beyond the mechanics of registration, however. the parent's first visit to the program's facility is a time of direct learning and impressions for both parent and staff member.
The parent should bring the child. The conference room should contain a child-sized table and chair; books, crayons, and drawing paper; and manipulative toys. In order that the parent may observe the child may watch the parent, the child's table should be close to the table provided for parent and staff member. Also, the close proximity of the child allows the staff member to observe the child informally.
from the parent, a staff member should obtain (1) an impression of the relationship between parent and child, (2) an impression of how the child reacts to the new situation and how the parent feels about putting the child in the program, (3)a personal and social history of the child, (4) all necessary admission forms, and (5) tuition fees. The parent should obtain from the staff member (1) an impression of the staff member, (2) an overview of the philosophy of the program and of the facility and equipment, (3) a handbook or mimeographed information sheet, (4) a list of items (clothing and supplies) needed before the child begins attending, and (5) receipts for tuition and fees paid.
Handbook for parent
the major purposes of the handbook are to help the parent become oriented to the program and serve as reference during the child's first year of enrollment. in planning a handbook, there are several points to consider;
1. Information in the parent's handbook should be consistent with the program's philosophy and policies. If the program is based on a specific model, this should be stated. because philosophy and policies differ from program to program, the staff of each program must develop its own handbook.
2. At a minimum, the handbook should contain an introduction to the philosophy and the services of the program; information about the program's policies that directly concern parent, such as hours of operation, fees, and children's celebrations; and information on requirements that must be met before admission to the program, such as proof of age, record of immunizations, completion of the emergency information, the personal information, and the health history forms. Other information the handbook might contain includes developmental characteristics of young children; ways parents can help their child's development; health will use to report the child's progress; a list of supplies parents need to purchase; ways parent can help their child’s development; health and safety guidelines for young children; methods the staff members will use to report the child’s progress; a list of supplies parent need to purchase; ways parent can be involved in the center; and dates of scheduled meetings, such a board and parent meetings.
3. before writing the handbook, the frequency of revision should be determined. If annual revisions are not planned, a minimum of variable information, such as name of staff members, fees, and hours operation should be included. Because much of the information is essential, blank space can be left in the handbook and completed in handwriting each year. An example is shown in figure 11-1. For partial revision, a plastic spiral binding or a stapled handbook can be easily dismantled.
4. information in the handbook should be arranged logically. Having a table of contents, printing each section on a different-colored paper, and cutting each section longer or wider than the receding section for a tab effect are ways to facilitate locating specific information.
5. information in the handbook should be concise. The handbook is a reference –not a novel !
6. the parents’ level of understanding should be considered in wording the handbook. Wording should not sound condescending, not should it be educational jargon. Bilingual handbooks should be available if the program serves children in a multicultural area.
7. the handbook should be attractive and the writing style interesting. Various colors of paper, readable printing, photographs cartons, or children’s drawings help make it attractive. The writings might be in various styles or ”voices”; for example, a staff member may “talk” to the parents as in the example in figure 11-2. The child may “talk” to his parent as shown in figure 11-3. The parent may “talk” to the child as shown in figure 11-4. A previously enrolled child may “talk” to a new child as shown in figure 11-5. Or the wording may be impersonal as shown in figure 11-6. Although different styles of wording are usually not combined, some combinations add to the cleverness of the writing as seen in figure 11-7.
8. in designing and handbook, costs must be considered. Since the handbook can become expensive various types setting and printing techniques including type written camera-ready copy should be explored. Several estimates should be obtained. Ditto or mimeograph may be least expensive and more than adequate for the program’s needs. If a computer is available, work processing is also cost-affective.
