6.7: Communicating with Families

Learning Objectives

1. Describe the purpose and importance of family conferences in early childhood education and how they foster collaboration between educators and families.
2. Identify effective communication strategies and cultural considerations that promote trust, understanding, and respectful dialogue during family conferences.

Family Conferences

Once assessments have been completed, it is time to meet with a child’s family. The purpose of the conference is to share information about the child and to build a vital partnership with the child’s family. Some parents may not understand the connection between play and learning. Sharing information about play-based curriculum and how it supports development can allow parents to better understand your goals for learning and how the classroom functions. By including parents in discussions about curriculum and assessments, we can encourage the development of support areas outside of the classroom.

For example, suppose the individualized curriculum supports color recognition. In that case, we suggest that families continue to support this skill by identifying produce colors at the grocery store and/or pointing to certain colors in their favorite books.

Tips for Success

In a blog by Concordia University, Portland (2018), some key tips are suggested to ensure a successful and engaging family conference occurs:

Figure \(\PageIndex{1}\): Parent Teacher Conference. Image by Innovation School is licensed CC BY-NC 2.0.

1. Offer a flexible conference schedule. Some parents have more than one child at different schools, some families may have limited transportation options, and some parents may work multiple jobs, which can limit their time and availability. In these cases, teachers and other early childhood professionals may need to be flexible to accommodate special circumstances. If technology is available, meetings can be offered via Skype, Zoom, Google Meet, or FaceTime as an option for parents who cannot attend in person.
2. Prepare, prepare, prepare. Each child's portfolios and assessments must be updated and organized regularly.
3. Arrange for a translator if needed, and find a way to connect. Parents who don’t speak English require a translator. If programs cannot arrange for a translator, family members may need to sit in on the conference, such as an older sibling, aunt, or even neighbor. — ideally not a student.
   When there is a language barrier, early childhood professionals should try to find a respectful way to communicate and connect with families. Even though families cannot speak the same language fluently, they deserve your professional approach. Try learning a few phrases in their native language to show you’re trying to connect; even “Hello,” “How are you?” and “Thank you” can go a long way.
4. Be aware of your body language and how you verbally communicate. The learning environment and your body language and how you talk with families speak volumes. Check out your body language.
   • Are your arms typically crossed?
   • Do you smile or glare?
   • How is your tone when you speak?
   • Are you calm and reassuring, or sounding like a robot?
   • Do you pause and allow parents to ask questions, or are you hurried and rushing through information?
   • Are you aware of and considerate of cultural backgrounds and family practices? For example, did you know that eye contact and handshaking may not be common practices in some families?

   

   Figure \(\PageIndex{2}\): Carol Mahn (right), a first grade teacher at Hanscom Primary School, meets Melissa Weyand and her son Maximas, during a "Meet and Greet". Image is in the public domain.
5. Sit side-by-side. Since early childhood professionals, educators, and parents are on the same team, sitting next to parents rather than across from them behind a desk is advised. By arranging the furniture in a friendly and non-threatening way, professionals may express their desire to build a partnership with each parent, which can diffuse unnecessary tension on both sides.
6. Share real stories and student work. Even the best early childhood professionals can’t remember all of the details they need to share with every parent. A portfolio with anecdotal notes and work samples provides parents with real insight into what’s happening in their child’s academic day.
7. Include the positive and focus on what the child can do. Each student has positive traits and potential. Share at least one shining trait with parents at the beginning and another at the end of the conference. That trait could be an academic or character trait, such as helpfulness, persistence, or hard work. One can follow the “sandwich method” or the “glows and grows” method, where you share a child’s positive achievements or traits that make them glow and provide two or more areas in which they can grow. Always end on a high note with another glowing detail or anecdote.
8. Create clear goals. Every student, even the gifted ones, can improve in some way. Write specific goals for each student. Along with those goals, create an action plan with steps for improvement and a timeline. Your plan of action should include activities that will be done at the program and activities that can be done at home. Sharing this with parents can increase buy-in since they can see a clear path to success with achievable benchmarks and goals that are part of a realistic, structured plan.
9. Avoid education jargon. Not everyone is familiar with DRDPs or diagnostic and summative assessments. Avoid overwhelming parents with education lingo. Speak in plain terms, explain what you mean, and ensure parents are clear about the information you present. Encourage parents to ask questions as needed for clarification.
10. Give parents responsibility. Early childhood professionals know that children do better when their parents are involved. A perfect way to get parents involved is to ask questions about family life and routines (a family questionnaire is ideal). Families should be encouraged to get involved throughout the school year. For example, they can be special guests and talk about their jobs or read their favorite story to the children. Parents involved early on will be more likely to follow through on their “plan of action” once it is presented at the conference.
11. Encourage questions. Approachable professionals build a lasting connection with parents and promote a positive learning experience with their children. Not only do you want your students to feel comfortable enough to ask questions, but you also want your parents to feel they can approach you. Although your time may be limited during the school day, it is important to carve out time and space to discuss important matters with parents. If parents cannot make the conference, offer your email address to allow for some time for a brief “Q&A”. NOTE: Hitting parents up at the end of a long work day and rushing through important details regarding their child is NOT recommended.
12. Don't make assumptions about parents or students. Avoid relying on stereotypes and allowing personal biases to cloud your judgment. View all parents as partners because, like it or not, they are. Work to make sure that even the most challenging students and parents feel welcomed and a part of the team.
13. If a parent becomes hostile, don't engage. No matter how prepared, pleasant, and affirming you are, some parents may become hostile or upset at the conference, especially if there are areas of concern or issues with a child’s challenging behavior that must be addressed. Some parents may be used to hearing bad news, others don’t trust or have little regard for teachers, some parents feel a need to defend their child, while others may be upset about a personal matter and may take their frustration out on you. Remain calm! If possible, let the parent vent. Use active listening and listen to the parents’ concerns. Discuss how both parties want what’s best for the child and reassure them that you have their child’s interest at heart. Look for a compromise or strategy that best supports the child and their family. Stay focused on the task at hand – the conference – and reemphasize the positive. Sometimes, a follow-up meeting may need to be scheduled.
14. Remain professional at all times. Like parents, you may have an off day and be tempted to stray into an unprofessional area. We may also cross some fine lines and become “friends” with our families. Here are some topics that should never be discussed with families during a conference (or at any time):
    • Speaking negatively about other professionals or colleagues.
    • Comparing two or more students to each other.
    • Discussing another student’s behavior, family, or performance.
    • Blaming parents for a child’s academic performance or behavior.
    • Arguing or becoming hostile with parents
    • Complaining about school policies or procedures.
15. Document, document, document. Because you will meet with several families in the course of a week, it is a good idea to make notes about the conversations and outcomes of the conference. You may need to refer to them at a later time when planning a follow-up meeting or when planning additional curriculum activities. Once in a while, a parent may notify your administrator that they have concerns about the information shared during the conference. Your notes can be shared with your administrator to help see both sides of the conversation.
16. Stay in contact with parents. Parents should be able to contact you to follow up or address new concerns. Email is the most convenient way to receive messages and respond to parents, but phone calls or future conferences may be necessary, too. Set the guidelines and boundaries for future communications.

References, Contributors and Attributions

This section is a derivative from:

Peterson, G., Elam, E. & Studinka, D. (2020). Observation, assessment, and participation in early childhood. College of the Canyons, CA. https://www.palomar.edu/childdevelop...rly-childhood/ CC BY 4.0.

Gunn, J. (2018). 15 Tips for Leading Productive Parent-Teacher Conferences. Retrieved from https://education.cu-portland.edu/bl...r-conferences/