介绍

从事家庭您的计划服务是您和您的员工每天都在工作的核心。参与家庭是每个计划经理的目标。当家庭从事课程的所有方面时，他们对您的计划和员工感到相信，他们的孩子学习并表现更好。

家庭订婚: What Is It?

What are your feelings about working with families? What do you enjoy about it? What seems difficult? While you may feel motivated to develop relationships with families and to support family engagement, it is common to feel more success in focusing on your direct interactions with children and staff members. It may not seem simple to combine these practices.

家庭参与对不同的人有不同的含义。在许多情况下，它涉及您的计划和家庭之间的持续伙伴关系。儿童发展和学龄计划致力于以有意义的方式参与和涉及家庭，家庭致力于积极支持孩子的学习和发展。狗万app怎么下载家庭参与周围的文献突出了以下特征：

• 教师，家庭和社区之间的强大，信任关系
• Recognition, respect, and support for families’ needs, as well as differences
• Strength-based partnership where decisions and responsibility are shared
• 活动，互动和支持增加家庭参与他们孩子的健康发展
• Families take responsibility for their child’s learning
• Acknowledgment that family engagement is meaningful and beneficial to both families and the early care and learning program

It’s important to realize that family engagement can look different and take on many forms. What family engagement means and looks like depends on the unique characteristics and the individual comfort levels and understanding of each family.

To help make sure that families are committed to their child’s learning and engaged in the child development and school-age programs, families should be invited to participate at whatever level they feel most comfortable. Does participation mean monthly meetings or taking part in a parent advisory committee? (And are meeting minutes from the parent advisory committee shared with all parents?) Does participation mean donating cookies for a bake sale? Going on a field trip with the class? It is important for families to feel supported and recognized for the ways in which they are able and choose to participate and engage—from bringing their child to the program each day to sharing their concerns or serving on committees.

Importance of Family Engagement

Family engagement can benefit children, parents, families, teachers, and program quality in various ways. Can you remember what caring adults in your family, community or schools did to help you grow and develop?

Families are their children’s first teachers and they have a powerful effect on their young children’s development. Family engagement during the first years of life can support a child’s readiness for school and ongoing academic and lifelong success. Research shows that when children have involved parents, the results are very positive, especially over the long term (A New Wave of Evidence, 2002).

When families are involved in your programs, they may also feel more vested in what happens there and more competent in their role as parents. Through these interactions and relationships, families may learn additional strategies to promote development and learning at home. Such strategies include expanding children’s language, following their child’s lead in play, helping with homework, or responding calmly to behavior that challenges.

Taking a “Why Not” Approach

以家庭为中心的练习，培养尊重关系的发展荣誉要求和偏好家庭对其子女。正如格林曼所说，“当父母要求我们在孩子的日常生活中改变时，一个特殊的活动，或者不同的做事方式，我们真的问自己，为什么不呢？”这并不意味着应该在某些情况下有自动“是的”的请求，因为在某些情况下，答案必须是“否”的有效原因。拥抱“为什么不”的方法意味着在解决家庭要求方面，您和员工在开放和灵活。只是因为之前没有做过的事情并不意味着它无法完成。想想在你有关于其优点的任何讨论之前解雇的想法。这是如何让你感觉到的？与具有未判定请求的家庭类似，您可能没有愿意尊重。

当员工看到你采取“为什么不”接近家庭时，鼓励他们做同样的事情。这种方法也可能导致新的方式对每个人都有益。在该计划的界限中推广家庭选择是表现出尊重的有形方法。

Mutually Beneficial Relationships with Families

The development of mutually beneficial relationships is essential when it comes to engaging families. Families are more likely to get involved, share feedback, participate in decision making, and accept support when they feel connected.

互利的关系类似于每个人从另一个人提出的舞蹈。这是一个给予的流动，并采取每个人都在平等的地方。互利的关系建立在信任上，花时间发展，但是他们很少自由解决。

儿童和青年项目的本质the development of these types of relationships more difficult. The term “partnerships on the run” describes the difficulty as most of the relationship building occurs at either drop off or pick up; neither of which are conducive for extended conversations or meaningful dialogue. Not to mention that everyone is busy juggling the demands of work and family. As a result, relationships can take longer to develop and this increases the chances for misunderstandings and potential conflicts to arise. You play a critical role in the development and sustainment of mutually beneficial relationships.

