The Reggio experiment is perhaps the ultimate embodiment of the “It Takes a Village” philosophy. I think we all agree that our programs and the children are better off if families are involved, but what are some of the unique ways this Reggio program reached out to families – and let families reach in? What types of parent education need to take place for families to “buy in” to this type of program? What are some of the ways you have connected more intimately with families? What are some of the obstacles to getting there? Is it possible to go too far in giving families a voice in your programs?
Some of you also wanted to discuss the possibilities of families adopting the Reggio educational philosophy in their own homes. This would be a place you could discuss that issue as well.
33 comments:
The Reggio program has monthly meetings as well as home visits to involve families in the childs education.
One way to keep parents involved is to have their commitment to the develpomental goals for their child.
Invite the parents to discuss the childs day upon arrival and departure. Have a comfortable area for parents to sit. Make them feel welcome.
I think parents involvement is very important in a childs education. Shadowing their child, taking pictures and bringing the info back for the teacher is a way to bring new ideas in to the class room as well as getting to know the childs likes/dislikes better. This will help in the childs education.
Parent involvement is critical to Reggio. I loved the Hopes and Dreams interview that is done during the home visit, which I like as well. Posting the parents hopes and dreams for their child on a board near the door of the classroom is a constant reminder to parents and teachers that they have a common goal. Parents have a choice of two dates for monthly meetings which include a buffet dinner, tour of the building, presentations about children’s learning and a discussion period. Oh, and translation services are provided. Of course, this was quite a bit more than I would have been able to provide when I was in family child care. A home visit, Hopes and Dreams interview and open house sans dinner might have been doable along with a display area for children’s projects. Asking parents to document their children’s interests at home is also feasible.
I think as the teacher observes, documents and displays the results of children’s investigations parents will buy into the excitement of both the children and staff.
I think in order to get the family involvement you want with the Reggio approach it is important that you first educate parents about it. Giving them literature as well as presenting workshops on this approach will help them understand what Reggio is all about and why it is successful. It is equally important for parents to see through the children’s work how much their child is learning and how much he/she enjoys this learning process. At my Center, when I am putting together a bulletin board, I don’t just put up art work, I also add photos of the children participating in certain lessons/activities, put up graphs and charts the children constructed, and quotes of what the children are saying while they are learning. We also write monthly newsletters at our program informing the parents of what topics we touched upon throughout the past month. In this newsletter we include all of the activities the children participated in and what new concepts they have learned. I feel this parent communication is crucial to getting them involved in their child’s education. And research shows, the more involved a parent is in their child’s education, the more successful the school experience is for the child.
Parent Involvement
The Reggio programs reached out to families in the following unique ways in Chapter 9.
Through home visits, monthly meetings, portfolio nights, and including them in the child's
studies gives this approach an A-Plus in my opinion.
Since parents have entrusted us with their children, I feel that they should be valued and
have a voice in their child's education. We as caregivers and teachers should make every
effort possible to make the parents feel welcomed and important by incorporating their
suggestions and ideas into our classrooms.
The teachers as our Center speak daily with the parents at drop off and/or pickup times to
relay information about the day. We also write about the children's activites on a dry
erase board in the hallway. Additional nformation is given through emails, phone calls, monthly
newsletters, a parent resource board and preschool information booklets. Parents know the are
welcome to visit, read stories, share an interest or help on a field trip.
As always, there can be obstacles to maintaining this level of involvement with families. One
major reason from past experience is clashing of different personalities and expectations
between teacher and families. Another reason could be that families are more busy and stressed
than ever with both work, school and/ or family responsibilites. Do your best to make the families
feel comfortable in the beginning of the year and explain as much as possible about the Center's
preschool philosophy. At parent/child orientation is a good time to lay the foundation
of the relationship by making a good first impression. Years ago we tried to start a parent group
and it didn't seem to work due to the families time restraints and parents living in different towns.
Teachers can always do more in this area and I welcome any new suggestions that would help us as a
college based preschool.
I agree with Andrea( Hi Andrea, it's Wanda) Parents when involved become energetic about their children's day and education. We hold many parent events, and design parent involvement to stress the Village approach. Recently one of our children lost their father during Christmas. He left a wife and three children. When the child told her friends about her father's death, we asked how can we help in sharing this experience. We came up with every family in the school picking one night within the entire month of Feb and making dinner for the family of the child. Parents were instructed to make the food with their child and then when the family was eating it, it would show the little girl how close her village was to her. and through the nurturing of their bodies we could somehow nurture thier hearts and souls. It reminded me alot of how the Reggio project started (helping to strengthen post war families and children). With parents visiting our program on a regular basis they seem to respect what it is we do more.
