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Early Childhood Family Engagement Toolkit 

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Early Childhood Family Engagement Toolkit 

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Building Partnerships: Guide to Developing Relationships with Families 

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Building Partnerships: Guide to Developing Relationships with Families 

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Explore the role that Positive Goal-Oriented Relationships play in effective parent, family, and community engagement (PFCE). This guide offers definitions, tools, and guides for reflective practice and supervision.

It is intended for the entire Head Start and Early Head Start community and other professionals in the early childhood field. Individuals, groups of staff, and supervisors can use this tool as part of professional development training and reflective practice and supervision. It is aligned with the Office of Head Start PFCE Framework and Head Start Program Performance Standards (HSPPS).

1. Getting Started: Family Engagement and Positive Goal-Oriented Relationships
Learn about family engagement and Positive Goal-Oriented Relationships.

2. Tools
Explore tools to develop strength-based attitudes and relationship-based practices.

3. Reflective Strategies: Sustaining Effective Practice
Discover reflective practice and supervision strategies.

4. Download the PDF Version
Download the PDF version of this resource to share with your staff.

" Go to Building Partnerships with Families Series

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Building Partnerships: Guide to Developing Relationships with Families | ECLKC

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Explore the role that Positive Goal-Oriented Relationships play in effective parent, family, and community engagement. This guide offers definitions, tools, and guides for reflective practice and supervision.

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Building Partnerships with Families Series

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Building Partnerships with Families Series

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The goal of parent and family engagement is to work with families to build strong and effective partnerships that can help children and families thrive. These partnerships are grounded in positive, ongoing, and goal-oriented relationships with families. The relationships are based on mutual respect and trust. They are also developed over time, through a series of interactions between staff and families.

Successful relationships focus on families' strengths. They build on a shared commitment to the child's well-being and success. As relationships between staff and families grow stronger, mutually respectful partnerships are built. Strong partnerships with families contribute to positive and lasting change for families and children.

Explore these resources to learn strategies to strengthen relationships with families.

Explore strategies around talking with a family about their child's development to strengthen your partnerships.

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Building Partnerships with Families Series | ECLKC

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The goal of parent and family engagement is to work with families to build strong and effective partnerships. Explore these three resources to learn ways to strengthen relationships with families.

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Discover the benefits of early childhood accreditation, learn about the s implified process, find support and resources for your program or login to the accreditation portal.

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Disability Resources Especially for Child Care Providers and Preschools

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Disability Resources Especially for Child Care Providers and Preschools

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Resources Especially for Child Care Providers and Preschools | Center for Parent Information and Resources

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DLL Supports - Staging - DUAL LANGUAGE LEARNER SUPPORTS

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Grandparents Raising Grandchildren: Parenting the second time around 

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Grandparents Raising Grandchildren: Parenting the second time around 

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LIFTS Resource Guide * Linking Infants & Families to Supports across Montana

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LIFTS Resource Guide * Linking Infants & Families to Supports across Montana

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Linking Infants & Families to Supports

LIFTS, or Linking Infants & Families to Supports, was created to link Montana families who are expecting or raising young ones to supports, resources, and other families. There are several ways to connect and find the information you need.

This website is your destination for the LIFTS Online Resource Guide. Here you will find detailed information on services, including relevant contact information and locations, as well as family friendly events in your area. It's completely searchable! We hope that LIFTS will become a reliable tool on your parenthood journey to help you find what you need, when you need it, because none of us were ever meant to do this on our own.

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LIFTS Resource Guide * Linking Infants & Families to Supports across Montana

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LIFTS, or Linking Infants & Families to Supports, was created to link Montana families who are expecting or raising young ones to supports, resources, and other families. There are several ways to connect and find the information you need. This website is your destination for the LIFTS Online Resource Guide.

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Parenting Montana provides easy-to-use parenting tools to support your child's success from kindergarten through the teen years.

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The Child Care Plus Center was based at the Rural Institute from 1987 to 2012. The nationally-focused Center supported and promoted inclusive early childhood environments.

Child Care Plus is no longer an active project. However, the materials are still relevant. To address the needs of a broad audience, Rural Institute staff updated several Child Care Plus resources in 2021.

The updated materials are available below under the Resources and Questions and Answers sections. Original Child Care Plus content is available below under the Try It Out section.

All of these materials may be downloaded and reproduced for non-commercial purposes.

The updated views expressed in this document may not reflect the original Child Care Plus purpose, or the official position of the Rural Institute for Inclusive Communities or University of Montana.

