When programs and teachers engage in open, respectful communication with family members and strive to develop positive, collaborative relationships with them, family members feel included and empowered. The experience of authentically contributing to their children’s experiences in preschool helps family members become advocates for their children both within the program and in interactions with other early learning professionals. For example, they are more likely to seek or request services for their children, such as referrals to special education, when needed or appropriate.
Programs can help families with dual language learners recognize their families’ cultural and linguistic strengths and learn the skills to ask for the types of services that they think will benefit their children. Families should be encouraged to share their strengths with the program and be asked to participate in joint goal setting and decision making about their children’s education. The entire program benefits when educators incorporate diverse cultures, languages, and talents of families with dual language learners into the program’s learning environment and curriculum. Once family members feel their contributions and opinions are valued, programs will benefit from their knowledge and experience.
Empowerment of Families
Programs
Develop an open-door policy that encourages family members to visit the classroom or center at any time.
Encourage families to offer recommendations for the program’s structure and curriculum and to observe the ways in which their contributions are used in the setting.
Invite families to share their areas of expertise with the teacher, other families, and the children in the program.
Ensure all families have the opportunity to participate in a policymaking capacity or leadership role (e.g., as members of a board of directors or advisory board).
Develop a philosophy statement that expresses the program’s appreciation of cultural and linguistic diversity and share the statement with both staff and families.
Invite families with young dual language learners to participate formally as part of groups that contribute to decisions for the program (e.g., boards, committees, and the like), and to share on an ongoing basis their ideas on how to support and engage with families.
Teachers
Solicit help from family members in solving problems their child may be having in an early care and education setting.
Invite families to volunteer regularly and to participate in activities.
Hold conferences regularly, not just when there is a problem with the child.
Figure \(\PageIndex{3}\): When families are welcome in the early education environment, their children thrive.