Debbie Drago,
Loved your comment, could not have said it better. Reading it made me feel good because we do all those things. When you find someone else doing them you feel like it must be right. You will never get everyone to participate. Sometimes parents see us only as a paid service. I often wonder if this is a metal protection for them and do they really wish they could be home with their child. We foud inviting them to our first aid and CPR trainings helped. And we have informationals to help with nutritional needs, infant needs, sleeping needs. I found with my harder to come around parents that once it seemed like we were servicing them they warmed up. I would love to visit your setting some time.
FAMILY INVOLVEMENT:
I agree about the need to educate the families/parents. Awareness is big. But are we to become the parents teachers too! Just an awareness here! There is a small mention on page 122 regarding this. I think by example is the best way . Like NIKE says—Just do it! Lure the parents in with curiosity. Ok—food always helps—hahahah! Seriously the Port folios are a great idea to see progression, hmmm, the hopes and dreams part I have mixed emotions about as behind this I hear expectations and that gives me concerns,
It is said a parent knows their child best, and yet I wonder about the children whom spend 8 or more hours 5 days a week in a center , how does a parent have the time to notice much of anything ? .I know 2 parents working is not that new and I admit as my children were growing up I myself lacked the time needed quite often—it just happens in life. Sometimes as a parent we get hooked up on agendas for our children which are not necessarily our childrens likes or dislikes. I think the Reggio approach could help a parent stay away from this closed mindedness, nurture the creativity as opposed to thwarting it, Just showing them the importance of Listening to and observing would help. . This reminds of the drug commercial out there telling parents to stay aware and ask questions, Learn/Listen to your children, be observant and aware of changes in there behaviors, Anyway—I may have gone
the electricity has fickered so i noticed the comment above was not complete, as i was saying I may have gone off in another direction sorry-OOPS!
having parents involved can be both good and bad. parents need to be involved with their children.most parents just pick their kids up and get out asap! we tried to have parent group at our center and lasted a year. this group of parents did care, wanted to help change things for the better, but because we are a town run center, they got no help.
(Originally published 2/10)
i wish it was so easy. like angela said when parents come to pick up they get their kid and get out. most of the time i feel like a babysitter some of the parents dont get involved at all and they seem like they could care less! i really liked the hopes and dreams meeting they have with parents during a home visit before the school year starts. i think parents should know they have a voice when it comes to their kids and we should be on the same page about their future. i also like how they have monthly meetings with the parents and show portfolios and how their children keep progressing. i also liked actually loved the hands study with the parents and their children. getting them totally involved with each other :) maybe we should try some of these to get our parents back in the picture!
that anonymous person is xteen
We have very few parents that will take the time to hear about there childs day. It's sad, some are dropped at 7.am and picked up at 5p.m. The parents are just so tired from the long day they just want to run out the door. Most parents these days have no time to get involved. As Angela said we gave parent involvment a chance and it just didn't work.
Our Center was originally opened for working parents of a local bank and just continued to pick up enrollment from there. We've been there for 20 yrs. and everyone is just, simply put,comfortable in there ways. The parents are satisfied that the children are well cared for and to busy to be involved.
feeling like a babysitter considering all we do for the children we care for is not a good feeling. i shouldnt sound so negative,not all parents regard us that way, some do get involved and those are the children that acell in what the do in the future, which goes to show you that with the proper support of family, you can do anything.
anonymous....again is angela leblanc 2/13 at 8:49...this blog is killing me! i keep missing a step....
Unfortunately some parents do feel that we do our job, they do theirs and theirs has nothing to do with school. Some parents,however, would enjoy being more of a part of their child's classroom/learning experience. Some parent's go as far as to say that it is our job so they do not do 'homework' or participate in red day or bring in anything for a party etc... I feel it would be just about impossible to have 100% involvement of parents but I sure would like to give it a try. When we pass out evalutaions we also have told parents we are available for parent teacher conf. if they would like to meet. No one wanted to!!!! Isn't that amazing? I am always thinking of ways parents can get involved like inviting them in to read or help with a project...or help with a party but it usually does not pan out. I like the idea of giving parents literature regarding Reggio and why we do what we do but I have a hard enough time getting parents to read my newsletters. I have a few parents who have actually said to me...they don't have time to read my newsletters and remember all that we do so if I could tell them in person the day before. I am feeling a bit discouraged.