Permission is granted to download and reproduce information from this site for non-commercial purposes, provided you credit Child Care plus+ and list the address of our website on the copies you distribute.

Questions and Answers

QUESTION: I want to teach the children in my program to share. It's an important social skill and one that all children need to learn. What kinds of toys are best to use?

ANSWER: The surprising answer lies in how many toys are available, more than in what kind. The best examples of spontaneous sharing among young children are seen when each child has access to one or two of the same toys or play materials. In these cases, there has often been an intentional effort by the child care program to follow a policy of "one for every child."

Picture a group of three children playing with markers. If there are three markers, each child will be part of the activity. You may even see them "trade" or "share" markers. If, however, there are only two markers, someone will feel left out. One way to understand why the "one for every child" idea works is to ask yourself this question: How motivated would I be to give up my marker when it means that I do not get to play anymore?

Obviously, you may not be able to have a tricycle, wagon, and swing for each child; there will naturally be times when children have to "wait their turn". However, caregivers can try to acquire materials with "one for every child" as a guide whenever possible.

QUESTION: I have a child with disabilities in my program, but the parents said they will take care of all the stuff. What should I do now?

ANSWER: For a variety of reasons, a few parents may be reluctant to allow the release of any records or information to you. They may be unsure about how the information will be used or fear that if you know everything about their child's disability, you may treat the child differently. As you build a partnership with the family, it is likely they will eventually recognize your need for information about their child. If not, this is a decision you must respect and accept without judgment.

Do not be alarmed if a parent refuses to provide consent for release of confidential information. Remember that this is their right, and in fact, many parents feel obligated to protect their child's records. Without the parent's written permission, you cannot obtain the child's records, but you can still gather general information from the library or agencies familiar with young children with disabilities. Although not specific to the child, this kind of information can help you learn more about the care a child needs while in your program and formulate specific questions to ask the family from time to time.

Since the child's parents are your bridge to the team, offer information about your program (handbook, newsletters, schedule), collect samples of the child's work, and provide written notes from your observations for them to share with team members. You can invite team members to visit your program, to observe, and play with the child during learning activities and routines. This opens the door for collaboration and may eventually result in parents inviting you to become more actively involved on the team.

QUESTION: I have several quiet children in my group. How do I encourage their communication?

ANSWER: When a child initiates communication with you (a baby cries, a toddler grabs your hand, or a child asks a question), your response helps children learn about communication. They learn that:

Their communication is important

You want to listen to them

Communication is often a circular process (you communicate, I respond with a communication, you respond back, etc.)

It makes sense to respond when someone talks to you, but sometimes attempts to communicate can be subtle.

For example, Diana was seated next to the teacher during an art activity. She was pasting colored paper to a paper plate and ran out of paper. She asked for more, gesturing with both hands, but got no response from the teacher. Several minutes later, she pointed to the container of paper, but no one noticed. Moments later, she pounded on the table and was told to "stop pounding or she would have to leave the table."

Having had no positive response to her many requests, Diana left the art table. This example illustrates the effect of failing to respond to a child's initiation. Had Diana had more communication skills, perhaps she could have used words to ask for paper. When she used the communication skills she had and they did not work, so she gave up.

In groups of young children, it may be difficult to respond to each child's request or attempt to communicate. Still, it is important for every child to feel that their contribution is welcomed and encouraged. Acknowledge each child regularly, including the child who may be quieter or less competent. Watch for a comment or a gesture from children who are less able to contribute during the group activity. Be careful that you are not so "busy" in group situations that you miss these wonderful opportunities to model and encourage good communication skills with each child.

QUESTION: Our program has a limited toy and material budget. If you had only $50 to spend, what toys / materials would you purchase?

ANSWER: Given $50 or $500, the first choice should probably be play materials and supplies, not toys. In fact, given $50, consider using the money to arrange the materials you have to get the most use out of them. You might look for fun containers to store your dress-up clothes, add a science element to your Lego collection by acquiring a scale, put up hooks so that children can get their own bibs for lunch, or create picture labels the children can understand.

The best answer to your question can be found by observing the children themselves. What addition would support the play behaviors you already see? What would help to develop play themes that reflect children's current interests? Remember that the imagination of a young child seldom requires fancy materials. Your budget will go far if you build it around no-cost or low-cost raw materials that are chosen and thoughtfully arranged.

Before you spend a penny, make a list of playthings that you, the children, and their families can gather for free. Here are a few ideas to get you started:

Contact a quilting group for scraps of fabric

Ask an appliance dealer for large empty boxes

Save cardboard paper towel rolls

Ask each family to bring in one article of clothing for your dress-up clothes

See if a doctor's office will donate unused, disposable medical supplies such as gowns, caps, gloves, etc.

