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N o t D e t e r m i n e d

Reading: Ch. 8. Staying Connected (excerpt) (Partnerships: Families and Communities in Early Childhood)

Author: Wilson, Lynn

Editor: N/A

Publisher: Nelson Publication Date: 2019 Pages: 262-291

Course: ECED 421 63A 2023W1 Supporting Young Children Through Home, School, and Community Relationships Course Code: 63A Term: 2023W1

Department: ECED

Not Determined

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Documentation is the process of gathering infor­ mation about children’s ideas, words, and work, and describing the educators’ work with the chil­ dren over time. It is the process of recording and reporting on children’s learning through mul­ tiple media— photographs, written observations and comments, panels, portfolios, booklets, video recordings, CDs, community displays, and other formats. Documentation expands the role of the teacher and provides a tool that enables teachers to be more effective in their work with the children. It helps teachers understand children’s thinking processes and fosters teachers’ facilitation skills, requiring them to become critical thinkers, strong observers of the children, and researchers in the playroom. Teachers must observe, collect data, ana­ lyze the information, and then determine the next steps. Documentation is a form of representation that makes children’s learning visible.

The type of documentation that teachers do is not so far removed from our own past. Burrington and Sortino (2004: 225) reflect on how our mothers raised us:

They saved anything—newspaper clippings, school photos, report cards, Sunday school diplomas, obituaries, and even teeth were tucked away. The images and artifacts are by-products of the meaning that we made in our lives. They are like words in the language of our families, fragments of memo­ ries. They represent and evoke the time, place, thoughts, and feelings of those particular moments, and we revisit these documents and artifacts of our childhood again and again, with our parents, our siblings, our friends, and our own children__The documentation on our walls and in our archives is a visual and literary account of events, ideas, projects, learning, people, and community. It represents our history. Our documentation marks the passing of time, honours relationships, celebrates moments, and conveys the inner thoughts and feelings of chil­ dren and their teachers. We are more present in our daily encounters because we have an identity that is part of something larger. The images of strong, competent, thoughtful children remind us that we have an immense responsibility to the future.

Educators have used docum entation, in a variety of different forms, for many years; but as the work at the Reggio Emilia preschools in northern Italy became more well known, docu­ menting the project approach took on a renewed importance. Viewers gained insight into the pro­ cesses children went through in their play and the meaning their play had for them. Teachers can

use documentation as a tool to record and com­ municate information to the children themselves, to families, and to colleagues.

Like all good stories, the documentation process includes a beginning rooted in observations of the children (what they already know and what they would like to know), a middle (the real detective work), and an end that summarizes what the chil­ dren have learned over time. This process of docu­ mentation involves collaboration with children, colleagues, families, and sometimes community members. Documentation clearly heightens edu­ cators’ awareness and deepens the insight into the children’s journey. During field placement experi­ ences, ECE students who have an opportunity to document the development of a project benefit by

1. Practising and improving their observation and recording skills.

2. Increasing their understanding of children’s play, thinking, and problem solving.

3. Deepening their understanding of how children make sense of their world and the meaning that they construct.

4. Providing an opportunity for the children to demonstrate the sequence of learning. By telling the story of children’s learning, investi­ gations, skill acquisition, and discoveries, stu­ dents demonstrate their understanding of how learning progresses, and define the beginning, middle, and end of documentation. When chil­ dren learn, the content of learning moves from • concrete to abstract • simple to complex • present to future and past • facts to concepts • known to unknown

5. Providing a permanent form of communica­ tion that can be viewed with children, fami­ lies, and staff, and that allows the student to interact in a meaningful way with families.

6. Demonstrating respect for the children and their efforts. The children will feel their efforts are valued by the student teacher, other adults in the room, and their families.

7. Creating a permanent record from which fur­ ther program decisions can be made.

Documentation as shown in Figure 8.1 provides students with an opportunity to demonstrate their

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FIGURE 8.1 Student Documentation Panel

The Reggio Emilia’s Project Approach and the resulting documentation have proved to be an effective means of communicating with families. One parent comments:

I knew that lots of interesting things were happening at the centre as the children and teachers worked on a project about whales. Shakil came home every day with new information and insights to share with us. Since we live near the ocean, whale sightings were not uncommon, but I was struck by the intensity of the learning taking place for these 4- and 5-year-olds. Photos of the children at work, and on their trip to see the whales, and samples of their drawings and stories were placed on bulletin boards at the entrance to the centre for families and children to view. As the work progressed, new documentation was posted on a regular basis, so we were able to monitor the children’s headway. One day we were even greeted by whale sounds playing on a tape recorder at the door.

I was impressed by the children’s concern for the whales, and through this process they all became media stars. The supervisor contacted a local television station and the children were interviewed and their documentation recorded. W hat the project documentation demonstrated to me was the children’s ability to problem solve and to think in divergent ways well beyond what I thought they were capable of.

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The Project Approach I started to observe that the group was showing more and more interest in dogs. It began simply with the whole group crawling on the floor making barking sounds while one child was the caregiver and took care of all the puppies. We quickly realized that the pet shop we already had in the room did not have enough materials to support this growing interest.

We adapted the space to create a dog pound, which included a variety props the children could wear to take on that role (ears, tails, leashes, face paint, etc.). This led to us dressing in our dog costumes and heading to a large dog park close to the centre so we could observe dogs in action. We charted everything we saw, from the different colours, sizes, paw prints, and toys. We talked to owners of the dogs and asked questions the children had already prepared prior (what do they eat, what is their favourite toy, does it bite, where does the dog sleep, etc.). The children took pictures of their favourite dog in the park and we posted them in the dog pound. This was a great way to learn about different breeds and their character­ istics, and led to a long discussion about pet dogs and working dogs.

I contacted the Toronto Police Dog Services unit and they were able to provide the children with picture cards showing their active dogs on the force. The children were so excited to have these cards to take home and share with their families, along with all the new facts they had learned about police dogs. The working dog vs. pet dog conversation was so meaningful as we began to look into which children had pet dogs. Those children became the “experts” and they each led their own group time, bringing in photos and talking about being a responsible pet owner and what that entailed, it was such a proud moment for them. We designated a time for the dogs to come for a visit so we could get to know them better.

For everyone to get an opportunity to be an expert on taking care of dogs after all the research we had done, I decided to bring in a new classroom pet “Rocco.” Rocco was a large (stuffed) golden retriever who would live in our room and allow the group to practice and demonstrate all the skills and knowledge we had learned during our research. We recalled and recorded on a chart “How to Take Care of Rocco” (based on all the expert testimony).

The first priority for the group was finding somewhere for Rocco to sleep. We knew we had to ask one of the children’s dads who was a great builder to help us make a doghouse, and each child had the opportunity to use the power tools to put the house together— a real team effort.

W atching the group interact with Rocco was am azing, taking care of Rocco resulted in demonstrating empathy and responsibility, recalling information of what they knew about dogs, and incorporating it into their play; the turn taking and negotiating the children demonstrated without support was outstanding. To further these skills, Rocco began going home with each child on week­ ends. Rocco would go home in a crate and he had a bag with real objects (food, treats, toys, etc.) and list of jobs necessary to take care of him. Each family submitted photos of Rocco’s Adventures, wrote a summary of their weekend together and the children drew in a journal to document the experience. Rocco became a legend in the community as some families visited the same stores or restaurants, and he would be greeted by his nam e!! We created a Rocco Adventure Boo!^, which stayed in the classroom for everyone to see.

This was one of the best projects I have ever been a part of in my role as an educator; it involved my group of children, children from other rooms visiting Rocco, the families, the staff, and the community! This project underlines the importance of topics that are driven from children’s interests, while following their lead and providing creative materials and relevant facts, truly making the project meaningful for everyone.

Source: Kelly Antram, RECE

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Jamie taking Rocco home!

Kai and Rocco having fun at home!

understanding of the learning being experienced by the children in their care.

However a group documents a project or a learning story, these vehicles for sharing ensure that families will have a greater understanding of how curriculum translates into action!

ONGOING WRITTEN COMMUNICATION Effective written communication has the potential to help educators build positive relationships with families. Centres are always looking for effective ways to ensure that families receive written infor­ mation. Many notices sent with the children never make it home—or they arrive home at the bottom of a knapsack covered in yesterday’s lunch.

In centres where families pick up information themselves, the information should be placed in an accessible location. A clothesline arranged by the centre entrance or the classroom, with see-through pockets for each family, provides an efficient pickup system and an easy way for staff to check which families still need to pick up their messages.

We must also be aware of the tone of our mes­ sages: warnings and messages on the door may well keep parents out. It is also important for families to know that as educators we encourage and welcome their notes when they do not have time to stay for longer periods of time during drop-off and pick­ up. This type of communication may be an effective strategy for families with complicated, busy lives.