The Reggio philosophy relies on the faith that the parents, teachers and children will all contribute in meaningful ways to the learning experience. We all know that parents are the first and most influential teachers of a child and for any program to reach its optimal level there must be active, positive parent involvement.
The Reggio method depends on the parents to relay the interests and development of their child. It also expects that the skills acquired in school will be carried over and fostered outside of the Reggio environment and into their home life. The level of involvement seems all but impossible for young families in 2010. Time crunches, financial stresses, single parent families, extra curricula activities, and job responsibilities are but a few of the demands that impede parental involvement in our programs.
With the realities of family life in America today the Reggio principles of nurturing and strengthening the family and child seem like one worth the effort. Panels, posters, monthly meetings, newsletters, educational workshops and readings are all great tools to strengthen the parental component but in my family child care I have found that the day to day, face to face conversation is the best way to keep families informed and involved
I agree with Susan Benson that the best way to keep families involved is the "day to day, face to face conversation." As so many of the previous postings said, parents are unable to commit to coming in for extra meetings or activities. But I believe they still want to be involved in their child's progress so daily communication is the best way to achieve this.
I work with Debbie and Jane and all of the comments that they made about the ways that we include and inform parents are so true. I do wish that we could find ways to bring parents in to the center as a group to present children's learning, discuss documentation panels, interpretations, etc., but many of our parents are working and going to school. They often find it difficult to schedule a parent conference, never mind come in to discuss educational philosophy. When we have social events, like an ice cream social,we have a fairly large turn-out, but I'm afraid that monthly meetings and whole group dialogue, as is done at the Chicago Commons program, would be too much of a hardship for many parents.
Family Involvement
I wish to empathize with Angela and Susan as they seem discouraged about
the lack of interest as well as involvement from their parents. I also work with Jane,
Joanne and Eileen and this has also been an ongoing issue over the years for us. We
have had parents in the past who rarely converse daily with teachers and don't seem to
read the dry erase board or the monthly newsletters/notices in their parent mailboxes.
The director sends out parent evaluations at the end of the year but not everyone returns
them. It is a good way to get anonymous feedback on the program.
I won't even get into the discussion about being thought of as babysitters.
I think that the best approach we can take is to continue to make the parents feel
welcomed, valued as much as possible. Then it is up to them to respond or not to our
invitations to be part of their child's education. All we can do is to provide a safe, fun
and educational classroom and be the best teachers that we can be. Rejoice and be
grateful for the wonderful families that you do have in your settings!!
A great way to keep families involved is through constant contact with them. This can be done through classroom newsletters, phone calls, home visits, PTO meetings, and classroom involvement. I do believe that parents are busy and rely on teachers to provide a fun, safe, and educational environment. If children create special invitations, or newsletters their families may become more involved. It is definately difficult for many parents to commit to activities involving school, but I do believe they want to commit. The more creative a teacher can be may mean another parent may become committed to their child's classroom/learning environment. As educators we need to keep striving to promote famiy involvement even though it is difficult at times.
glad to hear that we all have some of the same issues regarding the parents,my center has done everything you all have posted with the same results. the question is...how do you introduce the families to reggio if they can not even return evaluations that concern the care of their children? we do have a few wonderful families that do value how we care for their children. i am sure they all do or they wouldnt leave them in our care.
Parents!!
This is why I suggested this book as a parent tool! I would love to see a less structured more easy read book published regarding the Reggio principles, A pamphlet style. Simplified ! To Introduce parents to the importance of observing and listening to the young child. Somehow the early development does not seem to factor to most parents and yet this is when a child is so vulnerable to learning experiences good or bad. I think they all mean well for the most part , Basically trying to provide the essentials , and yup that means they gotta work! I will admit I did not know it all either when I was raising my children, Knowledge is everything! Again If at first ya don’t succeed , Try try again! But don’t get frustrated over it! The child is the number one concern! Doing the best we can, just like them!
My favorite chapter of the book was #9 'Parent Partnership'. It was nice to see the parents being incorporated since we ALL know what a challenge this can be. But it gave me an insight on what I thought was a given that a child complete their education. To see parents state I wish for my child to finish school just blew my mind because this is very real and has lifelong results. I guess I've lived in my suburbian life and never saw outside that window of how real & painful the lack of education can be.This chapter truly touched my heart. It was enlightening to see parents who have so little be involved as we deal w/ parents who have too much & really don't care to be included in the whole of their child. What does it take to turn those parents around & become involved instead of dictaters to us ??
