1

Engaging Parents: An Important Role for

Early Childhood PractitionersCarol M. Trivette, Ph.D.

Orelena Hawks Puckett InstituteMorganton and Asheville, North Carolina, USA

www.puckett.org

Presentation made at the Opening the Doors to Inclusion: 2013 National Early Childhood Inclusion Institute, May 14, 2013.

2

Focus of this Presentation

• Talk about your goals when working with parents.

• Talk about some of the challenges and solutions that you have found in your work with parents.

• Talk about resources that you have found helpful in your work with parents.

3

Learning More

• Talk about why you work with parents as part of your job.

• What are your goals for working with parents?

Outcome to share with the group:Identify 5 to 10 different goals that members in

your group have when working with parents.

4

Head Start Parent and Family Engagement Outcomes1. Family Well-Being Parents and families are safe, healthy, and

have increased financial security.

2. Positive Parent-Child Relationships

Beginning with transitions to parenthood, parents and families develop warm relationships that nurture their child’s learning and development.

3. Families as Lifelong Educators

Parents and families observe, guide, promote, and participate in the everyday learning of their children at home, at school, and in their communities.

4. Families as Learners Parents and families advance their own learning interests through education, training, and other experiences that support their parenting, careers, and life goals.

5

Head Start Parent and Family Engagement Outcomes, continued

5. Family Engagement in Transitions

Parents and families support and advocate for their child’s learning and development as they transition to new learning environments, including EHS to HS, EHS/HS to other early learning environments, and HS to kindergarten through elementary school.

6. Family Connections to Peers and Community

Parents and families form connections with peers and mentors in formal or informal social networks that are supportive and/or educational and that enhance social well-being and community life.

7. Families as Advocates and Leaders

Parents and families participate in leadership development, decision making, program policy development, or in community and state organizing activities to improve children’s development and learning experiences.

6

IDEA Parent Outcomes1. Families understand their child’s strengths,

abilities, and special needs.

2. Families know their rights and advocate effectively for their child.

3. Families help their child develop and learn.

4. Families have support systems.

5. Families access desired services, programs, and activities in their communities.

7

Head Start Outcomes1. Family Well-Being2. Positive Parent-Child

Relationships3. Families as Lifelong Educators4. Families as Learners5. Family Engagement in

Transitions 6. Family Connections to

Peers and Community7. Families as Advocates

and Leaders

OSEP Outcomes1. Families understand their child’s

strengths, abilities, and special needs.

2. Families know their rights and advocate effectively for their child.

3. Families help their child develop and learn.

4. Families have support systems.5. Families access desired services,

programs, and activities in their communities.

Parent and Family Outcomes

8

Your Challenges and Solutions• What do you find challenging for you when

you are working with parents?

• What are some solutions you have used to resolve your challenges?

Outcome to share with group:

Identify 3 to 5 of your challengesand your solutions to share.

9

Conceptual Foundations(Capacity-Building Paradigm)

Promotion Models Enhancement and optimization of competence

Empowerment Models Create opportunities to use existing abilities and learn new competencies

Strengths-Based Models Emphasis on the use of strengths to obtain resources improving functioning

Resource-Based Models Use of a broad range of resources and supports as “interventions”

Family-Centered Models Family choice and family involvement in obtaining resources and supports

10

Contrasting Approaches to Intervention

Capacity-Building Models Traditional ModelsPromotion TreatmentEmpowerment ExpertiseStrengths-Based Deficit-BasedResource-Based Service-BasedFamily-Centered Professionally-Centered

11

Family-Centered PracticesFamily-centered practices are practices that place primary emphasis on creating a relationship with a parent in such a manner that uses and builds on the parent’s capabilities and competencies when supporting his/her child.

• Relational Practices

• Participatory Practices

12

Relational PracticesRelational practices include behaviors typically associated with effective help giving (active listening, compassion, empathy, etc.) and positive staff attributions about program participant capabilities.

• These kinds of practices are typically described in terms of behaviors that strengthen program participant and practitioner interpersonal relationships (mutual trust, collaboration, etc.).

• Relational practices also include help-giver beliefs about existing family member strengths and their capacity to become more competent as well as practitioner respect for personal and cultural beliefs and values.

13

Family-Centered Practices ScaleRelational IndicatorsStaff really listen to my concerns/requests.Staff see my child/family in a positive, healthy

way.Staff understand my child’s/family’s situation.Staff recognize my child’s/family’s strengths.Staff recognize the good things I do as a parent.Staff do what they promise to do.Staff are warm and caring toward me.

14

Participatory PracticesParticipatory practices include behaviors that involve program participant choice and decision making, and which meaningfully involve participants in actively procuring or obtaining desired resources or supports for achieving desired life goals.

• These kinds of practices strengthen existing competencies and provide opportunities for learning new capabilities by engaging family members in informed choices and acting on those choices.

• Participatory practices also include help-giver responsiveness to a family’s situation and changing life circumstances, and help-giver flexibility to these situations and circumstances.

15

Family-Centered Practices ScaleParticipatory IndicatorsStaff provide me information to make good choices.Staff respond to my requests for advice/assistance.Staff help me be an active part of getting desired

resources/supports.Staff are flexible when my family’s situation changes.Staff help me learn about things I’m interested in.Staff support me when I make a decision.

16

Relational Practices Family-Centered

Help GivingParticipatory

Practices

Self-EfficacyBeliefs

Performanceand

Outcomes

Relationships Among Family-CenteredHelp Giving Practices, Self-Efficacy Beliefs,

and Program Participant Outcomes

17

Division for Early Childhood Recommended Practices

http://www.decrecpractices.org

18

Other Ideas

Based on the material just presented, what might you do differently to help with your challenges?

19

Resources forParent and Family Engagement

& Parent and Family Capacity Building

20

Sharing Resources • What resources have you found most helpful to

improve your skills in working with parents?

• What resources have you found most helpful to provide to parents?

Outcomes to share with group:Identify 3-5 resources/strategies that you found

most helpful to improve your skills.

Identify 5-10 resources that you found most helpful for finding ideas/information to provide to parents.

21

Parent Practice Guides from theCenter for Early Literacy Learning (CELL)

http://www.earlyliteracylearning.org/parentresource1.php

22

http://www.earlyliteracylearning.org/parentpgs.php

CELLpractices Handouts

23

CELLcasts Audio/Visual Practice Guides

http://www.earlyliteracylearning.org/ta_cellcasts1.php

Downloadable as Podcasts or audio-only Mp3s

24

CELLpops Interactive and Print Postershttp://www.earlyliteracylearning.org/ta_cell_pop1.php

25

CELLvideos http://www.earlyliteracylearning.org/ta_pract_videos1.php

26

http://www.challengingbehavior.org/communities/families.htm

Resources for Families from the Technical Assistance Center on Social Emotional Intervention (TACSEI)

27

TACSEI’s “Backpack Connection Series” Handoutshttp://www.challengingbehavior.org/communities/families.htm

28

TACSEI’s “Making Life Easier”

Handouts and Tipcardshttp://www.challengingbehavior.org/communities/families.htm

29

Additional Print Resources from TACSEIhttp://www.challengingbehavior.org/communities/families.htm

30

Web Resources

31

Head Start’s National Center onParent, Family, and Community Engagement

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family

32

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/working%20with%20families

Head Start Resources on Working With Families

33

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/family-engagement

Head Start Resources on Family Engagement and Relationships

34

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/center/pfce_simulation

Head Start Parent, Family, and Community Engagement Simulation

35

Final Conversation

• After this conversation, what will you do differently tomorrow, next week?

• What do you still need to know?

• How will you get the information that you need?