Parent and Family Involvement

Parental effort is consistently associated with higher levels of achievement, and the magnitude of the effect of parental effort is substantial (Conway & Houtenville). When parents get involved in their classroom, communication naturally improves between parents and teacher, as well as with other parents. Mom and Dad have the opportunity to have more frequent, regular discussions focusing on their child, giving them insight into their academic development.  This also lets the children know that you care about them and the people in their lives as well as value education and what happens at their school.

Below are a couple of links to articles supporting the importance of parent involvement in the early childhood classrooms and how starting parents volunteering early helps to keep them on a path of involvement through the school years.

The question you might be asking is....why is this specifically important to me?  Besides doing what is best for families and children, as well as following best practices for early childhood, it can affect how your program is evaluated in levels of quality.

One measure of a quality program in the PQA and STARS, is how the program encourages participation by parents and families.  Having programs work TOGETHER with families to support children as they grow and develop is best practices and highly encouraged.  The question is....what does that look like?  How can I get families involved?  

First, let's take a look at what is measured in the PQA and STARS in regards to high quality.  The PQA mentions six measurable areas of parent involvement (Agency Items - Form B). These include:

• opportunities for involvement
• parents on policy making committees
• parent participation in child activities
• sharing of curriculum information
• extending learning at home
• formal meetings with parents 

The self-assessment survey in STARS addresses five measurable areas of parent involvement:

• parenting education opportunities
• staff engage in informal communication with parents
• parent teacher conferences or home visits to share developmental progress
• opportunities for parents to participate in program governance
• parent participation inside and outside of the classroom 

Getting families involved can always be tricky as many of them are working themselves.  Being creative by offering things outside of daytime hours or with take home items can be helpful.  We have asked several programs for examples of how they get families involved in "non-traditional" ways to increase participation by all families.  The suggestions they provided are included below.  

Some creative ways to involve families may include:

• volunteering in the classroom
• bringing in materials from their culture or home environment
• contribute information to a parent newsletter
• bring in recyclables
• help to make materials for the program
• guest speakers about their career or cultural background
• have parents read a story or teach a song
• encourage peer networking among parents
• invite extended family members to participate too
• host a luncheon or grab-n-go breakfast
• suggestion box
• parent survey
• help assemble class picture albums
• wish granters (you MUST have something you wish for the classroom!)
• refer families to the Great Start to Quality Resource Center's lending library 

Training Opportunity to Support You!

On Wednesday, October 9th the Great Start to Quality Resource Center is offering a training to support you as improve your quality in relation to involving families.  Visit the educator and provider training page at www.greatstartCONNECT.org and register for "Relationships with Families:  The Challenge of Working with Families" and learn some approaches to use in your program.