CENTRE MENUS Menus that are posted in the centre should reflect an understanding of the importance of good nutrition and its positive effects on the children’s health and well-being. Menu selections also should reflect the diversity of the families that the centre serves. Chil­ dren should have an opportunity to eat food that is familiar to them and to try new foods in a positive and encouraging environment. Families should be encouraged to share recipes with the cook at the centre and with other families.

Whenever possible, centres should post the menus on the centre website for easy access. It may be just the thing to encourage a child to get up and get dressed if they know their favourite lunch is being served that day! At some centres, each family contributes a favou­ rite recipe to produce a cookbook that is sold as a fund­ raiser. When the menus are posted on a bulletin board, it is an ideal spot to highlight nutritional updates, healthy eating information, and favourite recipes.

PLANNING FORMS A planning form shows what is happening in the centre on a weekly basis, and should be posted in an accessible location to keep families informed

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As each project was completed, these booklets were created as a permanent record o f the children’s work- They are kept in the book centre where families and children can look through them or take them home to share with other family members.

One teacher created her own photo book based on her holiday in Peru. The children enjoyed learning about her adventures!

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By creating enjoyable mealtimes and snacks, children learn healthy eating habits and develop positive attitudes toward food.

about programming in the room. Planning forms provide an opportunity for teachers to share inform ation about em ergent curriculum and appropriate practice both indoors and outdoors. These forms may be continually updated as the children’s needs and interests emerge. Families should be encouraged to have input into the planned experiences.

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DAILY CHARTS A daily chart is a chart on which both families and staff record information about the child. By pro­ viding a way to share pertinent information, the daily chart helps to smooth the transition between centre and home. Such charts are particularly useful when they are maintained for infants; knowing when the last feeding has taken place or how well the infant has slept during the night will help an educator determine how best to support the child. Families can use the chart to record informa­ tion such as changes to their daily work routine (e.g., adding a phone numbers where they can be reached). Teachers can use daily charts to record interesting or significant happenings. Ideally, trans­ lated versions of charts should be provided to Eng­ lish language learner parents; pictorial charts are another possibility (see Figure 8.2).

At the Esther Exton Child Care Centre, the senior preschoolers contribute to their charts by illustrating the highlights of their day. Teachers discuss the chart with the child and record any information the child wishes to add. Rather than use clipboards, some centres use a small binder, often referred to as a communication book, to record daily information about the child. This concept can be expanded to include a booklet that travels between the child care centre and home, enabling families and teachers to record their observations on a reg­ ular basis. There are many electronic programs that are now very accessible and enable information to be shared between the centre/school and the home.

REPORT CARDS As more and more children enter full-day kindergarten programs, parents will soon see that report cards are a common way to share information between home and school about a child’s progress in many areas of development— academic, social, and emotional. The report card should highlight a child’s strengths and set goals for further progress.

Report cards need to be clear, easy to understand, and filled with meaningful and relevant informa­ tion. The format for reporting varies consider­ ably across school boards, and technology is also changing the face of traditional reporting systems. Many agree that a report card is only one method for sharing information about a child’s progress with families, and ongoing communication should be encouraged.

BROCHURES AND FLIERS It is a good idea for the supervisor to keep a record of where and how families first learned about the centre; with this information, the centre may be better able to market its services to the community. Brochures about the centre can be distributed to local community centres, clinics, health-care pro­ fessionals, hospitals, and businesses. The centre can generate further publicity by participating in com­ munity events such as fundraising, fairs, parades, and festivals.

To emphasize the importance it attaches to family involvement, the centre can design a bro­ chure outlining various strategies for achieving effective communication and summarizing the ways in which families can participate in the day-to-day life of the centre. The brochure is a good place to outline parents’ rights and responsibilities and to encourage men’s active involvement in the centre (e.g., the brochure could feature photographs of fathers, male teachers, and other men who play a significant role). The early learning environment could also include basic information about commu­ nity resources and support agencies. Some centre brochures are, in effect, condensed versions of the family handbook.

Fliers can also serve as an effective informa­ tion tool. W ritten material should be concise and translated into languages that reflect the commu­ nity. Fliers should be colourful, well designed, and attention-getting. School-age children might be encouraged to assist with their production.

JOURNALS In some situations, ongoing journals may be a useful communication tool. Educators use the journal to record their observations of the child during the day and invite families to respond in the evening, by adding their written comments or observations; the child may also contribute. The journal may be a valuable communication tool, particularly for chil­ dren who have specific learning needs.

For some families, a daily journal may prove to be more than they can attend to; a weekly journal may be more practical. Some educators have the children record their thoughts about centre events or im portant moments in their child-care life throughout the year. Having the journal bound will ensure that important pages aren’t lost. W hen the child leaves the centre, the journal becomes a won­ derful memory of the time spent there.

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FIGURE 8.2 Infant Chart

INFORMATION CHART-INFANT

Date:_________________________________________

Name:_______________________________________

Bedtime:______________________________________

Times awake through the night:__________________

Wake up time:_________________________________

Early morning feeding:__________________________

Time of most recent bowel movement:____________

Other comments:______________________________

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Comments from staff:

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A journal provides two-way communication between the centre and home and will be a wonderful memory o f the child’s time in the program.

PHOTOS Some teachers photograph special events or the day- to-day interactions in the playroom, and then create photo albums that are stored in the book centre. Teachers may encourage families to sign out photo albums to share with family members at home. If budgets permit, individual photo albums can also be created.

In some centres, finances prohibit printing photos but families could be asked to send in their own photos to create the albums. Emailing or messaging photos is a viable alternative. Other centres produce yearbooks featuring photographs of special events and comments from staff, parents, and children. A

parent who is adept at photography might volun­ teer to visually chronicle events at the centre. Photo albums can also be loaned to new families during orientation so they can see the experiences the chil­ dren engage in at the centre.

Photo albums can also be a wonderful way for ECE students to introduce themselves to a new centre at the beginning of their field placement. One student from Korea created a powerful album that showed her home in Korea, her parents, siblings, and photos of herself at the same age as the children in her care. This simple tool allowed her to share her own culture in a meaningful way and paved the way for an impressive beginning not only with the children but also with the families and staff.

Mary Bianchi, a teacher in the Kindergarten program at the Esther Exton Child Care Centres, shares an innovative strategy:

In the m orning circle, we would often sing “Hello My Friends” in the languages in the room. Children started to talk about the languages they spoke at home, where their family members

(continued)

NEL STAYING CONNECTED 2 6 9

come from, and other countries they had visited. Children want to learn how to say hello in other languages and learn more about each other. And so, the Family Heritage Book was born!

Each child was assigned a page in the book that they took home. Families could add recipes, pictures, photographs— anything that represented their life at home or their heritage. Words were added to the book in different languages, as well as flags, stamps, pictures of cultural festivities, ornaments, or decorations that represent a special holiday. When the book was returned to the centre, the child and sometimes family members shared their page with the rest of the group. The book circulated until everyone had a chance to add something to it.

This activity became one of the most popular projects in the room and evolved into other activities. Some expansions included word cards and labels in other languages and simple cooking activities; families brought in figurines and special decorations used during special holidays (dreidels, meno- rahs, books, ornaments, food boxes, postcards, fabrics, etc.). Families became very involved in this activity.

Source: Reprinted by permission of Mary Biarichi, RECE, Esther Exton Child Care Centre, George Brown College. rA A t A

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For the Family Heritage Boohj each family created a page that represented their life at home or their heritage.

THE DAILY FLASH A large dry erasable board, chalkboard, or bulletin board located at the entrance to the playroom pro­ vides a space for instant communication to fami­ lies. The following list suggests some messages that could make up the daily “flash”:

• the day’s most important events

• the birth of a sibling

• an adoption

• a birthday announcement

• the arrival of a new child to the room

• children who are moving to an older group

• the words to a new song

• a quote of the day (a famous quote or a wise or funny comment made by a child)

• menu items that the children particularly enjoyed

• the names of special visitors to the centre

• the name of a new student teacher in the room

• the name of the supply teacher, if a staff member is absent

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• a warning about the onset of illness in the room and possible symptoms

• reminders about upcoming events

• items families should bring to the centre the fol­ lowing day

• information about where the children are if they are out of the room (“We are at the park until 4 p.m.”)

• digital photos of happenings during the day with a short comment—a great way to high­ light milestones or important accomplishments

• a cue for families to start conversations about what took place during the day: “Ask us about what happened with the aquarium today!”

LISTS Sometimes the simplest gesture can provide the greatest support. Having a list posted on a bulletin board or beside the telephone of all the families who’ve given permission to provide their address, email address, and telephone number allows fami­ lies to arrange play dates, create car pools, support each other with babysitting, and stay in touch with each other. With families’ permission, this list could also be sent home in a newsletter.