Go to a fast food restaurant and ask for unused food containers, napkins, hats, and other supplies

QUESTION: One of the children in my program, Andy, has a severe developmental delay. He has limited movement, doesn't use words, and seldom plays with toys, much less other children. Is social interaction something I should work on with Andy?

ANSWER: Definitely! Children interact with adults, toys, and their peers even when they have significant developmental delays or disabilities. The way interaction occurs may be different from what is thought of as typical, but social interaction is important for every child. Here are ways you might promote social interaction for Andy:

Be sure that he has an opportunity to play in each of the activities you provide or areas you arrange. Andy's play may not be the same as another child with different abilities, but it is important for him and for the other children to spend time together - in the same play areas playing with similar materials. In the block area, for example, Andy may not build towers or houses, but he might enjoy knocking down towers or looking at blocks arranged in interesting patterns.

During art activities, arrange the art supplies on Andy's wheelchair tray. When children need more paint or another pair of scissors, they can go over to his tray, tell Andy what they need, and pick it out for themselves. This allows Andy to be involved and gives children many opportunities to talk to and interact with him. (Don't forget that Andy needs a turn to create his own art work, too.)

During circle time, you may need to be creative in looking for ways that Andy can interact with his peers. He may need an adapted chair or other positioning device so that he can sit at the same level with the other children. You or one of the other children may want to help Andy make the motions to familiar songs and nursery rhymes.

The important thing is to separate social interaction from a child's ability level - it really is possible to interact with people and materials at any developmental level. Your job is to look for and create opportunities that make it easier for children with disabilities to interact with their peers and truly feel a part of the group.

QUESTION: We are developing a new parent handbook, and we want it to reflect our philosophy of inclusion. Should we say that we are "an inclusive program" or that we "include children with disabilities"?

ANSWER: Because you cannot actually deny services to a child just because he or she has a disability, using either one of those choices probably does not add much to your parent handbook or brochure. It would be more helpful to parents who are interested in your program if you made sure that the handbook used inclusive language and pictures throughout. A parent wants to know how you will include their child in your program, and that's what you need to describe / show.

They also want to know if you have any special qualities, experiences, or training that would help prepare you to meet the needs of their child. You might, for example, describe the kinds of activities the children do and explain that each of these "can be adapted to match the interest and abilities of each child." If you include a biographical sketch of you and/or other staff members, include specialized training you have received or perhaps a description that you "value incorporating cultural and developmental diversity and work hard to make sure that every child's interests are represented in your program."

The idea is to describe, for all families, the different ways in which you include every child in each part of your routine. There is no better way to describe inclusion! You might also be surprised to find that parents of children who do not have disabilities are just as interested in finding out that you will meet their children's individual needs. If your parent handbook uses inclusive language throughout, every family will feel that your program is a special place for their child.

QUESTION: I'm worried that adapting our playground will be expensive. Any ideas about how to pay for it?

ANSWER: It's true that play surfaces and new equipment can be expensive, however, some changes cost very little. To make your playground more accessible, focus energy on ways to improve play opportunities. It's okay to imagine a fabulous play yard, but before you begin major fundraising efforts, you'll want to be clear about what is needed and who will benefit.

Carefully look at the equipment, physical design, and play experiences available. What is needed to make this space more playable? Once you have identified a list of changes that you want to make, you are in an excellent position to ask for help.

Start by approaching parents and other professionals who work with children in your program. The following pointers may help:

Talk specifics. Instead of saying, "will you help us adapt our playground," try something more specific like, "Joey can't sit in the swing seats we have now, but I think he would really like to swing. Do you have any ideas?"

Make sure there is a clear benefit. Almost any changes will make your play yard look more appealing, but the true benefit should be stated in terms of the children. Not everyone will clearly understand why you need to have a special handle on a shovel. Part of getting people interested in helping you is getting them to understand what these changes mean to a particular child.

Do a little research. If you can find a picture, materials, or an example of the exact piece of equipment you want, you stand a better chance of getting the help you need.

Remember that you do not always need money; sometimes you need a few hours of labor or the parts and pieces to make the adaptation. Here is where your colleagues can help. Talk to speech therapists, psychologists, motor therapists, and special educators; they have access to catalogs and resources you might need.

Fundraising is only one of many options. More than money, you need a few good ideas and people's energy and support to turn your outdoor play space into a more playful area for all children.

