Contents
Module Objectives
In this module you will:
- Explore the tenets of family-centered programming
- Recognize the impact of culture on families & infants
- Introduce yourself to your colleagues
- Identify best practices for working with families who have infants
Activity #1: Module Handout
Complete this handout as you read and watch the videos on the following websites:
- Diener (2022)
- VLS (2013)
Link to Diener 2022 reading (https://nobaproject.com/modules/the-developing-parent)
Link to Families: An Introduction (VLS, 2013). https://www.virtuallabschool.org/infant-toddler/family-engagement/lesson-1
Optional Readings:
- Fox (2012)
- Gonzalez (2017)
- Jor’dan & Lee (2014)
- Luckenbill & Zide (2017)
- Parnell et al. (2018)
- Paula & da-Silva (2014)
- Ray et al., (2009)
Optional Video: Our Family: A Film About Family Diversity (2016)
Submit the completed Module Handout on Blackboard, under Assignments in Seminar Module Handout: Foundations for Working with Families
Activity #2: Introduce Yourself
Click on Members in the Navigation bar. Click on ‘this form” then introduce yourself and upload a picture.
Activity #3: Evidence-Based Practices for Working with Families Who Have Infants
What are the evidence-based practices for working with families who have infants from the readings and video in this module? Identify your source(s) — reading or video as you develop the list. Post your list in comments below.
Test
List
Here
Creating a positive drop-off interaction for parents and caregivers comes from the belief that showing excitement when the child arrives can create a safe and welcoming environment. While this specific practice may not be directly attributed to a specific source, it aligns with the overall concept of creating a positive and supportive atmosphere for families and infants in early childhood education settings.
other evidence-based practices for working with families that were discussed include cultural competence, family-centered practices, responsive communication, home visits, reflective practice, creating an inclusive environment, collaborative partnerships, and representation in materials. These practices, as mentioned earlier, are supported by various sources such as Ray et al. (2009), Gonzalez (2017), Paula & da-Silva (2014),, Jor’dan & Lee (2014), Parnell et al. (2018), Fox (2012), and the video “Our Family: A Film About Family Diversity” (2016).
Andrea — Thanks for your comment in this module. A positive drop-off interaction is important for families & babies. You also identified other key practices: cultural competence, family-centered practices, responsive communication, home visits, reflective practice, creating an inclusive environment, collaborative partnerships, and representation in materials. You listed sources from the module. I wonder, what source did each practice originate?
Positive drop-off interaction:
-Practice: When parents drop off their baby, create a warm and welcoming environment.
-Action: Teachers should be friendly, express excitement, and visibly show affection to the child.
This positive interaction at drop-off is an evidence-based practice that fosters a sense of security for the child, making parents feel confident and establishing a positive tone for the day.
Video: Family-Centered Practice
Fransheska — Thanks for your post in this module. Creating a warm & welcoming environment for families helps families to feel safe, comfortable & develop trust with the infant teacher. I wonder, source did you locate your evidence based practice? I wonder, what other evidence-based practices were recommended to work with families in this module?
Family care center practice
-practice- recognizing that the family is the infants primary source of support and development.
– Action- Working collaboratively with families, respecting their values, beliefs and cultural backgrounds.
video- family centered practice
Kylie — Thanks for your comment in this module. Recognizing that a family is the infant’s primary source of support (Howell, 2023) helps infants teachers to respect families. I wonder, what source did the evidence-based practice come from? I wonder, what other evidence-based practices for working with families were discussed in the module?
I believe a positive drop off interaction is important. When parents drop off their child the caregivers should show excitement when the child is arriving and it will create a safe space for the child. The child will feel safe and excited that their teacher is showing interest when they walk in the room.
Madelin – Thanks for your comment in this module. A positive drop-off (Flores, 2023) helps families to develop feeling of trust with the infant teacher. I wonder, what source did the evidence-based practice come from? I wonder, what other evidence-based practices for working with families were discussed in the module?
Having a positive drop off is beneficial for all the parties, the parents, children and educator. Creating a welcoming environment puts the child at ease and the parents, it shows them they can leave their child in god hands.
practice: greet the family coming in and ask about the child’s morning and how the child is feeling
action: create a routine for the child to become familiar at drop offs so they don’t cry as often as well having communication with the parents when they arrive.
source: An Introduction (VLS, 2013).
Amy — Thanks for creating your comment for this module. A positive drop off, welcoming environment, and routine during separation helps children and families. I wonder, what are other “best”/evidence-based practices for working with families who have infants from the readings & videos?
a positive drop off is important.This gives the teacher a chance to ask parents what time did the child last eat? what time did the child last have a bowel movement ? This will help the teacher to know how to best soothe the child.
video : family centered practice
working together with families . respecting their values , and making sure to incorporate families into the learning and development of their children.
Kaylah — Thanks for your comment in this module. A positive drop off, allows families & teachers to communicate about the child, enabling the teacher to learn more about the child. I wonder, what are other “best”/evidence-based practices for working with families who have infants from the readings & videos?
Practice: Getting to know each family and making them feel welcomed when they enter the class for the first time
Action: Asking the family about their culture and incorporating it into the learning of the class by reading books, pictures and or learning language during circle time. Asking them about what holidays they celebrate and languages they speak. It ensures the family that they as well as their child is a part of the classroom family.
Video: Reflecting on my own experiences
Lathisha — Thanks for your comment in this module. Getting to know each family & making them feel welcome the 1st time they enter the class is important. Asking families questions, learning about & integrating a family’s cultural heritage into the classroom is part of that process. I wonder, what are other “best”/evidence-based practices for working with families who have infants from the readings & videos?
Evidence based practices include early drop off and pick up times. This is important because it allows the teacher and parent to create a bond with each other so they can know what’s best for the child. Having positive interactions like this can allow the child to understand that he, or she is safe, protected and welcome out of the credit learning place.
Cheyenne — Thanks for your comment in this module. I wonder, what do you mean by “early drop off & pick up” times” (Byfield, 2024)? I wonder, what other practices from this module support positive interactions with the family? I wonder, what other “best/ evidence based practices” for working with families with infants did you identify from the readings & videos?
I think one of the most important information was the drop-off interaction.
This source is from Family-Centered Video
Drop-off interaction is very important as it is a quick catch of how the child’s weekend was or afternoon and night. You get also get to catch up with parent as if there are any changes with baby. Another thing is drop-off interaction really shows how excited you are to receive the child and help make parents feel secure when leaving their child in your hands.
Zayra — Thanks for your comment in this module. You identified a practice that is important when working with infants & families, & listed the source. Touching base with a family provides info about the child & develops a relationship with a family. I wonder, were there any other practices important when working with families from the module?
Language barriers is a significant issue , when working with families from a diverse culture.Schools are better now handling those situations. More bilingual teachers, or folks that can speak another language, facilitate these situations, to ensure effective communication, between parents and child and also child and teachers.
Christine — Thanks for your comment in this module. It is important for infant teachers to support families who speak diverse languages. I wonder, can you create a list of the other practices for working with families were discussed in the module and their source?
Some evidence based practices when working with children can be
One must learn to respect and understand the characteristics of each family and it’s support system.
One must always engage family in decision making.
Teachers should be always reaching out to families, in the good and bad times.
Lastly, teachers must always view families as their child’s first teacher, and thus involve all the important people in their child’s life.
(National Academics of Science, Engineering and Medicine 2019, pg 42)