| Lunch period A hot lunch will be served in the cafeteria every day, it costs___Ó a day, or you may pay $___,___ a week. (Checks may be made payable to________.) If your child wishes to bring his lunch, milk will cost____ Ó a day. those who wish to know whether their children quality for free or reduced-cost lunches may secure forms in the central office. |
FIGURE 11-1 Early Childhood Program Handbook (A)
| Dear Parents: We wish to extend a warm welcome to you and your child. We want to make this kindergarten year a pleasant one for parents as well as for children. You, as parent, will influence, to a large degree, your child’s success in this venture. Your help and cooperation will assist us in helping your child. Please feel free to talk with us anytime you feel it is necessary. You are welcome to visit and to get to know us and the program better. Sincerely, (Staff member’s signature |
FIGURE 11-2 Early Childhood Program Handbook (B)
| I am ready, if… I know my name and address. I know the safest way to school. I know how to put on and take off my clothes. |
FIGURE 11-3 Early Childhood Program Handbook (C)
| I will keep you home, when you have…. Fever Sore throat Pain Chills Diarrhea Rash Earache Vomiting |
FIGURE 11-4 Early Childhood Program Handbook (D)
| In kindergarten, you’ll draw and paint, the teacher told my mom that drawing and painting help children symbolize their everyday world, express their feelings, develop creativity, and coordinate eyes and hands. It sounds serious, but drawing and painting are fun. |
FIGURE 11-5 Early Childhood Program Handbook (E)
| A child is eligible to enroll in the hubbard suburb’s Public School if he is five years old on September 1 of the year he enters. |
FIGURE 11-6 Early Childhood Program Handbook (F)
| I can enter, if… I have my birth certificate. I have all my immunization. P.S. to parents: *If you do not have a birth certifice, write to : Bureau of Vital Statistics State Capitol Building __________ ___________ _______________ (capitol city) (state) (zip code) *all immunization are available from your doctor or the public Health Center, _________________________________________________________________ (address) To request information or an appointment call ________________________ |
FIGURE 11-7 Early Childhood Program Handbook (G)
The staff of each early childhood program should develop a handbook to fit its unique program objective and policies. Appendix 9 present an example of a parent’s handbook for a kindergarten program.
Large-Group Conferences
Although individual conference are most common, large-group conference may be conducted. A popular type is the “get acquainted” and “preview of what’s to come” conference. Unlike the spring or autumn orientation, the “get acquainted” conference is held a few weeks after the beginning of the term. It is especially important when staff members do not conduct an orientation meeting. For a “get acquainted” conference, these suggestions should be followed:
1. Send invitations to parents. If you include an RSPV, you can follow up on parent who do not respond, perhaps by telephone for a personal touch. A night meeting is preferable to an afternoon one, because it permits working parent to attend. Tuesdays, Wednesdays and Thursdays are usually the best days for meetings, but check the community calendar before setting a date. Plan a conference to last a maximum of one hour, followed by a social period.
2. Set the conference date after you know the children, so you can associate parents with children.
3. Plan simple refreshments and ask volunteer parent to serve
4. Arrange the room to show your program the best advantage; for example, put the program’s schedule on the chalkboard, arrange materials and equipment around the room, and display some of the children’s work.
5. Make a specific outline of your presentation; for example:
a. When most of the guest have arrived, greet them as a group
b. Introduce other staff members
c. Briefly describe your background and express confidence in the year ahead
d. Outline the purpose of the conference. Explain that there will be individual conference scheduled and that parents can call anytime about their own child
e. Explain the purposes of the program, using specific example. An excellent way to communicate objectives and activities is to take parent through a “typical day”
f. Review the policies of the program, parents may be asked to bring their “parent’s handbook” for reference
g. Suggest ways parent can help their children
h. Have a short question and answer period, but remind parent that a child’s particular problems are discussed iin individual conferences.
i. Circulate paper or ask for parents who will with each other, and look around the room. Thank them for coming.
In addition to the get-acquainted conference, a large-group conference is an appropriate setting for explaining new policies and change in previous policies, for introducing new program services, and for outlining and explaining new methods or curricular content. The large-group conference is also an excellent medium for sampling parents opinion about and attitudes toward the program.
Small-Group Conference
Three or four parents may be invited to a small-group conference, for which a topic may or may not be predetermined. In small-group conference without predetermined topics, each parent might describe a situation that bother him in relation to his own child. The staff members and other parents can discuss the situation and make suggestions. The director might invite an authority to lead the discussion on a topic selected by interested parents or the program director. Observation of the program before the conference is another stimulus to discussion. Small-group conference help parents who feel uneasy in an individual on large-group conference and reassure them that other have similar problems.