NEWSLETTERS The newsletter, either on paper or in an electronic format, provides an opportunity for teachers to communicate information about happenings in the centre and within the child-care community. An informative and concise newsletter should reduce the individual fliers and reminders sent home to families. A monthly newsletter could be distrib­ uted on the same day of each month (e.g., the last Friday of the month) so that families come to expect it. If the newsletter is always produced in the same size and on the same coloured paper or patterned design, parents will spot it easily at the bottom of the knapsack!

Every effort should be made to make this com­ munique attractive by using different fonts, colour, bullets, boxes, artwork, and photos of the children. Online templates are available for newsletter for­ mats, and many families may prefer an online version. If translations are needed to accommo­ date English language learner families, financial

constraints may require less frequent publication of newsletters; producing fewer newsletters is prefer­ able to excluding English language learner families.

Centres should draw on the expertise of families when producing the newsletter. The newsletter pro­ vides an opportunity for families to contribute and reinforces the need for two-way communication. The newsletter should reflect cultural sensitivity and a high degree of professionalism. The tone of the newsletter and every other form of written com­ munication is critical.

Educators should be aware of parents’ joint cus­ tody arrangements, and ensure that all family mem­ bers receive the newsletter. Being inclusive may be easier when the newsletters are sent electronically. Back issues of newsletters should be kept on hand to assist with the orientation of both families and teachers who are new to the centre.

Records of meaningful moments, ideas, pho­ tographs, artwork, and other potential newsletter material should be stored in a central file that can be accessed by families or teachers who produce the newsletter. In school-age programs, children may enjoy producing their own newsletters. Although the content of a newsletter differs from month to month, the inclusion of regular features provides a sense of continuity. Following are suggestions for regular features:

1. Message from the Supervisor: In this column the supervisor might deal with centre- specific issues or ECE issues in general. This space could also be used to make announce­ ments about staff and program changes, to acknowledge special contributions by parents or children, to welcome new staff and stu­ dent teachers, to share special recognition of teachers, or to update families about Health Canada guidelines or warnings.

2. Teacher of the Month: Each teacher in the centre could at some point be profiled in the newsletter. Information about teachers’ back­ grounds, work experiences, philosophies, interests, hobbies, and professional develop­ ment experiences may be included at their own discretion.

3. Family o f the Month: Families who have contributed their time and energy should be acknowledged in the newsletter. A posi­ tive profile may encourage other families to become active participants in the centre.

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4. Staff News: Teachers could take turns writing on a specific issue, discussing a professional development workshop they attended, or reviewing a relevant book.

5. Family to Family: Families could use this space to address parenting issues by contrib­ uting letters or book reviews, asking for sug­ gestions for family trips, or commenting on other family topics.

6. “Families Ask”: Teachers could use this column to respond to questions often asked by families.

7. News from the Cook: The centre cook could write about nutrition issues, share favourite recipes with families, recommend good chil­ dren’s cookbooks, and ask families to submit a favourite recipe to share with everyone in the centre. Recipes might also be posted on the bulletin board when the dish is being served, along with a photo of the family.

8. A Cooking Activity: Each newsletter could include a fun cooking activity that children can easily accomplish. Reading, science, and math concepts are all part of cooking!

9. Feedback to Families: This section could include a short but powerful message about areas in which families have expressed interest— the importance of play, avoidance of obesity in the early years, promotion of early lit­ eracy, math activities to do at home, the use of technology in the home, or learning outdoors.

10. Doctor’s Report: A physician affiliated with the centre could use this space to write about child-related health issues and concerns.

11. Homemade Toy of the Month: A teacher or a parent could provide easy-to-follow instruc­ tions for toy making that both children and parents could participate in.

12. Activity o f the Month: This column could describe the children’s favourite activity over the past month.

13. Book of the Month: A teacher or parent could review a children’s book or an adult book—-for example, Richard Louv’s book Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder!

14. Committee Reports: Parent committees have an opportunity to update families on their activities.

15. Report from the Board of Directors: The board of directors can share relevant informa­ tion from their work.

16. Resource Area News: The supervisor could use this space to announce new additions (e.g., articles, books, and videos) to the family resource area.

17. Surveys: Attaching surveys will ensure that families read the newsletter.

18. Update on the Field: We want to encourage family members to become advocates for their children and their communities. When a significant event or announcement occurs, including it in the newsletter helps to keep families informed and involved.

Other possible newsletter items include:

• information on national and local celebrations (Week of the Young Child, Children’s Book Week, Freedom to Read Week, Family Day, Family Week, International Mud Day!)

• words to popular finger plays and songs • fun quizzes designed for families • seasonal suggestions for activities that family

members and children can engage in together • reviews of toys, family television programs,

local children’s theatre, videos, and parenting magazines

• information on exchanges (e.g., babysitting, skates, videos)

• tips on children’s items at reasonable prices • a want ad section where families can exchange

goods and services • accounts of field trips taken by the children

(photos included) • tips on organizing birthday parties • highlights of family meetings • results of family surveys • community people sharing helpful and

informative news for families • announcements of upcoming community work­

shops, lectures, or seminars on parenting issues, celebrations, or other items of interest

• safety tips (e.g., childproofing the home or bicycle safety)

• recipes for modelling clay, silly putty, or playdough

• ideas for keeping children engaged on long car trips

• recipes for tasty and nutritious snacks and ideas for school-age lunch bags

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Beautiful Junk Do you have any beautiful junk to share with us? A = appliance to take apart, acorns, artificial flowers, aquariums B = burlap, boxes (all sizes), baby-food jars, buttons, belts,

barrettes, beads, bow ties, baking goods, bolts, bowls, branches, bobbins, buckets, brooms, barometer, binoculars, blankets, briefcases

C = cans (all shapes and sizes), cotton balls, corks, cardboard boxes, coupons, confetti, candles, carbon paper, catalogues, clothes­ pins, coffee filters, cookie cutters, corn husks and stalks. Cellophane, crochet materials, crates, cutlery, cartons, combs, clay, clocks, clear containers, compass

D = doilies, decks of cards, dowelling, dice, driftwood, dried flowers E = earrings, eggshells, egg cartons, elastics, eyedroppers, embroi­

dery hoops, embroidery thread, envelopes F = felt, fabric, funnels, flowers, feathers, fo il, fossils, food colouring,

file folders, fishing line, fo il pie plates, flowerpots, file boxes G = gloves, garlands, greeting cards, g ift wrap, glitter, gems, gourds,

grasses, glue, glycerine, garden hose, geoboards, gardening tools H = hinges, hats, hair accessories, hives, hooks, hammer, hourglasses I = ink pads, ice-cream scoops, ice-cube trays, iron filings J = jars—all shapes and sizes, juice cans, jewellery, jackets K = keys, kites, kitchen utensils, knitting materials L = lids, lace, lunch boxes, leaves, locks M = milk cartons, magazines, magnets, maps, measuring cups and

spoons, minerals, moss, makeup brushes, marbles, metre sticks, magnifying glasses, mirrors

N = newspapers, nuts, neckties, netting, nylons, needles, nails O = onion skins, onionskin paper P = paper plates, pie plates, pizza pans, postcards, pine cones,

Popsicle sticks, pipe cleaners, paper clips, pails, paint chips, paper bags, placemats, plastic containers, Plexiglas, plastic pipes and tubes, pop carriers, paintbrushes, pinking shears, plumbing parts, paper punches, prisms, pulleys, pans, pitchers, potting soil, Ping-Pong balls, pliers

Q = quilts R = rings, rocks, rope, ribbons, rickrack, roll-ons, reinforcements,

rug samples, rice paper, rulers, rakes, rain gauges S = sandpaper, straws, string, stamps, seeds, shoeboxes, sponges,

squeeze bottles, sawdust, stationery, safety pins, shoelaces, sundials, scales, screen wire, stethoscopes, staplers

T = travel brochures, tubes, tins (all shapes and sizes), tinfoil, tissue paper, tracing paper, towels, twigs, tiles, three-hole punches, toothpicks, tubing, timers, tea strainers, toothbrushes, thermo­ meters, tape measures, telescope, tubs

U = uniforms, utensils V = velvet, valentines W = washers, wool, wood scraps, wallpaper books or scraps, wire,

waxed paper, wood-burning tools, wax, wood stumps, watering cans, wheels

X = X-rays Y = yarn, yogurt containers Z = zippers, Ziploc bags

nel STAYING CONNECTED 2 7 3

• ideas for healthy and safe outdoor activities • interviews with children, family members, and

teachers • inspirational poetry

INDIVIDUAL ROOM NEWSLETTERS In addition to whole-centre newsletters, some centres produce individual room newsletters that reflect the uniqueness of each room and focus on the

developmental issues of children in each room’s age group. An individual room newsletter might feature upcoming events, developmental milestones, ideas for family participation, issues and concerns (e.g.; biting in the toddler room, sibling rivalry in the pre­ school room, or streetproofing for school-age chil­ dren), emergent curriculum updates, how families can extend curriculum into the home environment, information about pets in the room, and announce­ ments of new items (e.g., software, toys, and books) to the room. One teacher saw readership of the

FIGURE 8.3 Newsletter

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Preschooler Thank-yous Thanks go out to Christopher's mom, Talin, for her generous gift of watercolours. We are having great fun with such vibrant new colours.