Relationship Development

Take a moment to consider your really close relationships and you will recognize that there was a process you went through to get to the point where you are today. Relationships take time, are often characterized by a series of ups and downs, and require frequent opportunities for communication. Your role is to help staff develop these types of relationships by using your knowledge of the development of relationships and the use of effective relationship-building strategies, such as reflective supervision.

1965年，布鲁斯塔克曼创建了一个团队发展的模型。互利的关系是高功能团队的重要方面。他的模型有四个阶段：形成，训练，规范和表演。他认为，这些阶段对于团队聚集在一起是必要的，不可避免，面对困难，并通过问题来寻找解决方案并实现结果。

家庭是您团队的一个组成部分，并了解团队的开发如何帮助您，因为您在与家庭的关系中支持您的员工。根据阶段，工作人员可能需要或多或少的援助和支持。重要的是要记住，随着情况的变化，团队将多次经历这些阶段或恢复早期阶段。

这只是团队发展的一个模型;业务和领导文学充满了您可以考虑的其他型号。这种特殊的型号是与家庭和工作人员一起工作的混凝土，简单，易于申请。

Forming

在成立阶段，您和您的员工在了解该系列时了解该计划，您的员工和您。家庭了解该计划如何运作以及规则和期望。共享一般信息，并形成第一印象。一般来说，每个人都在他们最好的行为，所以很少有机会冲突。这一阶段可能就像第一次日期或求职面试。一般来说，人们被守卫 - 不想做任何事情来危害关系或留下负面印象。

During the Forming phase, your role is to facilitate the development of the relationship to ensure a smooth transition for the family into your program. Parents can have a range of emotions from guilt to sadness when leaving their child in someone else’s care. Sometimes, parents may not even realize the depth of these emotions until they are expressed in an unexpected way. You can make sure the relationship gets off to a good start by making introductions, reviewing the family handbook, answering questions, checking in at pick up time, and validating their feelings of angst.

风暴

The Storming phase is characterizes by the differences in opinions and expectations that emerge as relationships develop. Different parenting practices or unrealistic expectations can lead to conflict. These conflicts are necessary to create change; so while they may be uncomfortable, they are important for the development of trusting relationships. The goal is not to eliminate conflict but rather work through it so everyone has a deeper understanding, tolerance, and appreciation of differing perspectives and viewpoints.

在此阶段，您的作用是主动在发生冲突之前解决问题，并在出现问题时提供支持家庭和工作人员。例如，当孩子的衣服覆盖油漆时，幼儿的父母可能会变得愤怒。当他离开孩子的教室然后将风暴进入你的办公室时，他通过做出一些听不力的评论来挫败他的挫折感。一方面，你有一位认识到艺术的重要性和另一方面的教师，另一方面是一个不希望他孩子的衣服的父母毁了。

Without your guidance, this problem could fester or go unnoticed and become much more damaging to the relationship. Your ability to help each party share their differences in a nonjudgmental environment supports the resolution process and moves the relationship forward. In the example above, meeting with both the parent and the teacher to generate possible solutions, such as putting an oversized t-shirt on during messy activities, could resolve the issue. A systems approach might include asking families to identify on their entry questionnaire if they want special accommodations during messy activities, and if so instructions for providing additional clothing.

Norming

As problems arise and are resolved in mutually acceptable ways, relationships deepen. The Norming phase is characterized by more trust and openness in family-program relationships, which leads to respect and more give and take. As a result, people are able to work through their differences without assistance. For example, if one of your teachers talks with a parent about a behavioral concern, the parent may come to you to express his or her dissatisfaction with the teacher (storming). After the three of you meet, everyone agrees to try suggested strategies. Over time, the parent and the teacher are able to discuss concerns when they arise without your assistance.