Scheduled Individual Conferences
Based on the point of view that parent right and responsibilities must not be usurped or violated by the early childhood program, individual parent-staff conference help the parent know what is going on in the program and how the child is developing. Although the conference setting may be informal, parents can expect staff members to discuss the program’s objectives and methodology in depth and how the child relates to the program. If the question or problem is not under the staff member’s jurisdiction, she should direct the parent to appropriate channels. Suggestion for preparing and conducting individual conference are as follows:
1. Send out brief newsletter explaining what individual conferences are, what parent can contribute, and what staff members hope to accomplish as a result of the conferences. The point of the conference is to share with parents the ways the staff is helping the child meet program objectives and to elicit parental concern for the child, if certain topics are to be covered, inform the parents, it is not necessary to send a newsletter if information about scheduled individual conferences is included in the handbook
2. Specify appointment times and invite parent to make an appointment. An example is shown in figure 11-8
3. Construct a schedule of appointments, allowing a few minutes break between each conference to jot down notes and prepare for the next conference. Although the example schedule is designed for twenty-minute conference, many teachers find thirty minutes minimal to cover the purposes of the conference and to avoid an assembly-line appearance.
| Dear ________________________________. Let’s get together and talk. I would like to discuss with you:
Please list bellow some of the things you would like to talk to me about. ___________________________________________________________________________________________________________________________________________________________________________________________________ A baby-sitter will be available for your enrolled child and younger children. Please indicate the day(s) and time(s) you could come for a twenty-minute conference by circling one more of following time periods:
I will confirm a time for you appointment. Sincerely, (Staff member’s signature) |
4. Confirm the conference time with each responding parent.
5. In your letter requesting parent to make appointment, explain whether they are to bring their enrolled child and other young children. If an aide or volunteer can babysit, more parents may be also to participate in an individual conference.
6. Provide an attractive, private place for the conference. The staff member should not sit behind a desk, it might be advantageous to hold the conference in one of the parents homes rather than in the school. (individual conferences with all parent in one home are not to be confused with the home visit)
7. Provide early arriving parent with a place to wait and have an aide or parent volunteer chat with them until time for the conference. If no one can wait with them, provide professional or popular reading material.
8. Have a clear picture of the child in terms of the objective of your program. Also, list information to collect from parents; for example, you may want to obtain a developmental history of the child. Plan to elicit parental concern for the child early in the conference. Morgan has helpful insight into “reading” parent concern.
9. Greet parent cordially. Explain what are you doing with and for the child. In talking about the child, use your file of anecdotal and achievement records and samples of the child’s work. Point out strengths or positive areas first, then weaknesses.
10. Never put the parent on the defensive. Negative expressions will often do so; for example, instead of calling a child a “troublemaker” say he “disturbs others by…” a staff member needs to recognize the attitudes a parent may take when his child Is having problems, so the staff member does not respond argumentatively. The most frequent defensive attitudes a parent has are projection and denial. In projection, the parents insists the problem must be that the staff member doesn’t know how to handle the child. In denial, the parent considers the problem small or feels the child is just active or going through a stage. With either defensive attitude, the parent is protecting himself from the possibility defensive that he has failed in some way, or that he doesn’t know what to do.
11. Be careful about talking down to parents, using educational jargon, or giving long-winded, complicated explanations. Conduct conference in the parent native tongue, using a translator, if necessary.
12. Do not expect to have an answer to every problem or parent to solve all problems. Decisions should be reached during the discussion by listening to parents suggestions for solving the problem; by offering suggestions; by suggesting referral to special services, if necessary; and by making arrangements to follow though. Follow-up is most important. If the parent knows she has your help she will not feel helpless.
13. Practice professional ethics. Respect parent confidences and do not belittle the director of the program, other staff member, other families, or other children.
14. Do not make the parent feel rushed; however, in fairness to other waiting parents, conference must end on schedule. If necessary the parent can make another appointment to continue the discussion.