Winter Fun The preschoolers are all having fun being involved in many different winter activities. Bundled up, we are enjoying all that winter has to offer. Please see the picture of our building projects-winter forts-on the bulletin board outside our room.

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Recipes A few of the preschool parents have expressed an interest in our playdough recipe so here it is:

2 cups flour 1 cup salt 2 tbsp. oil 2 cups water X amount of food colouring

Cook over medium heat until a solid ball forms.

A New Addition to Our Room Come and say hello to “Hopper” and “Chomper”! We are learning lots about how to care for our bunnies.

Mr. Abrams, the local veterinarian, has been in to help us set up a happy, safe, and healthy home for our newest furry friends.

Birthdays Happy 4th birthday to the following preschoolers:

• Emma Bambrick, Jan. 17 • Colombe Nadeau-O’shea, Jan. 31 • Cassidie Baril, Feb. 25

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newsletter increase significantly when she included art contributed by the children and digital photos that showed them at work!

Newsletters that originate in the room are gen­ erally of high interest to families, especially if their children have played a part in producing them. School-agers can play a particularly active role in preparing the newsletter. As families leave a par­ ticular room and their child graduates to an older age group, the individual room newsletter provides a perfect forum for acknowledging the contribu­ tions these families have made to the centre and to the room. When possible, these newsletters can also be posted online for easy access.

Figure 8.3 is an example how a newsletter can keep families up to date with happenings in the centre.

CALENDARS Effective communication of daily and upcoming events is critical to the smooth running of the centre. Some centres post a large wipe-off calendar that is clearly visible to families as they arrive. Staff might also prepare a calendar of community events that would be of interest to families; this calendar could be posted near the centre entrance or on the family bulletin board. Activity calendars can suggest dif­ ferent activities that can be carried out at home for each day of the week and for different age groups.

Some rooms have found it helpful to include in the newsletter a monthly calendar of upcoming events, such as regularly scheduled swimming lessons and library visits, planned field trips, and other outings. As emergent curriculum unfolds in the room, some planned experiences may be altered to better reflect the children’s needs and interests. These changes can be highlighted on the daily flash board.

Many interesting templates are available online. A calendar of events may also appear on the cen­ tre’s website or the website for an individual room. This tool helps to keep families abreast of important happenings.

The older children could make personalized mag­ nets to hold up their own calendar on the fridge. Out-of-date calendars could be placed in a photo album and become a record of the child’s time in the room.

HAPPY LETTERS A happy letter is a communication from a teacher to a family that celebrates a positive story involving that family’s child, whether a memorable moment

or a kind deed. For families who have been con­ ditioned to believe that any communication from teachers means trouble, the receipt of a happy letter comes as a welcome relief. At the end of a busy day, families appreciate opening up their mailbox and finding a letter from the teacher!

When creating a happy letter, teachers are limited only by their imagination. Paper in shapes ranging from animals to birthday cakes can be purchased commercially, but teachers can develop their own letters. One teacher cut out a hand shape, wrote a note in the palm area, and attached it to the child’s back for an appropriate “pat on the back.” Some teachers apply stickers to create a border around the sheet of paper, and write the message within the border. This idea may be replicated with a piece of acetate, so that the children can take off the stickers and reuse them at home. Creative ideas include paper airplanes folded with a special message inside, fancy bags holding a hidden message, bracelets made with bead letters, fortune cookies with mes­ sages inside, a message written on a letter cut in the shape of the child’s initial, scrolls wrapped in ribbon, and photos of the child completing a special task. Some suggestions for happy letter starters include

Wow! You won’t believe what happened today! ___ is a superstar! She... ___ is a hero today! H e... You’re terrific because...

HAPPY LETTERS FROM PARENTS Smiles Made Easy are notecards and envelopes that start the writer off with a positive thought. If placed in a central location, a child or parent can fill out these cards to encourage expressions of gratitude or to share a kind thought. For some teachers, their work seems to go unnoticed, and it is only when families take the time to write their own happy let­ ters that teachers can truly feel that their work is valued.

HAPPY LETTERS FROM THE CHILD TO THE FAMILY Some days, children have exciting events that they want to share with their families. The teacher can provide children with fancy paper or interesting blank cards, and a variety of writing instruments. To help get children started, use sentence starters, such as “Today I . ..” The children will look forward to giving these happy letters to their families at the end of the day.

NEL STAYING CONNECTED 275

HAPPY LETTERS FROM A PARENT TO A NEW TEACHER One teacher gives families who are transitioning to her room a blank card to share what they want her to know about their child. These letters help the teacher to understand the child on a more intimate basis. Parents often share their hopes and dreams for their family and for their child.

HAPPY LETTERS TO THE COMMUNITY Happy letters can also be sent to community mem­ bers who volunteer or who donate supplies or resources. Children’s artwork can be sent along with a thank-you letter. These letters represent another way of letting people in the community know that exciting things are happening at the centre. In turn, family members will often support businesses in the community that provide resources to the centre.

SHARING FROM HOME W hen something exciting happens in a child’s life, the child will often want to share this event with educators and the children in the group.

These spontaneous sharing opportunities can be great fun!

Some teachers will assign children a particular day to share something special from home. One teacher had children create a mystery box to hold their sur­ prise. Each child then asked three questions of the other children and asked them to try to guess what was in the mystery box. Families were involved in helping to decorate their mystery box, and much thought went into the three questions they might ask. Whenever possible, families were invited to stay that morning to watch the drama unfold. The child was also the special designate for the rest of the day— taking the attendance to the office, being first in line, and sitting at a special spot at the lunch table.

CARDS AND NOTES Nothing is quite so special for children as receiving mail from their teacher. Children and parents alike appreciate receiving a birthday card or get-well card. Children who attend centres or schools that are closed over the summer and re-open in the fall will appreciate a note from the teacher welcoming them

Jack’s eyes shone as he tore open the envelope that had come for him in the mail. As he reached into the letter, he found a small plastic dinosaur that he clutched eagerly, as he handed the letter to his mother to read. Dear Jack:

Welcome to the Dinosaur Kindergarten Class! We are so excited that you will be coming to our class. We have lots of places ready for you to keep your things and each place will have your name and a special sticker. Your sticker looks like this:

We sent you something special from the Dinosaur teachers. You can bring it to school, too. We will see you at school on Tuesday, August 26!

Your teachers, Ms. Howell and Ms. Moll Jack’s excitement over receiving mail and the family’s satisfaction in this individual welcome to their

child created an immediate bond between them and his new teachers. Carrying his dinosaur to school on the first day and knowing that there was a place waiting for him marked with a dinosaur eased Jack’s transition into school.

Source: Barbour, Chandler H.j Barbour, Nita H., Scully, Patricia, Families, Schools, and Communities, 4th, © 2008. Reprinted by permission of Pearson Education, Inc., New York, New York.

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FIGURE 8.4 Field Trip Letter

On Thursday, February 15, the Kindergarten class will be taking part in a field trip to the Toronto Public Library located at Bloor St. and Spadina Rd. We will be leaving the centre at 12 noon and will return by 2 pm. We will be walking to the library and back to the centre. An early picnic lunch will also be provided. If there are any questions or concerns please feel free to contact Olivia or me. Please sign below before leaving today.

Your cooperation is greatly appreciated.

Thank you.

Student Teacher

I do/do not (circle one) give my child _________________________________ permission to attend the outing to the Public Library.

I can participate: YES ______

NO --------

Signature of family member

back and telling them what they can look forward to when they return. A postcard is a quick and easy method for staying connected to families. Electronic cards can also be sent directly to a family’s email.

As with all written communication that goes to the home, every effort should be made to create an attractive and eye-catching design (see Figure 8.4). A quick note or Post-it (these come in all kinds of fun shapes and colours) attached to a child’s work going home such as “We are so proud of Hyun Ju’s effort on her animal drawing. She worked all after­ noon on it!” can reinforce the child’s efforts and is sure to bring a smile to the parent’s face! Varying the format for notes and letters that go home keeps parents interested. For example, when a child needs a new T-shirt for his cubby, the teacher might send

the message home on a cut-out form of a T-shirt. Simple but effective! Sending a tweet may also be just as effective! Being short and to the point is helpful for both busy teachers and families.