Today’s parent and family members involvement in their in a child care begins with the initial or even second visit to a home or facility before enrolling the child or children. Conversations with the teachers often begin with schedules (typical day), types of learning, age mix of the current children ending with a tour. Having many visible learning tools present and the children’s work hanging up for all to see (self image)helps reinforce our preschool curriculum agenda that is part of our schedule. During the visit we will listen very carefully as to what the parents are looking for in a childcare.
Keeping families involved is best accomplished both at drop-off and pick up. Most of our parents arrive and leave at various times that allows us to speak with the parent and child together on a personal level discussing what we learned during the day, activities and play, who they interacted with, and present the wonderful projects he or she constructed. Progress reports are now a mandated requirement for child care facilities. This will reinforce our “daily meetings” with the parents. All of this communication with the parents will hope create a home learning process that will be keep some consistency for the child.
I’ve been thinking quite a bit about family involvement and how to offer more opportunities for families to fully join a partnership with the school, rather than coming to see product, hear about accomplishments and finished products/projects/goals met.
There are a few principles that have informed our work and that seem relevant:
• It takes time and a conscious effort to develop an open relationship with families where communication is reciprocal
• Not every approach will work with all families. Instead, it is important to join individuals “where they are” and find avenues that can extend dialog from there.
• Informal opportunities for conversation can offer models on how teachers think about children’s accomplishments, as can times when family members are invited to participate in classroom life.
• It’s worth thinking about ways adult interactions model interactions we hope to encourage among the children
Here are some of the things that we do in our program:
• Informal conversations about a child’s day are invaluable at arrival/pickup times. Whenever possible, we’ve tried to have some specific work to talk about (including the child when they are interested). This might be a paper we can show while describing the processes taken, share conversations, etc. It might also be a block structure that we’ve left up for parents to see. This can be a wonderful celebration of a child’s interests and accomplishments. It can also offer a model to family members about the value of processes taken, ways to look at the work to find meaning, ways to encourage a child to tell more about the ideas represented, etc.
• The children watch us take notes about their work, take photos, etc. throughout the day. Children know these photos may be shared with families. Often the children begin to let us know when they think something they’ve done is special enough to email home right away, so they can share the work with family directly via email photos or stories.
• Our weekly notes that are sent home about classroom life are written in a way that highlights important themes in the children’s work, and some directions we think that may take us in upcoming weeks. Again, this gives specific information to families about the children’s’ interests at the same time as modeling our approach to setting the environment and choosing more in depth projects.
• In our monthly newsletters (whole school) we try to include an article that will offer some general information or background that relates to classroom displays, themes, etc. currently in progress. The goal is to offer a “big picture” about the values of classroom work and to help families understand the continuum of development.
• When we display work, we have recently begun to display “works in progress” that we think might develop more. We try to show the progression of ideas and describe our planning processes so that there is a context to the display. Knowing that family members may not read all of this detail, we try to walk through the displays with family members (and children) when we can, to highlight process and the pieces that were important to an individual child. It isn’t uncommon for family members to need some guidance as to what they are looking at initially.
(a continuation of previous entry - sorry its so long)
• Over the last few years, instead of having as many evening discussions around classroom themes we’ve organized “family open door days”. The basic structure is that family is invited to stay for about an hour at arrival time with the children. We set up our room in support of a specific focus or project, and the children and family members interact freely together with these materials. Displays are also set up. After about an hour, those family members who can stay a bit longer are invited to meet for a brief conversation about what they experienced, what the children are learning about, etc. We make sure those who can’t stay get handouts. This has been a very successful approach for individual classrooms, so this spring we’re trying the same approach across the whole school, inviting families to visit in any room.
• When prospective families visit the program to collect information before enrolling, we try to feature displays of projects (bulletin displays, notebooks of past projects, etc) so that we have something specific to talk about when describing our philosophy and approach
• When our school was set up, the board was structured so that every meeting (committee or full board) is open to parent participation. Since there is also teacher membership on the board, the school’s complete structure models a collaborative approach. Hopefully, this helps family members know that our interest in partnerships and dialog is serious.
Here’s what I’m thinking about after reading this book and the blogs:
• I was very impressed with the parent meeting structures that were described and the level of parent participation in them. I’m thinking about whether or not there is a way to include more classroom program content into part of our board meetings so that we could use a meeting structure that already exists rather than adding another layer of meetings on. This might be easier for both parents and teachers.
