Collaborating With Families According To The National Associ

Collaborating With Familiesaccording To the National Association For T

According to the National Association for the Education of Young Children (NAEYC), practitioners work in collaborative partnerships with families, establishing and maintaining regular, frequent two-way communication with them. Trust between home and school is built over time, starting with the very first phone call or visit to the program. It is crucial to begin a positive relationship with your students’ families to best support their children. To foster a strong home-school relationship throughout the school year, a structured program involving initial and ongoing strategies is essential.

During the first week of school, implementing a welcoming event such as a "Back to School Night" or an open house can be particularly effective. This event should be warm and engaging, providing an opportunity for families to meet teachers and staff, tour classrooms, and become familiar with the learning environment. Teachers should prepare to greet families with friendly demeanor, offer refreshments, and showcase student work to create a positive first impression. This setting encourages open communication, addresses initial questions, and begins building trust, laying a foundation for collaborative relationships.

From September through June, monthly themes and activities can maintain and deepen family engagement. For example, in September, a focus on personal connections—learning parents' names and greeting them daily—can set a positive tone. October could involve inviting parents to help during classroom Halloween parties, promoting participation. November can feature a "Mystery Reader" program, where selected parents read to the class, sharing in the children's learning experience. December might include mid-year conferences to discuss student progress, while January could focus on positive phone calls home to celebrate student achievements.

Further, a February "Valentine Craft Day" fosters fun, shared activities. In March, "Bring Your Parent to School Day" provides a window into the classroom daily routine. April could include a "Plant a Flower" activity, involving parents and children nurturing a garden together. May can involve multicultural celebrations, where families share cultural artifacts or stories, and June might culminate in a School Field Day or family picnic, reinforcing community bonds.

In addition to monthly themes, ongoing strategies should emphasize open communication, responsiveness, and cultural sensitivity. For instance, if a parent is non-responsive, offering alternative communication methods such as text messaging, home visits, or flexible meeting times can help maintain engagement. This adaptability shows respect for families’ circumstances and promotes continued collaboration.

Building and sustaining these relationships benefits students profoundly. When families feel welcomed, respected, and involved, children experience a more secure and supportive learning environment. The partnership encourages consistent reinforcement of educational values and behaviors between home and school, leading to better academic and social outcomes. Moreover, active family involvement can foster a sense of community, enhance student motivation, and improve behavior and attendance.

References

• Gadzikowski, A. (2013). Administration of Early Childhood Programs. San Diego, CA: Bridgepoint Education, Inc.
• National Association for the Education of Young Children (NAEYC). (2009). Developmentally Appropriate Practice in Early Childhood Programs. Retrieved from https://www.naeyc.org
• Epstein, J. L. (2011). Getting Parents Involved: Strategies for Involving Parents in Schools. Routledge.
• Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Southwest Educational Development Laboratory.
• Christenson, S. L., & Sheridan, S. M. (2001). Schools and Families: Creating Essential Connections for Learning. Guilford Publications.
• Bryan, J., & Porche, M. (2013). Engaging Families in Early Childhood Education. Early Childhood Education Journal, 41(3), 173–181.
• Jeynes, W. H. (2007). The Relationship Between Parental Involvement and Urban Students’ Academic Achievement. Urban Education, 42(1), 82–110.
• Morrison, G. S. (2010). Early Childhood Education Today. Pearson.
• Weiss, H. B., Lopez, M. E., & Carreón, V. (2006). Taking Culture Seriously: Developing a Child Centered Home-School Partnership. Harvard Educational Review.
• Lareau, A. (2011). Unequal Childhoods: Class, Race, and Family Life. University of California Press.