Family Involvement In The Early Years

Why is family involvement so important in the early years?

Many families need and want to be involved in young children's education. Early childhood professionals recognize the value and importance of having effective and meaningful partnerships with parents and families. (Swick 1994). We know that there are many demands that society places on families of young children and that finding opportunities for meaningful and substantive involvement can be challenging. Therefore we need to find ways to build relationships between home, school and early childhood settings that are respectful, responsive and reciprocal by nature. It is clear that when families are involved in supporting children's learning - children do better in school.

Key Findings: Advice from Research

• Families of all backgrounds want to support their children's learning.
• Community and school programs and special efforts to engage families do make a difference.
• Higher-performing schools (centres) effectively involve families and community.

(Henderson 2002)

What does effective family involvement look like?

Family involvement looks different depending on the context. It is crucial that families feel safe, comfortable, respected and valued. We need to recognize and embrace the linguistic and cultural backgrounds of families and find ways to involve them that make sense to them. Joyce Epstein's theory of overlapping spheres of influence describes the interconnectedness of home, school and community and her typology (listed below) describes 6 types of school, family, and community partnerships. These types are not hierarchical in nature; instead they are intended to provide a common framework for dialogue with families, community members and professionals.

EPSTEIN'S 6 TYPES OF INVOLVEMENT:
Type 1 Parenting: Assist families with parenting skills and in understanding child development.
Type 2 Communicating: Implement effective home- to- school and school -to- home communication practices.
Type 3 Volunteering: Encourage families as volunteers in a variety of ways.
Type 4 Learning At Home: Involve families in supporting learning activities at home.
Type 5 Decision Making: Involve families in governance, advocacy and other parent organisations.
Type 6 Collaborating With the Community: Coordinate community services to support families and provide services to the community.
(Epstein 2002 pg 165)

Transitions from Preschool to Kindergarten

Families often express apprehension about the transition from preschool and other early childhood settings to Kindergarten. Frequently asked questions by parents are:

"What does my child need to know to be ready for kindergarten?
"Will my child be safe – who supervises at recess?"
"Why do we have gradual entry to kindergarten?"
'What can I do to best support my child?"
"What supports are in place for my child?"

Many Kindergarten teachers allay parents fears by providing kindergarten orientation opportunities, and sending welcome letters home during the summer, or by beginning the year with home visits or family interviews at school.

TIPS FOR PARENTS

As a parent you can:

• ask when you register for kindergarten – what the process is for orienting new kindergarten families.
• familiarize your child with the physical layout of the school and spend time on the playground over the summer months.
• talk to your child about kindergarten and what he or she can expect.
• read books together about starting school.
• re-establish bedtime routines in August to make the transition smooth for everyone.
  

COMMUNITY PROGRAMS/MODELS FOR FAMILY INVOLVEMENT

There are multiple programs offered within the community that promote parent/child interaction. It is important to know what is available for families within your community and to make that information accessible to them. Examples of programs might be:

Parent/Child Mother Goose Program
is a group experience for parents/caregivers and their babies and young children, focusing on the pleasure and power of using oral rhymes, songs and stories together.

PALS – Parents as Literacy Supporters designed by Faculty of Education and Langley School District
a program for preschool and kindergarten aged children the goal of which is to work with parents in supporting their children's early literacy and numeracy development.

More detailed information about other family literacy programs can be found on the Literacy BC website

Multiple programs offered through the Public Library – check the website for story times and other programs at Vancouver Public Library or Fraser Valley Regional Library

Professional Readings

Epstein, Joyce
School, Family and Community Partnerships: Your Handbook for Action.
Second Edition. ©2002. ISBN 0-7619-7666-3

Henderson, Anne T.
A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement.
Annual Synthesis 2002. ©2002
Order from SEDL

Swick, Kevin J.
What Parents Seek in Relations with Early Childhood Family Helpers. 1994.

Morrow, Lesley Mandel (editor)
Family Literacy: Connections in Schools and Communities. ©1995
ISBN 0-87207-127-8

DeBruin-Parecki, Andrea (editor)
Family Literacy: From Theory To Practice. ©2003.
International Reading Association

Contact Us

For more information on faculty members working with family involvement in the early years please contact The Institute for Early Childhood Education & Research
or 604 822 6593