The Family Corner
Working Together as a Family
Introducing the Family Corner!
This column is a resource that providers can share with their community. EPCC wants to empower providers to build strong relationships with their families. Our goal is for the important adults in the child’s life to be “on the same page” in support of each child. This column includes information, resources, tips, links to useful websites, and suggestions for family education and engagement activities.
I was talking recently to a colleague about a parent’s interaction with their child at pick-up. The parent gave 5 more minutes. The child completely ignored the parent and wandered away to join another child in play. The parent followed the child around giving 5 more minutes several times and the child continued to ignore until my colleague interceded. My colleague said this was a common occurrence and the family was asking for guidance. My colleague also said that they were not having this difficulty with that same child in the program. We wondered what the differences were and what guidance we could give the parents.
Here is the list we came up with:
We model for children what we will expect from them. Language, kindness, empathy, caring, manners.
Our program has consistent boundaries with specific verbiage to go with it. We talk about what’s safe and kind. We calmly give explanations, and try to give positive alternatives and choices.
Colleagues work together and support each other. The boundaries are the same. Playing one teacher against the other doesn’t work. We check in with each other if we are not sure.
We generally don’t use a reward system. Getting the job done is the reward. There are natural consequences i.e. We can’t go out until the nap mats are put away and the room is cleaned up (well mostly).
We take the time to teach children how to put away things, talk about how to fold a mat or where a toy goes. We do that over and over until a child learns.. Give encouragement. We see and acknowledge the effort even if it’s not perfect
We create opportunities for children to help and see us do a task and slowly learn to do it themselves.
We must acknowledge that at home adults have many other tasks to accomplish beyond childcare; children act differently when they are tired, hungry, or are trying out behaviors to see what would happen.
Deeper - we ask about the child: Are they fast or slow at things? Do they need time to process a request and react? Is the adult expecting more than is developmentally appropriate?
Final words for parents: A child will react to a good humored request faster than an order, a calm voice rather than an excited or frustrated one. Modeling working together as a family helps a child to feel part of a whole and more willing to participate.
This article is part of our Newsletter 2024 Issue 3. See all articles.