BULLETIN BOARDS Bulletin boards do more than communicate infor­ mation about the teachers and the program. A well- designed, inviting bulletin board can serve as an effective public relations tool. Besides being visually appealing, bulletin boards should be clearly labelled. The boards should be located in well-travelled areas and organized so that the message is clear. They should also provide a space for families to post mes­ sages and respond to teachers or to other families.

NEL STAYING CONNECTED 2 7 7

Educators should use colour combinations on the board that enhance the overall design of the room. Avoid visual clutter. A few complementary colours on all of the boards in the room are preferable to a clash of boards each with its own colour combina­ tion. Remember that the stronger the colour used, the more attention it will get, and that colour can affect feelings and behaviour. For example, blue is considered restful, while red will stimulate.

When designing effective bulletin boards, orga­ nization is critical. One strategy is to simply pin everything up on the board with thumbtacks (be careful that they don’t fall off), then step back and see if it works! Is it visually appealing? Balanced? Too cluttered? All material should stay inside the board and not spill out. Once the visual appearance is deemed satisfactory, the material can be stapled in place. A three-dimensional look is often eye­ catching. Pictures of the children are a terrific way to attract families to the board.

Avoid visual clutter on a bulletin board!

The content of bulletin boards should be changed regularly. New information should be added when appropriate. Contributions from families should be especially welcomed. Possible bulletin board items include the following:

newspaper or magazine articles on subjects of particular interest to families

general information on the centre (philosophy statement, menus, schedules, licensing docu­ ments, and so on)

photographs of staff accompanied by biograph­ ical sketches

a copy of the most recent newsletter

a list of people interested in car pools

movie, video, or book recommendations for specific age groups

cartoons that express the challenges of parenting

photo records of field trips or special events in the centre

congratulations corner to acknowledge new babies, parent donations, special fundraising efforts, and parent volunteers

a list of volunteers needed, with task descriptions

a coupon-exchange board or buy-and-sell board

upcoming community events of interest to families

information on educational opportunities for families

recipes for playdough, goop, and other play materials

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• guidelines for purchasing age-appropriate games and toys

• photos of families involved in local community efforts

Another idea is to give families the responsibility for the design and upkeep of one of the bulletin boards in the centre. The board or a family wall may focus on documenting the children and family involvement in the centre. Bulletin boards that are interactive and require family input are an effective way to connect families with one another.

A question can be posed at the top of the board such as, “How Are You Supporting L it­ eracy in Your Hom e?” It may begin with a few parents writing down some suggestions but will often engage other families to participate: “We read every night before the children go to bed,” “We sing all the time,” “We have a chalkboard on our kitchen wall at Sarah’s height and we encourage her to ‘write,’” “W hen we eat break­ fast we look for the letters in Kyle’s name on the cereal boxes.” Other questions might include “W hat Is Your Favourite Family Meal?” and ask families to add a recipe for their favourite dish. Photos of each family can be placed beside their recipe. Other questions to encourage participation include “W hat Is Your Favourite Place to Take Children in the City?,” “Best Tips for Travelling with Children,” “Suggestions for Staying Sane over the Holidays,” “Words of Wisdom/Proverbs You Grew Up W ith,” “Would Anyone Like to Set Up a Child-Care Exchange One Night a W eek?” Boards can also ask for feedback on math or sci­ ence experiences in the home or learning that takes place in the outdoors.

At one centre, the teachers gave each of the families in their room a canvas. Parents were encouraged to design a canvas to reflect their family. As each canvas was returned, it was posted on the bulletin board and provided a wonderful opportu­ nity for families to connect with one another.

BULLETIN BOARDS FOR CHILDREN Bulletin boards for and by children provide opportunities to introduce new concepts and clarify existing ones. They stimulate language development, encourage discussion, provide a record of events in the centre, and add an aes­ thetic appeal to the environment. The most pow­ erful boards are those that the children create. Boards created by and for children should be positioned at their eye level to engage families and visitors to the centre and provide insight into the centre’s meaningful interactions between teachers and children.

THE FAMILY RESOURCE AREA While not every centre has space enough to allocate a separate room for a family resource area, some space, no matter how small, should be designated for providing materials and resources for families. Regardless of its size or location, the designated family resource area should reflect both the families served and the centre’s philosophy. It should also communicate the belief that learning is valued and that sharing resources makes all our lives richer and more meaningful. Teachers can help parents take responsibility for their children’s learning outcomes

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These craft supplies are displayed in the Resource Area and may inspire family activities. This basket became one parent’s craft station at home.

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by contributing materials and ideas for activities that families can do at home and in the community with their children.

The physical environment should be as inviting as possible— a comfort zone with couches, a coffee table, tables and chairs, carpets, and comfortable chairs. Bookcases, filing cabinets, bulletin boards, and magazine racks help organize the resources for parents; plants serve to soften the space.

Access to a computer may be the only oppor­ tunity some families have to use technology. If funding allows, a computer lab might be set up for the families to use, with an instructor to help those less familiar with technology. Perhaps a savvy high­ school student might be willing to lead the class and receive community service hours at the same time! Local service agencies or religious groups may help with financing this area. Parents who are upgrading their computers may be willing to donate their older computer to the centre. In some cities, computers and related components that are still in working condition are donated for recycling. Many charities are on these lists; perhaps the centre could also par­ ticipate in this program.

The space should be adequately lighted. Coffee, tea, fruit juice, and occasional baked goods are always appreciated. A bulletin board can display items parents might like to share with one another; for example, books or articles they have read, items they may want to trade, awards given to family vol­ unteers, children’s artwork, lists of food banks, and so forth.

Once the space is established, it must be main­ tained and organized on a regular basis. A family committee could take over the organization and running of the resource area. Parents will be reluc­ tant to use a space that is cluttered and in disarray. An inventory should be kept of the resource room holdings. A sign-out book should be clearly visible and “how-to” instructions made available to parents to keep track of materials.

Centres that have yet to establish a family resource area might begin by surveying parents to learn the resources they would like included. Fami­ lies may also serve as resources for other parents. For example, self-employed parents may offer ser­ vices that would benefit others. Possible resource items include the following:

• phone and address lists of all families (with permission)

• yearly calendar of centre-based events

• photo albums of centre history or events

• books (in the languages spoken in the centre) on child development, parent-child relationships, social issues facing families, and behaviour guidance

• simple phrase books in many languages created by families for other parents and teachers

• ECE journals and parenting or child- development magazines (some family members may be willing to review the material, choosing relevant articles and photocopying them for teachers and families)

• children’s health pamphlets and brochures

• binders containing articles organized by child-care topics such as safety, nutrition, children’s fears, streetproofing, and provincial regulations on child care

• ECE catalogues that feature play equipment and materials

• teacher resource books

• lists of community organizations with accompanying map and phone numbers

• bus schedules, taxi phone numbers

• list of translation services in the community

• copies of the centre’s past newsletters

• posters

• announcements of upcoming community events of interest to families

• trip ideas for families, with vacation tips on, for example, travelling long distances with children

• a list of items for sale or exchange

• brochures designed by the teachers with helpful hints or strategies (tips on reading aloud to children, monitoring television viewing, toileting, and so on)

• videos/DVDs about the centre, on parenting, and for children (parents might want to set up a video exchange)

• community newspapers reflecting the centre’s ethnic mix

• CDs and audiotapes

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Fa recipe book prepared by the cook of the chil­ dren’s favourite recipes, or a recipe exchange board for families

• recycled materials donated by the families for the children’s artwork and creative projects

• parent-initiated babysitting exchange list

• a “borrowing area”— extra umbrellas, hats, mittens

• clothing-, toy-, or shoe-exchange area

• junk or craft bin, craft bags

• group photos with the names of the children and accompanying teachers

• stationery, calculator, photocopier

• computer and printer to allow parents to research topics on the Internet, create resumes for jobs, or complete centre-based projects

New additions to the family resource area might be noted in the centre newsletter. Families who are leaving the centre might be encouraged to donate items to the resource area. A dedication nameplate representing the family can be included as a way to remember their gift. In one centre, to mark their child’s birthday, families are asked to add a book to the resource centre in the child’s name.

When teachers need help in preparing materials for a program, they could add the raw materials to a designated bin in the resource centre. Families who cannot spend time at school but want to participate can take the materials home and complete the prep­ aration task there.

RESOURCE-AREA EXTRAS BORROW-A-BOOK PROGRAM In an effort to encourage an ongoing interest in books, some centres establish borrow-a-book pro­ grams. Books can be stored in zip-top bags, which are then punched and hung on hooks on a peg- board. Another strategy is for each child to have his or her own hand-sewn borrow-a-book cloth bag to bring to the resource area. School-age chil­ dren could sew their own bags and decorate them with fabric paint or embroidery. Children are then invited to choose a book from the collection to take home in their bag. Extra bags should be available so

that children who leave theirs at home will not be disappointed. Centres that are unable to afford new books for this project may invite parents to donate books as their children outgrow them. A booklet may be included for children and their families to write their thoughts about the book, draw a picture, and so on.