QUESTION: I used to teach the kids as a group doing different crafts, finger plays, and projects. This year I made changes in my preschool schedule and play environment to promote opportunities for kids to have more "free time". The kids seem busy and productive during our longer play time, but I don't feel like I'm teaching anymore. What am I supposed to do with my time while they play?

ANSWER: By extending your child-directed play time and working to use your environment to invite children need to play, you have taken an incredible step toward creating a more developmentally appropriate experience for children in your program. Feeling uncomfortable with these changes is a natural part of your learning journey.

You seem to be struggling with becoming a facilitator during play time-a role that can appear to clash with past expectations that "good" teachers stand in front of the children and tell them what they need to know and do. As facilitator, you work as a partner with the children during play time. You assess their learning and the effectiveness of the play environment, provide support, and make changes in the environment when necessary.

Once you understand your role, it can become just as rewarding as more direct teaching methods. Here is a quick list of what a facilitator does:

Observes how children interact with toys and each other

Keeps notes about what is seen

Asks questions about children's play to guide and expand their thinking

Provides props based on children's ideas and needs

Introduces new concepts or vocabulary relevant to the play

Plays briefly to model a novel use for a materials

Assumes a temporary role in small group play to show a child how to join a group

Documents children's social, emotional, physical and cognitive growth

Asks if the play environment is meeting the needs of all children

Uses all of the information gathered to frequently adapt and expand the play environment

Your goal is to provide each child a well-designed environment that allows them to be self-directed in meaningful play. Allow yourself time to explore and change as you continue the process of lifelong learning.

Try It Out

When you identify a barrier to a child's participation in a routine or activity, you may need help to come up with a solution to address the special interests and needs of the child. You can get help with ideas by:

Problem-solving with the child's parents, specialists and therapists

Searching online for ideas or strategies

Brainstorming with colleagues and staff members

When you expand your resources and get input from others, you may come up with surprising and creative solutions such as:

Plant hanger extensions to lower coat hooks

Hanging a multi-pocket shoe storage hanger on the back of the door for cubbies

Using symbols on tags instead of names

Placing name tags above as well as below the cubby or coat hook

Individualizing for each child adds an exciting and creative element to early childhood teaching. Seeing children's increased exploration and engagement is very rewarding!

Using children's interests to plan daily routines and activities is one effective way to individualize your program. You can discover children's interests by asking questions on your enrollment form, observing the children and communicating with parents. Interests include actions (opening and shutting or stacking), types of toys (little dolls or puzzles), experiences (listening to music or touching silky fabrics), and themes (trucks or dinosaurs).

The following steps can help you use children's interests to customize activities, play areas and environment.

When a child is having difficulty learning to communicate or form words, a speech therapist may be involved. You can identify which strategies to use to help a particular child develop good communication skills by gathering the following information from the speech therapist:

A speech therapist is an excellent resource to help you develop your skills in facilitating young children's communication skills. Sometimes it just takes effective communication between the two of you!

You may encounter children for whom a subtle message in the environment is simply not enough. Young children with sensory impairments, for example, may need very specific cues from the environment. It is often helpful to use the expertise of the child's parents and other team members to identify creative ways to let your environment "speak" to a child who has a hearing or vision impairment.

The first step is to clearly communicate your goals. Many parents and specialists may not realize you are trying to create a space that gives children specific messages about order, exploration, and ownership.

Next, be sure you understand the child's strengths and abilities; ask specific questions. If the child is blind, how have other team members tried to provide specific environmental cues? If the child has a difficult time focusing on verbal directions, has anyone tried using picture cues? Knowing what the child can already do and what works in other settings will give you good ideas about strategies you can use in your own environment.

Finally, find a way to show the child's parents and other team members how you use the environment to send messages to children. Learning from environmental cues is a typical way for young children to gain new information. Share your successes!

Ask kids what they think about parachute play, and they'll say, "It's great!" There is something wonderful about the colors flying and the swish of fabric being pulled through the air. Another fun thing about parachute play is that each child can participate in what makes parachute play great. Children large and small can take turns laying under the parachute and experiencing the wave of color and wind as their friends billow the chute above them.

Puffy terry-cloth ponytail holders can be sewn to the edge of the chute (or large scarf, sheet, or blanket). These can be used as hand-holds and placed around a child's wrist to allow infants and children who may have difficulty grasping to join in the up and down motion of the play.

Large triangles of different textured fabrics - burlap, corduroy, velour, flannel - sewn to make a circle, add touch and feel experiences for all children and may be particularly exciting for a child with a vision impairment. Adding a ball in the middle of the parachute challenges children to coordinate their movements to keep the ball from rolling off the edge.