在此阶段，您的角色是退后并允许关系继续发展。总是想要跳进的趋势，但重要的是，员工和家庭学会通过自己的冲突学习。虽然可能会出现“暴风雨”的事件，但需要干预您的介入。

Performing

在表演阶段，家庭和工作人员能够独立运作。它们具有相同的价值，并且是平等的合作伙伴。他们在理解和尊重对方的观点时朝着同一目标工作。他们仍然不时有分歧，而是没有剥夺这种关系，他们加强它。

在此阶段，您作为经理是一名参与者。不要太舒服，因为你读到这一点时，你的计划中最有可能与其他家庭一起进行。希望这一模式表明，冲突对关系的发展是自然而且重要的，虽然它无法消除，但它可以管理。虽然该模型与家庭有关，但它也适用于您的员工关系。

Reflective Supervision

反思监督是支持关系发展循环的最有用方法之一，以及家庭为中心的实践。Rebecca Parlakian，在她的书中，Look, Listen and Learn, identifies three building blocks of reflective supervision — reflection, collaboration, and regularity. Understanding and utilizing these three building blocks will help you as you support your staff in their relationships with families.

Reflection

Reflection requires taking a step back and examining your thoughts, feelings and reactions. Your role is to create an environment where families and staff feel emotionally safe so they can be honest about their feelings without fear of negative consequences. It’s important that you don’t take sides or cast judgment. Active listening and the use of open ended questions support the reflection process.

合作

合作emphasizes shared responsibility and decision-making. Your role is to step out of your comfort zone of control to support staff members as they step out of theirs. Collaboration is about supporting staff as they solve problems. Open communication and asking what-if questions supports collaboration.

Regularity

Regularity requires consistently scheduling plenty of time for reflection and collaboration can occur. Reflection doesn’t just happen during nap time and collaboration is more than sharing a conversation in the staff workroom. For reflective supervision to be effective, you must make it a time priority. The way you spend your time sends a message to your staff about what you value. Valuing this process supports your staff, your families and your program.

总之

Families are your partners, not simply because you say they are, but rather because you actively engage and communicate with them. Developing mutually beneficial relationships with families leads to true partnerships and it’s only then that meaningful engagement occurs. Your role is to help staff develop these types of relationships by using your knowledge of relationship development and by applying reflective supervision. You can also use the following strategies to help staff members welcome and involve families.

Model Welcoming Families

Begin by thinking about what it might mean for families and new parents to consider your program for their child. Families often experience uncertainties and feel scared when seeking a child development or school-age program for their child. You can do the following to help staff members support families during this sensitive time:

• 邀请家庭访问在孩子开始日期之前。出席有关该计划课程和编程的问题。
• Encourage staff members to send families a personal welcome note to each child who starts in the program. Provide the stationary and make sure staff members have protected time to write the notes.
• Share information with families about how they can participate in the program. Work with management and a family advisory group to brainstorm ways families might enjoy being involved.
• 为工作人员提供有关孩子的家庭的工具或机制routines, strengths, interests, likes and dislikes.
• Learn about the home languages used in your program and help staff learn关键词和短语在程序中使用。
• Survey families about their通信首选项. Work with management to ensure that an updated email communication list or phone tree is maintained for families that prefer those methods.
• 保持A.family bulletin boardwith information about current program activities, upcoming meetings and events, and community opportunities that are of interest to families.
• Displayphotographs儿童及其家人在节目空间 - 将它们挂在墙上，在那里可以看到或者在耐用的照片书中，孩子们可以在大厅举办和探索。

Model Encouraging Families to Be Involved

Families want to be included and involved in child development and school-age programs. There are a number of ways to encourage and support family participation, such as:

• Inviting family members to share special talents (e.g., play an instrument, read a book, sing, engage in an art activity)
• Offering family members jobs (e.g., help repair broken toys, create books or special photo albums)
• 邀请家庭与您或工作人员观察他们的孩子
• 要求家庭根据他们的优势和利益帮助计划他们的选择
• 为询问他们的想法和建议的家庭创建和向询问他们想要参加的方式发出简短的调查
• Scheduling opportunities for families to join their children breakfast, lunch, or snack
• Encouraging families to share suggestions or concerns with you

在您的计划中，应该有一个特定的计划在全年中如何聘请家庭。虽然家庭的参与是自愿的，但通过积极鼓励参与，您的工作是您的工作。计划活动应反映家庭的利益并激励他们参加。此外，您的计划可能有一个家庭参与委员会。本委员会由鼓励沟通和参与加强和支持儿童和家庭福祉的目标的家庭成员组成。本委员会是您计划的资源和资产，因为家庭可能会讨论问题或疑虑，并建议改善家庭满意度和参与的变化。