图像：对家长所提的问题有所准备。

计划：准备好与家长的对话内容。

角色：讨论如何与家长一起帮助幼儿。

首先会让家长了解幼儿在学习上的优点例如上课时很专心、回答问题时很积极，会写简单的生字。之后让家长了解老师所采用的策略，例如当幼儿答非所问时，可以先让同伴回答之后该幼儿可以根据同班的思路进行回答。

关于幼儿攀爬等行为，我们可以让家长了解该时期的幼儿会有好动的行为，我们可以让其当小助手帮忙老师，以及上课时让其坐在老师旁边/前面，来约束幼儿的行为。

同时也可以让家长在家中采取相同的策略来帮忙幼儿。

“I understand how you’re feeling and your concerns in regards to your child’s health and safety. We are very concerned about your child’s wellbeing and we take this matter seriously. We would like to assure you that we will come up with the best strategies and approaches as we work together with our centre leaders. In the classroom, we will engage the children in learning how to better express their emotions and communicate with others. We will also intentionally books such as “Mouth is not for biting”. As educators, we consult our centre leaders to partner with the parents in supporting their child at home as well. Let me know how we can continue to support you as well.”

Purpose: Compose your self and understand from the point of view about the parent’s concerns and seek to understand how the child eats breakfast at home.

Understand child’s eating habits at home and environment

Work together to regain her trust by seeking to coordinate the breakfast menu at home and in school. Work on strategies to encourage eating and prevent distractions , such as watching tv.

Conversation: “I understand that you are concerned about your child not eating breakfast at home. It must be worrying for you because breakfast is an important meal of the day and would want the child to have energy to start his day.

Can you share with us some of the food he likes and dislikes as well as some of your meal time practices at home? This will help us understand better why he is having such disposition during breakfast in school. We can help him to eat small amount of breakfast for exposure and experience. “

1)Identify the purpose of addressing the issue of child's struggles in reading. Check in with parents if the behaviour displayed in school is similar to home. Discuss strategies in helping the child both in school and at home.

2) Plan the questions and strategies to share with parents. "We observed that your child is curious about the environment and have the tendency to climb on the furniture. The child's safety is our top-priority, thus we would like to check if such behaviour is evident at home. Can you share with us some strategies that you have tried at home that was effective."

3) Share with parents knowledge on how we can build a love for reading for the child and to identify strategy based on the child's ability. Such as playing Memory Game with the HFW cards.

4) Plan with a follow-up with parents on the progress and also share our observation in school. Thanks parent fot the effort and continue the partnership.

倾听完家长的焦虑，感谢您让我们知道这件事情，我们非常重视这事件，并理解对于孩子社交方面的担忧， 告诉在看监控之前，我们会跟孩子进一步了解具体的情况及孩子的想法，也会和领导一起了解事情的经过，之后，我们会继续和您保持沟通并解决问题。

首先妈妈我非常理解您的担忧，每一位老师都按照正确的顺序来帮助您的孩子更换尿片，出现这种情况，在孩子回家后，她一定会闹情绪，在照顾她时您会感到担忧。

图像/计划/角色：

由于孩子的皮肤比较敏感，我们有注意到每当孩子在学校大便超过2次，她的屁股会出现敏感的问题，建议我们可以2个小时更换尿片，另外也建议不要一直更换不同的药膏，经常更换也不知道哪一种适合，另外如果没有敏感的情况，可以慢慢减少对药膏的依赖，对皮肤也不是很好，如在学校有出现类似问题，我们会第一时间联系您们，谢谢！

妈妈你好，最近我们观察到孩子在学校对于吃早餐有些抗拒，想请问孩子在家里吃早餐的情况是怎样的？早餐喜欢吃什么？最近早上来学校的情绪怎么样？

信息畅通：

当妈妈分享完孩子在家里的情况后，我们和家长商量一些方法，例如分享学校的早餐食谱，让妈妈在家里准备相似的食物，减少他的抗拒感。

如果幼儿对于学校的食物不感兴趣的话，为了他的健康安全，我们可以在家里吃了早餐再来学校。

定期提供反馈：

以帮助幼儿度过PG至N1的过渡期，在这期间，我们要及时和家长沟通幼儿的用餐情况。

展示，而不仅仅是说：

在幼儿适应了学校的早餐后，我们可以email分享一些幼儿吃饭的图片，让家长放心

We would then address her concerns and assure her that we will find out more about what had happened in class with her peers and herself.

After finding out what had happened, we will first inform our centre leaders. We will then picture the outcome of the conversation and plan what are some strategies we can help the situation.

We will either provide a phone call or have a face to face conversation with her mother and provide a follow up email afterwards.

1: As the mom talks about the situation

“Hello Mrs Penelope, thank you for sharing this concern with us. We understand that it might be quite disheartening to hear this from your daughter and it may have raised some concerns with you as to how her well being is in school. Unfortunately, I was not informed of this incident in school and this is our first time hearing this. Please allow us some time to find out more about the situation before we provide you with an update.”

2: Response to mom’s concern after finding out

“Good afternoon Mrs Penelope, thank you for your patience in waiting for our response. I have checked in with Camilla to understand the situation better. She has shared with me that she was playing dominoes with her friend and her friend wanted all the blue pieces however, Camilla told her no because she was using the pieces for her structure. Due to her rejection, her friend got upset and responded negatively. She shared that she asked another friend to tell me but it was not conveyed. I have addressed the situation with the class that if there are any incidents that happen in class, that they can always come to any teacher in the level. We will also like to seek your cooperation in encouraging Camilla to speak up for herself during such situations. Thank you for sharing this with us, we hope that Camilla can gain confidence in speaking up for herself.”

1. Acknowledge the parents concern about fetching the child for 3 times in two months by saying "Thank you for taking the time to fetch your child and we understand that it may be challenging for you to make childcare arrangements."

2. Teachers will then share to parents her observation. For example, "Earlier this morning xx has been enthusiastically joining our class activities until after tea break we observed that he loose his appetite and restless. We checked his temperature and he's running a fever of 38 degrees. We let him rest in our sick bay and sponge him with a towel to help his temperature to go down.

3. XX health and safety and our top most priority. We appreciate your effort in bringing xx to the doctor. Wishing xx a speedy recovery and if you require any support feel free to reach us.

4. After having a face-to-face conversation, teacher to follow up with an email, summarizing the conversation and tagging Chinese partner teacher and Centre leaders

5. After the child's return, teacher to provide feedback/update to the parent on how is the child in school.

6.