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https://www.naeyc.org/resources/position-statements

Contribute to Program-Wide
Support for Families
Here are some strategies that programs may use as part of their approach to setting the stage
for effective family engagement. The work of each teacher is important individually and in the
context of overall program policies and practices. When a program has a family engagement
system, teachers can develop and use strategies that fit within the overall goals and priorities
of the system. If there is not a system, or it is still under development, teachers can refer to
NAEYC’s six principles of family engagement for guidance. Typically, teachers participate in
designing the family engagement approach and in regularly assessing and updating it to make
sure it works for the families whose children are enrolled in the program. The following sections
offer some ideas that you can support at your program, along with ways that you can participate
in program-wide efforts. They include creating an environment that welcomes families,
handling initial inquiries, conducting informational meetings, and taking part in enrollment
and transitions.
Families and Educators Together 

Plan Ways to Support Diverse Families
danging however, is that no two families are alike. Each fami’s Nelies and practices are
wed by a complex interplay of traits and factors. For example, some parents are eager to
hear your suggestions; others don’t know why you are interfering in their hise at home Some
assing issues that come up at the program. Some families expect to have a significant role in
making decisions about their child, while others seem unprepared to be their chi ada
This stion describes aspects of diversity you might encounter. To know how to understand
and respond effectively, learn as much as you can about the rich complexity of each fami
Think about when, how, and what you communicate with each family Buikf relationships
throughout the year so you can learn how their lives might change over time. S, Ax exampl
anser in your class seems to be slow to develop language After checking the enrollment
Rems you find no information to help you understand the situation. However, in conversations
with this family, you might learn that the child has a potential disability, that the child is a deal
nguage learner (DLL), or that both may be true. The additional factors that might impact a
child’s language development are stress in the child’s home and living in poverty (Park O’Toole,
& Katsiaficus 2017). It can be hard to know what causes a language delty, so it’s important
to observe the child frequently and communicate openly with the family. Look for competent
trandators or high-quality translation software to overcome language barriers Beause DLLA
are capable learners try strategies you know and learn about new ones. Understanding the
mamics of the home will provide a starting place for families and teachers to build from and
denly new learning opportunities.
Prepare Materials for Families with Diverse Languages.
When it comes to effective communication, less is definitely more. Aim for less poper, less
entot, fewer words, more white space, more visual cues Whenever possible, use as plotis
and color-coding to help all famibes understand and benefit from the information you provid
For example, try color coding key pleces, Print forms that need to be returned with a permet
so green paper. Use blue paper for forms that need to be completest signed and reverned De
yellow to indicate materials are for adults onb: Or aplapt or develop a szem that works for you 

Avold Communications Biases
from diverse backgrounds. Here are some complex
> Use everyday language and avoid using sing or nickname
> Use gender-neutral language when possible
> Treat everyone with respect.
> Listen patiently.
>If language is a barrier, consider using a translator, translation app, or phone t
Tips for Writing Effective Emails
1. Use a subject line that clearly
states the purpose within the first
eight words. Subjects like “School
update or other general lines are
less likely to be opened. A positive
and respectful tone also helps
ensure more emails are opened.
Try something like “Children will
sing at the next family meeting
2. Ask for a response, if it is needed.
in the first line of the email.
3. Keep the message short and easy to
read; remember, most people read
emails on their smartphones.
& Include images and white space to
make messages easier to understand
and more attractive to readers.
Keep the words to a minimum for
eficient communications
S. Inclade links or attachments only
when necessary
6. Tell maders what you want them
to do or what will happen next
You can also identify and address is by
in Chapter 2 for additional information on bias
For example, most programs and school prod
family handbooks outlining their rales, policin, m
consequences. This is required reading for you b
build a shared understanding with familles ling
many people do not read the instruction manual the
come with appliances or cars. Why would you
a busy family member will read the entire fam
handbook? Producing information in length w
form is a kind of bias. Keep critical information in
the handbook but also send it to familles in short
bits using email, text messages, video clips, or str
methods that work for families. Above all make
sure that the number of positive messages famil
receive always outnumber the negative messages
Here are some examples of messages that programs
send to families;
> Diverse languages and cultures enrich out b
We welcome opportunities to learn about each
family’s language and culture!
> We understand that it is not always easy to pick
your child up on time, but we want to respat
family time of our staff. If you arrive more the
15 minutes after pick-up time, you will one
each additional 15 minutes.
We play outside every day so the challen
experience all kinds of weather Phase dese
child to be ready for outdoor play
Farming and ca
P
Wh
For
Sovero