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Ann Turnbull shares her experience as a parent of a child with disabilities and the importance of empathetic communication, and how to engage in empathetic communication.
Chaw Chaw shares her experience working with families who are refugees. (Q4)
Gabriella shares her experience choosing between a preschool special education classroom and an inclusive classroom for Diego, her son with autism.
Audio responses are in Spanish, transcript has English Translation (Q1)
Gabriella shares her experience choosing between a preschool special education classroom and an inclusive classroom for Diego, her son with autism.
Audio responses are in Spanish, transcript has English Translation (Q2)
Kate Boone shares about her experience growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q1)
Kate Boone shares about her experiences growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q2)
Kate Boone shares about her experiences growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q3)
Chaw Chaw shares her experience working with families who are refugees. (Q1)
Chaw Chaw shares her experience working with families who are refugees. (Q2)
Chaw Chaw shares her experience working with families who are refugees. (Q3)
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 1 Ask the Expert
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 3 Take Action
List of DEC Recommended Practices for Family
This checklist includes practices for engaging parents and other family members in using child-level interventions to promote child learning and development in ways that strengthen parenting confidence and competence.
This checklist includes the kinds of practitioner help-giving behavior that are indicators for interacting with and treating parents and other family members in a family-centered manner.
From the Early Childhood Technical Assistance Center (ECTA). A checklist for using family engagement practices.
Dr. Carol Trivette answers questions about family.
List of DEC recommended practices for family.
This checklist includes the kinds of practitioner help-giving practices that can be used to engage parents in informed decision-making in ways that are responsive to family concerns and priorities.
Presentation handout for Module 5 Family, Lesson 1 Ask the Expert
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 1
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 2
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 3
Presentation handout for Module 5 Family, Lesson 3 Take Action
References and Resources for Module 5 - Family
In this video notice how this practitioner shows respect for this family’s culture and language.
Watch a video of an initial conversation between a parent and teacher. Notice how the teacher is learning about the family and getting to know the parent through listening.
Watch a video of how a teacher builds trust with a parent, and discusses how they can improve outcomes for the child as a team.
In this video a practitioner uses family centered practices with a family who is working on helping their daughter with walking.
In this video a practitioner uses family centered practices with a family who is working on helping their daughter with walking.
In this video the practitioner describes the use and benefits of everyday activities as sources of child learning opportunities. The practitioner describes the importance of child interests and preferences for promoting child learning, in this case, the child’s interest in the laundry basket. She also provides guidance and feedback about the mom’s interaction with the child. Notice how this practitioner talked to the mother in a way that builds her skills and self-confidence.
In this video the practitioner encourages the parent to interact with their child, while she also participates in the interaction. She also encourages parent engagement and provided supportive feedback when the parent interacts with their child.
Watch this video and think about what you might do here to encourage more parent engagement.
In this video practitioners review with parents what they have accomplished when working with their child.
Watch a video of an unproductive meeting between a parent and a practitioner. Make notes about what you would do differently. Then watch Video 5.18.
Here is an example of a productive meeting between the same parent and practitioner in Video 5.17. Notice the improvements.
Watch the practitioner working with a family. This family has indicated that they want to help their daughter work on walking and talking. Watch how this practitioner uses the family-centered practice strategies to help them implement this plan.
Watch the practitioner working with a family again (from Video 5.1). Recall the family has stated a goal for this child is to work on walking and climbing. How does this practitioner work with this family to further develop and implement a plan to meet this goal?
In this video notice how the practitioner points out what the family does well and provides some suggestions to build their confidence and skill.
Notice how this practitioner encourages the father to interact with the child; she doesn’t interfere or take over. During family visits parents are encouraged to interact with their child, while practitioners participate without taking over.
Notice how the practitioner encourages the parents to engage with their child and then provides supportive feedback. When she asks the parents how the activity feels to them, they don’t answer but continue to play bubbles. This practitioner recognizes that they are focused on play with their child at the moment, and she respects this and lets the play continue.
In this video, you will see a practitioner review with parents what they have accomplished when working with their child and what they hope to accomplish in the future.
In this video a practitioner is reviewing with the parent what they have accomplished when working with their child and what they hope to accomplish in the future.
In this video the practitioner helping the family recognizes when they are supporting their child’s learning. The practitioner helps the family recognize when they are supporting their child’s learning with comments like “What’s he getting out of being part of your laundry?” And “You’ve got language skills going…”
Handout for Module 5 Family, Voices From the Field - Anne Turnbull
Handout for Module 5 Family, Voices From the Field - Chaw Chaw
Handout for Module 5 Family, Voices From the Field - Gabriella Reyes
Handout for Module 5 Family, Voices From the Field - Katie Boone