Honoring diversity strengthens relationships with families and children, thereby enhancing the quality of care and education for preschool children (adapted from CDE 2006, 57–58). Being responsive to cultural, linguistic, and economic differences and how these differences affect the ways in which programs and teachers communicate with families demonstrates a program’s commitment to each family’s unique strengths. Programs and teachers can work to enhance their communication strategies, attending carefully to individual differences in family preferences for communication.
Two-way communication strategies have been found to be particularly effective with families with dual language learners who may otherwise feel disconnected from the program. Two-way communication allows both parties to share information about the learning progress and well-being of the dual language learner and to collaborate on ways to help the child reach important learning goals. This type of communication works well during one-on-one meetings with the teacher or in a more informal setting such as in the community or in a group setting with other families with dual language learners of similar linguistic backgrounds. Regular two-way communication may be the first step toward increasing family engagement and key to developing strong dual language learner family–program partnerships.
Communication Strategies
Programs
Provide professional development for staff on the principles of and strategies for effective communication with families.
Ensure confidentiality and privacy in communications throughout the program.
Develop a language and communication policy that informs families with young dual language learners on the possible modes to communicate with staff.
Teachers
Respect each family’s style and preferred method of communication and interact with families in a transparent, accountable manner.
Interact with families in a timely and professional manner to establish relationships that encourage mutual, two-way exchange of information about children.
Maintain confidentiality and ensure privacy in communications regarding children, families, and staff and colleagues.
Figure \(\PageIndex{4}\): Open communication is vital to the relationships between families and teachers.[9]
Family Preferences for Communication
Programs
Interpret and apply communication policies (as appropriate) to ensure that diverse families are included and complex situations are addressed.
Help staff to understand and apply communication styles based on each family’s expressed needs and preferences.
Ensure that all communications are accessible and comprehensible to families (i.e., in the family’s preferred language).
Teachers
Use various ways to communicate with families (e.g., active listening, e-mail and telephone contact, text messaging), depending on each family’s preferences and on the situation.
Model for families effective strategies for communicating with children, adapt strategies for communicating with children, and adapt strategies (as needed) to meet diverse language and literacy needs.[10]