15. Make notes on the conference and file them in the child’s folder.
A new trend in parent-teacher conference is the “child-parent-teacher” conference. Young children are usually excluded from parent-teacher conferences. Including children in conferences where objectives for their education are being determined is helpful in securing their cooperation in meeting present goals for development as well as becoming increasingly skillful in self-evaluation end decision making. Several excellent report address the technique of incorporating children in conference.
Nonscheduled Individual Conference
Unlike large-group, small-group and scheduled individual conferences that are usually staff-initiated and noted on the program calendar, nonscheduled conferences may be initiated by parent or staff member of reasons; learning more about the program, questioning the meaning of activities observed, or discussing a present or foreseeable problem.
Most communication between parent and staff occurs at the transition point when parent leave and pick up their children. However, one study found that one-third of the parents could not identify a staff member with whom they had a significant relationship and a few parent did not know the names of any staff member. Thus, if nonscheduled individual conference are to be meaningful, there need to be a consistent person to reach out to parent during transition times and staff must receive training in parent-staff communication.
If the staff member initiates the conference to discuss a child’s problem (and certainly many conference have been initiated for that reason only!), he should give parents suggestions to solve the problem. The staff member must begin and end the conference on a positive note. In discussing a problem, the staff member should show evidence to support statements and use tact. Finally, the staff member and parent should concentrate on one or two suggestions, not a long list.
Home Visits
Home visits demonstrate acknowledgement of the home as a source of change in children’s lives. Jones identifies four roles or combinations of roles a staff member can use in making home visits; (1) the teacher-expert, who enlists parental help by teaching the parent how to teach the child; (2) the teacher-learner, who seeks information from the parent about the child, such as the child’s abilities and interests; (3) the student-researcher, who questions parent about their beliefs about child rearing; and (4) the bringer of gifts, who like the teacher-expert, enlists parental help in the educative process but who brings, in addition to instructional procedures, materials such as games, books, and toys. there are several advantages to home visits: (1) the staff member is seen as a person who cares enough about a child to visit the family; (2) the staff member may obtain valuable information about the child that will help in meeting program objectives for that child; (3) children are proud because their teacher came to see them; (4) the staff member sees the child in the home environment; (5) at home, the parent is more likely to do the talking, conversely, at the program’s facility the staff member is more likely to do the talking; (6) the staff member can note alternative courses of rearing open to the parents rather than just criticizing; (7) if a home is made prior to enrollment, there may be fewer tears shed on the first day; and (8) the staff member is seen as “just an individual” when she makes home visits. (home visitation for the purpose of parent education will be discussed later in the chapter).
Parent Visitation
Parent visitation helps make parent-staff conferences more meaningful. The parent has the opportunity to observe the program and to see the child functioning with peers and adults. The staff member has the opportunity to observe parent-child interaction in the program setting and the parent’s expressed attitudes toward the program. When a parent visits the room, the staff member or a volunteer and the visitor’s child should greet the parent. The parent can watch various groups of children engaging in activities or may even initiate an activity, such as a reading a story. If a parent wants to see the child in action without the child’s knowledge, invite the parent to use observation room or gallery.
Parents should be encouraged to visit the program; however, many parents do not visit unless their children have special problems. Sending a special invitation often result in more visitations and may even initiate greater involvement in the program. A sample invitation is seed in figure 11-9.
During an “Open House,” parent and other family members view samples of the children’s work, (e.g., art work, stories children have written, and block structures they have built), examine equipment and materials, and visit with staff members and other guests. It is held at a time when the program is not in session. An example of an invitation to an Open House is shown in figure 11-10.
Telephone Conversations
| Dear Parents, The PTA will meet on Tuesday, October 8, at 3:00 P.M. won’t you try to attend? The program will be on “children’s Phobias.” Before the PTA meeting our kindergarten class would like you to visit us at 2:00 P.M. won’t you please visitor class and then we can attend PTA as a group? A baby-sitter will be available for your enrolled child and younger children. Sincerely, (Teacher’s signature) |
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