STORY BOXES Story boxes, which can be created by parents or teachers, contain materials and props that are related to a specific children’s story or a series of children’s books. Each container is identified on the outside to reflect the story inside. Using the Clif­ ford, the Big Red Dog series as an example, story box materials might include a Clifford puzzle or CD, a pencil with Clifford designs on it, accompanied by red paper, Clifford stickers, story-related finger puppets, photocopies of the pages of the book for the children to put in order along with a clothes line and clothes pins, and so on.

An inventory should be included in the story box to ensure that all materials are returned. The story box might also include a response sheet asking par­ ents what their child enjoyed most about the story box and what improvements might be made to it (e.g., suggestions for new materials be added). A tip sheet on strategies to support literacy can be included for families.

TRAVELLING SUITCASES Travelling suitcases are small, inexpensive cases used to store interesting materials that children can take home. In communities where resources for families are limited, the child might be able to keep the items in the suitcase; for example, a suitcase might contain playdough, a recipe, and a variety of implements. The recipe and playdough would remain at home and only the implements would be returned. Some centres allow the chil­ dren to choose items in the playroom that they would like to take home in a suitcase overnight or for the weekend.

Most children learn that taking this suitcase home is a special privilege and are very responsible about the care and maintenance of the suitcases; however, teachers must expect a certain degree of damage and loss and be prepared to add materials to the suitcases as necessary. Wherever possible, include books related to the contents of the suit­ cases. Teachers can encourage parents to assist in the

NEL STAYING CONNECTED 281

This Story Box, developed by an ECE student during a field placement, is filled with activities related to the booh Bright Eyes, Brown Shin.

development of these travelling kits, which might include the following:

• writing kits (fancy pens, Chinese brushes, note- paper and envelopes, calligraphy pens, erasers, rulers, stamps, and stamp pads)

• games and puzzles

• recipes for favourite centre food

• instructions and materials for simple science experiments family members and children can do together

• craft projects (e.g., making friendship brace­ lets) with instructions and materials

• favourite songbooks and tapes/CDs

• a photo album of all of the children in the group

• instructions and materials for outdoor games (e.g., clue cards for a community treasure hunt)

• musical instruments, CDs, DVDs

• infant activity boards

• sewing cards, needlework, and other craft projects

• dramatic play (e.g., jewellery collections, dress-up clothes, puppets, purses)

• construction sets (e.g., Lego, Duplo, and Tinkertoys)

• file folder games with a bag of dice or “markers” attached

• art supplies for creative projects such as scissors, smelly markers, oil pastels, glue, fancy paper, and stickers

A special suitcase— prepared by the teachers and children for a sick child—containing get-well notes, a video message, and favourite playroom toys might also be kept on hand. If suitcases are in short supply, a backpack is an easy-to-carry substitute.

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Each bag contains instructions and all materials needed to carry out an activity. The chosen bag can be carried home in a travelling suitcase.

PORTA PAKS Developed by Kathy Hartley, a teacher at Orde Street Child Care Centre in Toronto, Porta Paks are simplified versions of travelling suitcases. Consisting of small, unusual play items stored in zip-top bags, they can be taken home by chil­ dren or used by the centre and taken on bus trips.

Porta Paks for younger children can include such items as sensory “feely bags” and cause-and-effect toys. By using materials that are available in most homes, families can be encouraged to use the Porta Paks as models for creating their own learning materials. For example, by using juice lids and adding stickers to them, families can make a simple matching game.

These Porta Pal{s use baby food jar lids and stickers to create matching games.

TOY LENDING In many communities, resources are few and far between. A toy lending library is an opportunity to get valuable learning materials into the hands of families. An organized system records the borrowing process. Families may also be encour­ aged to donate toys and other materials such as books or play materials that their children have outgrown.

FAMILY INVOLVEMENT STORYBOOK RESOURCES The Harvard Family Research Project launched the online Family Involvement Storybook Corner to promote awareness and strategies for assisting fami­ lies in choosing picture books and other resources through an annotated bibliography for children 4 to 8 years of age. Several resources can be down­ loaded for free, along with strategies for effectively engaging teachers and families in children’s literacy education. Visit www.hfrp.org/storybook-corner.

EVALUATING THE FAMILY RESOURCE AREA As adapted from Brock and Dodd (1994: 20), teachers can pose the following questions to family members and children— either verbally or in writing— to evaluate the success of the family resource centre.

PARENTS 1. How often do you use the Family Resource

Area? 2. Which family member(s) usually shares with

your child the books or materials you check out?

3. Tell me about the ways you and your child share books or materials.

4. Have you purchased any of the books or materials that you have checked out from the Family Resource Area? If so, which ones?

5. W hat new inform ation have you learned about your child as a result of sharing the books or materials from the Family Resource Area?

6. W hat new information have you learned about parenting as a result of the books or materials you have checked out?

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CHILDREN 1. W hat are your favourite books to check out? 2. W hat are your favourite objects, materials, and

toys to check out? 3. Tell me how you and your family share the

books and materials you check out.

WHERE DO FAMILIES SEEK OUT INFORMATION? A survey by Best Start Resource Centre (2011) found that

parents most frequently turned to the Internet, medical professionals, print materials (i.e., books and magazines), and family or friends for infor­ mation and advice on early child development and parenting, and anticipated they would continue similar information seeking behaviour. Parents indicated that a website is the most useful tool to help them learn about early brain development. They thought they would be most likely to access information about parenting and infant/child development through their health care provider (92%), or parent programs such as Ontario Early Years Centres (74%). The Internet (94%), followed by television (82%) and radio (72%), was the mass media that respondents saw and heard most often.*

TECHNOLOGY AND COMMUNICATION OPPORTUNITIES Communication technology quickly and easily con­ nects people around the world. There is no question that technology has changed the way in which we connect with each other.

Recent immigrants to Canada are more likely to use the Internet (email and text messaging) every day to communicate with relatives and friends.

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Magic happens when technology is used as a tool to transform learning.

The Internet provides not only increased oppor­ tunities for communication locally but also the ability to maintain relationships over long distances (Adler et al., 2012: 19).*

Some families may not have access to technology; even when computers are available in local libraries, parents may not have the time or the skills to use them. A computer in the centre’s family resource area may be some families’ only access to this tech­ nology. For other families who have these resources, creating opportunities for online communication increases their participation in their children’s early learning environment.

Communicating online can improve parents’ understanding of classroom procedures, philoso­ phies, and policies. Parents may feel more involved in their child’s centre and more connected to the educator. This style of communication allows for greater flexibility because families can initiate conversations and express concerns at any time of the day or night. Chatting on online forums can reduce parents’ anxiety of meeting face-to-face with

*Adapted/Reprinted with permission by the Best Start Resource Centre.

T rom Adler, Ronald, et al., Interplay: The Process o f Interpersonal Communication 3/Ce © Oxford University Press Canada 2012. Reprinted by permission of the publisher.

According to Internet World Stats (2015), 92.5 percent of the Canadian population are Internet users. According to Kerby (2016), Facebook has 1.59 billion active users, more than Twitter (at 320 million) and Instagram (at 400 million) combined. Internet and social media change the way the world works!

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educators. Parents with physical disabilities may also appreciate online forums, as face-to-face encounters may pose physical or mobility challenges.

From sharing recipes for playdough, strategies for getting a child to sleep at night, and the best price for a new stroller, to connecting with other parents dealing with child-rearing challenges, the Internet has dramatically changed how we access and share information. Nevertheless, the use of technology leads to many concerns, such as rising obesity rates. Families and teachers may find it useful to discuss the pros and cons of children’s use of the Internet, smartphones, TV viewing, and other technology- based activities. As children begin using the Internet at increasingly younger ages, the risk level of their online experiences will ultimately be determined by the quality of support they receive, not only from their parents but also from their teachers and their communities as a whole.

When Twitter was introduced, we wondered how we could possibly send messages with only 140 (now 280) characters, yet we quickly learned to abbreviate what we say (e.g., lol, ttyl, ur, and btw), which has raised concerns regarding the use of proper grammar and spelling. Some people say that electronic devices have had a negative impact on our ability to communicate, and others say that we now communicate even more effectively. What do you think?

As practitioners in the ECE field, we are coming to terms with how technology can enhance our work with young children.

