s financial resources allow them to take frequent family trips, such as the trip to Florida to support Nate\’s passionate interest in marine life, make frequent museum visits, and provide an ample supply of excellent books and toys that Nate and Ted love. Nevertheless, Nate\’s school year is not going well; indeed it could hardly be worse. Fortunately, Mrs. K knows the importance of working with families for all children, and Ben and Caitlin are concerned partners in this effort. They welcome the family outreach strategies she employs on a regular basis: daily emails (or postcards where emails are not possible) that target different families so that everyone hears from her on a weekly basis – and more often if needed; invitations to participate in special events in her classroom, such as the mother s day luncheon the children hosted (including special friends if a mother is not available); and learning kits that enable any adult or older sibling to support a student\’s learning. Indeed, Nate\’s grandmother looks forward to helping him with homework when she visits even in areas she is unfamiliar with as Mrs. K\’s instructions are clear and complete.

At the parent-teacher conferences in November, both Mrs. K and Nate\’s parents agreed that Nate\’s dolphin report to the class was the first step in Nate\’s recovery and revitalization. He stood before the class and spoke publically for the first time all year. He enjoyed sharing his experience through pictures and narrative, and his classmates were fascinated and interested in his wealth of information. At a follow-up conference after the dolphin report, Mrs. K, Ben, and Caitlin came up with another plan for Nate\’s birthday just a few weeks off. Because of Nate\’s severe peanut allergy and other food issues birthday parties are a worry for the family and over the years Caitlin and Ben have found creative ways to make birthdays fun without including the usual candy, cake and ice cream. This time Nate came up with a plan himself: he would bring his most interesting prehistoric animals (these are plastic replicas that range from 4 to 20 inches in length) to class, distribute one to each classmate, and invite their questions. The event was a huge success and lasted much longer than Mrs. K had originally planned. As parents are always invited to the birthday celebrations, Nate\’s parents were present and were amazed and delighted by their son\’s knowledge, skill, and ease during the presentation.

During the following months Nate became a curious and engaged student in Mrs. Kennedy\’s classroom. He was conscientious about completing homework assignments on time and used the pocket folder required by Mrs. K to organize his assignment sheets, take home parental information sheets, turn in assignments, etc. Best of all, for Nate, he was included in playground activities and after-school birthday parties, and he was frequently called upon to assist classmates with their school work, which he did with modesty and good cheer.

Now it is April, and how things have changed for Nate, thinks Mrs. Kennedy as she presses the send button.

Compose a response that answers these questions:

Did the teacher include the cultural knowledge and values of families in outreach, communication, and/or teaching strategies? If not, what could have been done differently?

Did the teacher facilitate personal contact and collaborate in two-way communication with families? If not, what could have been done differently?

Did the teacher make accommodations for family or individual needs? If not, what could have been done differently?

SAMPLE SOLUTION

Working with Diverse Families in Early Childhood Education

Early childhood education requires collaborative engagements from parents, teachers, specialists, and all alike. These engagements are important in ensuring that all the efforts available are directed towards providing children with the best learning opportunities.  Besides, involving the parents helps in extending the students’ learning, creating opportunities that guarantee academic excellence, and realizing the students’ full potential in social growth and development (Vlasvov & Hujala, 2017). Therefore, educators must remain in effective partnerships and communication with their students’ parents. As can be seen from the current case study, positive partnerships between parents and teachers can be encouraged and established in various ways. Mrs. Kennedy and Nate’s parents related in ways that helped create a more rewarding learning environment for Nate. This teacher-parent partnership was founded…