• If we hope that family members will value this approach, we have to advocate and educate at every opportunity.
i loved the hands study!!!! how the parents came in and got right into what their kids were doing!!!!! and they seemed to love it ,but i feel like maybe 5 out of at least 50 of my parents would show up. pshunstrom said that theyre happy to see parents who have so little be so involved where they deal with parents who have so much,yet care less. a lot of the families where i work have little and they still dont care!!!!! it shocks me!!!!! a part in the book says when you talk to parents you should start by saying "how are things going" and that should start getting the parents talking and start building a good/comfortable relationship with you scince my parents just want their kids and leave and dont even walk all the way into the room i tried it:) all i got for an answer was good:( ill keep trying but yikes whats my next step!!!!!
I feel the same way Katrina, we do have to advocate and educate the parents. Their careers may not be in education, but ours are, so if we are educating their children, we need to be advocating for the approach we use and giving the parents some orientation and explanation about why we choose the approach we use. My “mantra” that I chant to the parents is that “we want our children to develop logical thinking skills and be able to recognize and solve problems. They need to learn how to learn, develop their creativity, and synthesize the pieces of information into ideas.” I have been able to influence quite a few families throughout the years with this “mantra”. The parents are the ones who really need to get the message, because they are the ones who will be with their children long after they leave our early childhood programs.
It is very frustrating when we try to involve parents and receive little or no real response from them. It is understandable life is busy and parents are tired and have a lot to juggle. I try to give parents little snippets of their child's day. I hope to open the dialog, make them feel comfortable and want to be involved in what the children are working on. Thank you Katrina for sharing I will try to implement so of your suggestions.
I think that if we adjust our expectations and make best use of the connections we do have with family members, we will be more successful in the long run. For example, some of the blogs talked about low turnout for events, or parents coming and going so quickly communication opportunities are sparse. I do empathize. Over the years though, I’ve come to realize that if I have a meeting and 10-15% of family members come, I have a powerful opportunity to share whatever the content I’ve planned in a way that connects more intimately with those participants. Conversations happen in these smaller groups that are impossible when there are larger turnouts. So, I no longer think of this as either/or, or one better than the other. Instead, I focus on making the most of all these opportunities. The results to this approach are real. I’m less frustrated, less likely to judge, and more engaged in sharing perspectives. Family members, who do connect, are more likely to really understand what I’m trying to share, and begin to practice similar approaches to the children’s work themselves. These same family members talk to others, and become informal models and spokespeople for the values inherent in our approaches. I think of it as planting seeds – I may not be able to control how/where they take, but they do grow given time and proper nourishment.
For family members hesitant to step in or stay, sometimes a conscious effort to connect helps. It may start with working to establish eye contact with a friendly greeting to start, or positioning oneself so that they need to connect a bit as they come and go. Then a quick positive word about their child’s success or interest that day may help, with no expectation of anything coming back from them. There are all kinds of reasons parents may be uncomfortable to connect with teachers – from stress, being busy, worry that something negative may be shared, uncomfortable memories of their own school experiences, etc.
Family involvement should become an area that child care facilities and families discuss the benefits of the Reggio techniques are fostered at home. Children are already expressing themselves to their parents and will create the interest and topic the family becomes involved in. The correct questions by parents, after playing with the child while listening and observing, will lead to a very important skill that can become helpful in the school years ahead. These questions if asked properly can help create problem solving skills, albeit on a simple level but none the less something that if developed can be very useful.
Some of the ways that parents were involved in the program in the book were things like home visits,where teachers met with parents at the begining of the school year, there were monthly meetings where everyone that was involved in the childs learning (parents, teachers, directors, etc.) , things like whole group dialogues and really taking into consideration what is on a childs mind are some of the ways parents were involved. ..I feel if there were parent workshops that were mandatory for parents to attend before atending a Reggio school to understand the importance and necessity of their involvement, this may help them understand and buy in to this type of program. Some obstacles in getting parents involved like this is dedication. Yes, parents love their children and want what is best for them but at the same time it is just easier to drop their child off at school and know they are going to be ok and learn and that is one less thing a parent has to do. So I feel dedication to send your child to a Reggio school is absoulty mandatory.
One thing that we have done that is both useful for us and a good way to get parents involved is to survey them at the beginning of the year regarding areas which they feel competent in (this is in addition to any professional skills they may have). For instance, they may know how to knit or juggle or garden or groom a dog or program a computer or mix cement or fix a car engine or bake a souffle...then, when we are looking for "experts" to come in to enhance our study of a specific area, we can call on the parents. They like to feel helpful; the kids LOVE to see their parents involved; and we can use their experience to enrich our program. Of course, if parents are simply too overwhelmed, or don't have the time to volunteer during the day...this suggestion might not work for you. But often knowing that the time commitment is finite and scheduled can make it easier.
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