In fact, research and observation of children using computers suggests that computers offer children another way to play, enhancing social, emotional, and cognitive development. Computers in early childhood education settings can support ideas of child-centred practice and nurture overall child development. They can be used as a social activity that invites two children to work together to take turns or experiment or solve a problem. Computers should not be the only engaging activity, but one of many options. Most importantly, computers should not diminish the amount of time that children are physically active (Bertrand & Gestwicki, 2016).*

For family-centre partnerships to fully benefit from technology, parents and teachers must both be willing to embrace technology as a communication tool even though they may face a learning curve. Some early learning environments make good use of the latest technology in the classroom and to communicate with parents, while others use dated computers with dial-up connections or no Internet access. While computer systems and software have

•From Bctrand/Gestwicki, Essentials o f Early Childhood Education, 5E. © 2016 Nelson Education Ltd. reproduced by permission. www.cengage.com/permissions

"Nice try, but your dog can 't eat your hom ew ork if you're doing it a ll on your laptop!” ©

NEL STAYING CONNECTED 2 8 5

dropped in price over the past few years, for some centres the investment and the monthly costs for Internet access are not financially feasible. Com­ puter programs developed for early learning pro­ grams are becoming more sophisticated: in one centre a computer program monitors parent fees, and a key pad near the child’s cubby allows parents to access the current status of their fees. Some pro­ grams alert administrators to upcoming due dates for children’s immunizations.

No educator will deny the benefits of Siri when children ask questions about fire trucks— a click of a button and a verbal cue provide all of the pic­ tures the children will need. W ant to know what the weather will be like in the afternoon for your neighbourhood walk? Check it out on the weather app and while you are at it, check out the weather in Mexico or other home countries of the children in your group. The camera on your iPhone allows you to capture those teachable moments. After a race around the track, have the children check out their heart rate on that app. Help children learn to code with the Fisher-Price Think & Learn Code-a-Pillar! So many choices!

Educators and families may want to access Common Sense Media, a nonprofit organization that aims to help children thrive in a world filled

with media and technology. The website is also a great help for parents and teachers as they navi­ gate the constantly changing world of technology. Common Sense Media offers trusted advice and a library of age-based, education ratings for movies, games, apps, TV shows, websites, books, and music.

https://www.commonsensemedia.org/app-lists.

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iPads can be valuable teaching tools.

“iPads are becoming a valuable learning tool.” University of Toronto’s Rhonda McEwen says prelimi­ nary results from a study at Toronto’s Beverley School suggest that using an iPod Touch can improve the communication skills of children with autism. McEwen states that these touch devices are in some ways bridging communications deficits [for] students who are non-verbal and who have some kind of developmental disorder__Beverley is a school for students with a range of physical and mental chal­ lenges, including autism and deaf-blindness. In November 2009, Morey brought her iPhone to class and kids who had been reluctant to communicate using picture cards “were immediately hooked,” she says. Morey and fellow teacher Stacie Carroll developed a program where the pupils use an iPad or iPhone in 13 classrooms. Their curriculum includes about 230 applications, such as Proloquo2Go, which features text-to-speech voices and almost 8000 symbols, and iCommunicate. McEwen collected data on 36 students, including detailed assessments on 12 for Phase 1 of her study last year. She has found on average, a 20 per cent improvement in students’ ability to communicate using symbols. Four-year-old Farhan Ahmod, who has autism, is just learning how to use the iPad. With help from Carroll, he points to the images for noodles and a drink box he wants for lunch. Principal Alana Grossman says that a lot of autistic children can’t read emotions. They spend a lot of time trying to figure out what the teacher wants. But using the iPad, they don’t have to work with emotion.

Source: Pat Hewitt/CP—The Canadian Press. Reprinted with permission.

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iPads and Literacy The research project Toys or Tools? Tablet Applications to Support Literacy Learning is examining how educators of 4- and 5-year-old children across 14 early learning classrooms in Ontario are using open- ended iPad applications to support their students’ oral and visual literacy learning. The two open-ended applications (i.e., 30 Hands and Explain Everything) position students as the producers and creators of the literacy content. Students can use a variety of drawing tools to draw on blank slides, or take photos or videos, and then audio-record their descriptions or reflections to accompany their visual representa­ tions. The individual slides then play together in a continuous slideshow. Initially, when the iPads and apps were introduced into the classrooms, the educators experienced challenges including structural (e.g., enough electrical outlets), technical (e.g., learning how to use the apps, dealing with apps “crashing”), and pedagogical challenges (e.g., deciding how, when, and for how long the children should use the iPads). After these “growing pains,” the educators reported many teaching and learning benefits. For example, the apps gave the children new tools to create, document, and reflect on their own learning. Children par­ ticularly enjoyed being able to create slideshows in multiple modes (photo, drawing, video) and to narrate in their own voice with minimal adult support. These slideshows provided both children and educators with new ways to connect the early learning and home environments. Here are some examples of home to school connections:

• A 4-year-old girl learned to make origami birds from her grandmother and included them in her block construction at school. She took photos of her constructions and herself, showed them to her friends, and then offered to teach them how to make origami birds.

• A 5-year-old boy who rarely speaks about his interests or activities created a slideshow with drawings of a family trip, including an audio recording of himself explaining where the family went and what they did.

• A 4-year-old boy who had been to a Pow Wow with his family made a drum at school, videotaped himself playing the drum, and then showed his classmates and taught them what he had learned.

• Several children used the audio-record function to record themselves talking or singing in their home languages and practising their English.

Here are some examples of School to Home connections:

• Educators can use children’s slideshows to document children’s learning and development, and then share them with families in person.

• Educators can send children’s slideshows to parents via email or through other apps such as HiMama. • Educators inform parents of apps and activities suitable for use with their children at home.

Source: Monica McGlynn-Stewart, PhD, OCT, RECE && m i * SMART BOARDS Many early learning environments have computers with educational software; therefore, it is critical to monitor which children spend the most time on the computer and to encourage a balance of active and inactive engagement. Interactive whiteboards called SMART Boards are transforming learning.

‘“Notes on the SMART Board can be filtered by their tags, and moved around the board by chil­ dren and the teacher via finger drag,’ says Ph.D.

candidate and collaborator Cresencia F ong .... SMART Boards, which were invented by a Cal­ gary-based company, are proliferating; about one- third of classrooms in Canada are now equipped with an interactive whiteboard” (Lunau, 2012).

In 2016, SMART Technologies Inc. announced a new and improved interactive flat panel. The software is built into the interactive display, so users do not need to connect to a separate computer (SMART Technologies, 2016). How long do you think it will

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take before whiteboards offer programs for children? As an educator, think of the possibilities!

SEESAW Seesaw is a student driven digital portfolio and parent communication tool.

For Students: Seesaw empowers students to independently document their learning and pro­ vides an authentic audience for their work— their peers, parents, or the world. With built-in content creation tools, like photos, videos, drawings, voice recordings, text notes, PDFs, links and integrations with 1000s of other apps, students can demonstrate their learning in the way that works best for them.

For Families: Seesaw gives parents an imme­ diate and personalized window into their child’s school day, helping to answer: “What did you do at school today?”. Through the Seesaw parent app and website, parents can view their child’s work, leave comments, and really understand how their child is progressing. Seesaw also provides automatic notifi­ cations for parents about new work for their child— so they can stay in the loop wherever they are!

For Teachers: Seesaw saves teachers time on organization and parent communication, makes formative assessment easy, and provides a safe place to teach 21st Century skills. In a 2015 survey of teachers who used Seesaw actively in their class­ room, 92% report an increase in parent involve-

. ment and engagement since using Seesaw.*

CENTRE WEBSITES The centre’s website may be a new family’s first contact with the centre. For an innovative approach, include virtual tours of each of the playrooms. Fam­ ilies can show the tours to other family members or use them to prepare children for the transition to the early learning environment.

The centre website can also be effective at keeping parents informed and encouraging their involve­ ment by posting information about special events, important dates, photographs, or video segments. It is important to ensure the security of the site and to obtain parental permission before posting online photos or video clips of children. Other items suit­ able for posting on the website are permission forms, volunteer opportunities, announcements, fun activi­ ties to do at home, links to educational resources, and parenting information. Parents often find using the

•Source: Seesaw Learning, Inc. web.seesaw.me

school website an easy way of keeping up-to-date with happenings at the centre. The website should be updated regularly to ensure ongoing family interest.

Individual playrooms may also develop their own websites, and parents will be quick to access the web­ site when photos of their children are available 24/7 for sharing with other family members! The website can be a great way for family members who are unable to visit the centre to see their son, daughter, niece, nephew, or grandchild learning and growing! It is also possible to create a response link on the website so that families can comment on photos or share their ideas.

In centres where some families may not have access to a computer, it may be possible to fund­ raise for a computer, or a local organization might be willing to donate a computer that families can sign out for home use. Parents can also be informed about free computer access in the community, such as in local libraries.

Well-designed websites also function as a mar­ keting tool that offers prospective parents an insight into the workings of the early childhood environment.