Of course, letting children use their own imaginations may result in additional ideas such as, "Let's make a tent over the climber," How many of us can get under here?", "Can we each sit down on a different color," or "peek-a-boo" as the chute wafts up and down. Parachute play is cooperative, fun, and imaginative; it pulls children together in a breezy swirl of color, touch, and movement.

Your behavior and positive attitude towards healthy and safe practices are noticed. When children see you eating the healthy snack you offer them, they are more likely to eat it. When you arrive in the morning with your bike helmet on, or wear goggles when showing children how to use the hammer and nails, they learn to do these things too. Every activity seems to have a health and safety component. You put a belt on the baby in the high chair and an appropriate play surface under the climber and the swings. You watch for sharp objects and make nutritious snacks. Much of your conversation with children is instruction and guidance for maintaining their safety and well-being.

Effective teachers both plan activities that help children learn to be healthy and safe, and take advantage of unexpected events. A child's visit to the dentist provides an opportunity to read a story about dentists and facilitate children's "playing" dentist with suitable props. Children asking, "will I catch that" or, "how did she get it," when another child has the flu, a broken arm, or a hearing aid provides an immediate teaching opportunity. Providers who engage children in learning about and using good health and safety practices are not only making their day-to-day job easier, they are helping children learn important lifelong skills.

You have probably seen how smoothly art activities go when each child has access to the materials-scissors, markers, paper, glue sticks-whenever he or she is ready to use them. Or you may have seen the opposite when only three scissors or one glue stick were available for a group of six children!

Here are suggestions to ensure you have enough other important play materials:

Balls. Provide different kinds, sizes and colors of balls, and offer enough to allow one for every child.

Trucks and cars. Have many items, but also have a number of duplicate trucks/cars.

Blocks. Better to purchase a lot of pieces of the same set than to have a few pieces of different sets.

Dramatic play items. Provide duplicates of popular items, such as firefighter hats, tutus, and tea pots.

Riding toys. When four or five children can each ride their own, each child is learning and growing.

Keep in mind that it is better to have less variety and more of the same or similar toys or materials than to have more variety and less of the same or similar popular items. If this concept is new to you, try it out. The children will quickly demonstrate the effectiveness of this simple strategy.

In order for relationships between parents and caregivers to be "give and take," good communication must be established. An interactive bulletin board might help communicate outgoing and incoming information. A "give-and-take" bulletin board has:

Paper and pencils handy for easy use

Push-pins and tape so anybody can easily put up displays, information, pictures, and questions

Announcements about upcoming events in the program or community

Parent suggestions on parenting or program activities

Celebrations for parent participation in the program or staff tributes

Information from articles or training opportunities

Features or topics for the Give-and-Take Board include:

Can You Believe It: Updates on children's and teachers' activities and achievements

Parents Say: Suggestions from parents

Teacher's Corner: Training events, special requests, program information

How About a Hand: Sign-up for projects, field-trips, or help with a special event

Picture This: Pictures of children, teachers, and parents

A Give-and-Take Board should not be the only way you communicate with parents, but it is a great start!

You can set up stringing beads as an individualized activity by providing different kinds and sizes of "strings" and "beads." By choosing materials that address the interests and needs of children across age and ability levels, you offer:

Chances for each child to be successful

Challenge for children at a range of developmental levels

Opportunities for children to use both small and large motor skills

To show children how to begin, you may want to start with a few strings of beads and leave them lying around the area. The following suggestions for strings and beads are grouped from most challenging to least challenging.
Ideas for Strings Ideas for Beads

Here is a simple strategy to start your day that immediately creates a positive climate and increases young children's appropriate behavior.

This simple greeting routine not only improves children's positive behavior, it can change your perspective about the children and the day as well.

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The Child Care Plus Center was based at the Rural Institute from 1987 to 2012. The nationally-focused Center supported and promoted inclusive early childhood environments. Child Care Plus is no longer an active project. However, the materials are still relevant. To address the needs of a broad audience, Rural Institute staff updated several Child Care Plus resources in 2021.

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Chamber Of Commerce in Montana - ChamberofCommerce.com

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Find the best Chamber Of Commerce in Montana. Search Montana Chamber Of Commerce to find the top rated Chamber Of Commerce.

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Manifesto for Race Equity & Parent Leadership in Early Childhood Systems 

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Manifesto for Race Equity & Parent Leadership in Early Childhood Systems 

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Common Questions Parents Ask About Infant Immunizations

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Common Questions Parents Ask About Infant Immunizations

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Common Questions Parents Ask About Infant Immunizations (flyer)-508.pdf