EMAIL In many instances, email has replaced handwritten communication. Given the rapid response that is possible through email, it is becoming the preferred method of communication in early learning envi­ ronments. Teachers increasingly use email to com­ municate with families because it is a convenient, inexpensive tool to distribute important information about the centre or upcoming events. Notes, mes­ sages, newsletters, centre events, and photos of the children can now be sent to many families simultane­ ously by email. O f course, email should not be used to communicate sensitive information, which could be saved, printed, or forwarded to others. Use discre­ tion when communicating personal information and remember that emails from child-care centres should be professional and portray an appropriate tone.

BLOGGING AND WEBSITES FOR PARENTS AND TEACHERS Blogs for parents are gaining popularity. Web­ sites such as www.weewelcome.ca and www .urbanmoms.ca provide forums for women to dis­ cuss issues facing mothers. Women with different viewpoints and parenting styles can exchange information and learn from a variety of viewpoints. Online communities are available night and day,

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and mothers may find that by participating in a forum or by reading a blog they are in contact with mothers outside their own culture or social group; being exposed to different ways of doing things can help women to rethink and reframe their own ideas of mothering.

More sites specifically for fathers would be a wel­ come addition to this form of communication, given the changing role of men in the family and their access to technology

ONLINE CHAT The use of online chat forums allows families in a child-care centre or school to converse with others. Email providers and some social networking sites facilitate these online forums. Although chat rooms are available on myriad topics, parents can choose to connect with families or teachers in other provinces or countries to share ideas or work through issues.

VIRTUAL, REAL-TIME TECHNOLOGY SKYPE/FACETIME When families are unable to meet at the centre, another option might be a virtual meeting using Skype or FaceTime, but this option will depend on the family having access to the Internet and the hardware and software that support these pro­ grams. When a meeting is taking place between the teacher and a parent, Skype or FaceTime may be a way to include a family member who is out of town. Parents who travel away from home can set up a webcam for programs such as Skype or FaceTime so they can participate in bedtime stories or watch a family event that might have otherwise been missed. When children live far away from a parent or grandparents, using Skype or FaceTime can encourage family connections.

CAMERAS IN THE PLAYROOM A growing number of Canadian and U.S. centres are installing systems that link video cameras in the playroom to websites that families can access from work or home. Most of these systems ensure that security is tight, and encrypted passwords and secure connections make the system hacker-resis­ tant. This system allows parents or relatives to log in at any time during the day to observe the child. Some systems enable photos to be printed.

At Jessie’s: The June Callwood Centre for Young Women, staff at the centre videotape infants once a month. When the family leaves, the video becomes a developmental record of the child and his or her inter­ actions with teachers and other children at the centre.

Videos provide a wonderful opportunity to share the children’s day-to-day activities with families who find it difficult to spend time on the playroom floor. To facilitate this centre—home communica­ tion, educators can record activities that happen out­ doors, events in the dramatic play centre, children “reading” to each other, or any of the special events that take place at the centre. These videos represent a simple way for educators to communicate devel- opmentally appropriate practices, and enable par­ ents to get to know the other children in the centre. The videos can be signed out by families and, with permission of all families, can be replicated to keep. Siblings, grandparents, aunts, and uncles can share in the video at the family’s leisure.

THE TELEPHONE AS A COMMUNICATION TOOL Technology has changed how telephones are used and will continue to provide alternative ways for families and teachers to keep in touch. In the past, parents and teachers telephoned each other only when problems occurred. Many families will be surprised when the teacher’s call is not to raise a concern. When there is good news to share, why wait? This connection will only enhance the rela­ tionship! Contact by telephone or text is imme­ diate and teachers will know that their message has been delivered. The phone is also a quick and easy method of catching the perfect photo of a child

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Letting a worried parent fnow their child is happy and engaged can be a welcome relief.

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accomplishing a difficult task. This photo can be sent directly to the family right on the spot!

Before phoning parents at their workplace, edu­ cators should check that such calls are acceptable to the employer. Educators might also phone family members at home to ask about a child who has been absent because of illness or another family event; they can also use this time to pass along information that the family might have missed during the child’s absence. Children may also be excited to speak to the teacher on the phone, if they are able to. If the family uses a speakerphone, the teacher may speak to several members of the family at the same time, and when the news is about the child, the child can also hear what is being said.

Educators should consider the timing of a call to the home; no one wants to be disturbed during their dinner hour or during the bedtime routine. The conversation should be short, informative, and to the point. Educators should stay focused on the reason for the call but be prepared to stay on the phone longer if the parent is inclined to do so.

Some educators make a point of calling each family at home once a month with positive news— “happy calls”— about something the child has accomplished or any good news story! It is an opportunity for families to also share news about their family with the educator— for example, new skating lessons for the child— and, when trust has been established, more difficult and challenging news may be shared.

When parents are no longer living together and important news is to be shared, a conference call may be effective. When a family member calls the teacher, it is important to return the call as soon as possible. If the topic is sensitive, a personal meeting may be more appropriate. Some teachers create their own telephone log to track which family members they have communicated with by phone. While

cellphone use is increasing, its associated costs may make it less desirable.

TEXTING Text messaging is most often used between private mobile phone users when voice communication is impossible or undesirable, or when users need a quick and easy way to communicate. In many cases, text messaging is less expensive than a phone call to another mobile phone. Texting may be more appro­ priate when trying to reach family members who may be unable to accept telephone calls; while tex­ ting is a quick and easy, teachers need to remember to be professional in their communication. How­ ever, educators may not want to use their personal cellphone for contacting parents, and some school board policies may prohibit the use of cellphones. Educators can use an app called Remind to text a message and/or a photo, to be sent to all parents at once. Educators can turn a feature on or off that allows parents to communicate back to the educator.

THE RIGHT TIME TO CALL THE CENTRE OR SCHOOL While telephones in the playrooms allow for a convenient exchange of information, consider the timing of your call. For example, the lunch hour, a favourite time for families to call, is often one of the busiest times for staff, as they feed, change, and settle the children for their naptime. In school-age lunchrooms, large groups of children are often on the move, microwaving their lunches or heading outdoors, so locating a child may place additional demands on an already busy teacher. A better option is to arrange to call the centre at a specific time so that everyone can be organized accordingly. At the same time, families should be reassured that the centre welcomes all their communications.

When Jan’s teacher called to see how he was feeling, we were all surprised to hear from her. In all the years that my older children had been involved in child care and their schools, the only time I ever heard from any of the teachers was when something was wrong. It was such a lovely gesture, and Jan was thrilled to hear from her. We were so impressed that she took time from her own busy family life to connect with us!

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CALLING TEACHERS AT HOME Many teachers are happy to give their personal contact information to families to support open communication. Some teachers will designate a particular time in the evening when they are avail­ able. This simple gesture sends a powerful mes­ sage. We know that at times, children arrive home with imagined slights or misplaced toys, and a call to the teacher can quickly alleviate any fears or concerns. Parents may also want to connect with a particular teacher whom they may have missed at the end of the day, and a quick phone call can be reassuring. Teachers have found, that almost without exception, parents are respectful of the teacher’s “home time” and are grateful for the opportunity to connect.

MASS CALLS At times, phone calls to all families may be nec­ essary. Such calls are “appropriate for changes in schedule, for example, field trips, reminders about special events and emergencies that affect the whole school— hazardous weather conditions, school closings, etc.” (Dyches, Carter and Prater, 2012: 43). Centres might also arrange for an infor­ mation line that enables family members to access a designated extension num ber for information about their child’s playroom. The messages can also be recorded in the variety of languages spoken by the families. Other telephone systems can be established to automatically dial all the numbers designated by the teacher to deliver messages or reminders.

ADVANCE NOTICE The telephone can also be used to give family mem­ bers advance warning about any incidents that staff considers serious. For example, if the child has had a fall, a phone call will help parents prepare for a nasty scrape or bump before they arrive. When the teacher who was involved in a particular incident will not be available when the family member arrives, that teacher should call and explain the situation beforehand rather than have the family member receive the news second­ hand from another staff member; if that is not possible, the teacher can call the family at home in the evening. While a positive voice tone may help to deliver your message, the one limitation to phone exchanges is that we cannot see any nonverbal interaction, which may place us at a disadvantage, particularly when dealing with difficult or challenging issues.

SOCIAL MEDIA ECE students and educators need to carefully manage their online social media profiles on Face- book, Twitter, Instagram, or Snapchat. Ensure that privacy settings are in place but even so, your profile picture and name will always be public on Facebook. You should ensure that your profile and cover pic­ tures are generic, or perhaps use a photo that does not reveal who you are. Parents may be able to access information about an individual teacher by searching for them online. Once located, they may be able to access pictures that may reflect badly on you or your colleagues, or your friends may tag you in photos in compromising situations. Remember that prospective employers may also search for you on these sites!

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