Category A Family and Community

My work sample for Family and Community is a newsletter to families asking them to help
teach us about their family’s culture and traditions. It is titled Preschool News as it is for
parents of all aged children in my family childcare program.

It fits this category because it helps us learn about the different cultures present in my
childcare. I can use this with future families who enroll.

I chose it as the best example of my work because I felt it was inclusive of all families. It helped
the children, and their families learn about our differences in a respectful way.

I learned that taking an interest in differences helps improve relationships with families and
that they feel comfortable having discussions with me as I have a better understanding of how
their family works. It also helps me provide the best care possible for their child as I
understand their cultural background. I learned that my beliefs and how I was brought up have
a huge impact on how I view others. This has made it, so I try to be aware and sensitive to
other family values.

My work sample shows my cultural sensitivity, communication skills and knowledge of families
by making sure to include all cultural beliefs as much as possible for each family. I take time to
learn about every family and learn what they would like to see happen during their child’s day.
Preschool News
Dawn Babington Self-Assessment: Family and Community
The NAEYC criteria for National Accreditation is the basis of the self-assessment criteria to
demonstrate alignment with the Standards and to familiarize students with this national
accreditation process.
Give examples of how you can gather information from families using intake forms, intake meetings
and conferences, informal conversations, emails, texts or phone calls. Describe whether or not the
intake form used by the program gathers information on family culture, values, traditions, priorities,
language and terms used for caregiving. Describe when and how you ask parents/families about
these topics.
I have parents fill out the intake for under two form which describes their routine at home. I also
have parents bring pictures of their family to put in the classroom. Parents are encouraged to visit
the classroom at any time and share any special traditions and cultural values. While their child is
enrolled, I have informal conversations in person and through texts and phone calls to keep me
updated on changes in their child’s life.

Give examples of how you can provide information to families using daily care sheets, parent
information boards, newsletters or other print, informal conversations, emails, texts, or phone calls,
regular parent-teacher conferences.
I have a parent information board, Facebook page and provide handouts to parents to inform them
of special events coming up. I also make sure to have informal conversations as time allows at drop-
off and pickup. If I have an immediate need to talk with a family, I text them asking to set up a
parent-teacher conference.

Give examples of how family involvement is promoted through opportunities for participating in
events or classroom activities during the day, opportunities to participate in family social events
during evenings or weekends, requests for assistance with preparations, events or donations of
materials, participation in parent advisory council or input into program operation.
Family involvement is promoted by inviting parents to special events during the day, having a family
member volunteer in the classroom when needed and making them aware of any social events on
weekends.

Give examples of how you can work with families on shared caregiving issues—such as special needs,
foods being served and consumed, daily care issues, separation issues, etc.
When issues arise with their child I will speak with the parent and get their ideas on how to best
resolve the issue. I always attempt to follow what they feel is appropriate if it meets licensing
requirements. On my childcare Facebook page parents can view the menu for the week and give any
input if they would like their child served something different. Food allergies are taken very seriously,
and all parents are made aware if a child in the classroom has a food allergy. such as a nut allergy.
When a child begins, I explain to parents that separation anxiety is very normal and will decrease as
time goes by but that they should tell their child goodbye and reassure them that they will be back
soon.

Describe how you can provide support for the development and maintenance of each child’s home
language and family traditions—signs and labels in room use home language of families in program
as well as dominant language, you use some terms in child’s home language, familiar names or terms
used for items like child’s blanket or pacifier, examples of adapting to family’s caregiving preferences,
etc.

I support each child’s home language by asking parents to visit the classroom if they can and share
their home language with me. I also offer to have them provide information on important language
their child uses for items like their blanket and bottle.
Give examples of situations where you would adjust your care routines to align with a child’s and
family’s preferences—familiar lull-a-bye for nap ritual, introduction or serving of foods match family
preference or avoid child allergies, etc.

I let parents know that I am open to reading stories or serving food that their child eats at home if it
is not something another child is allergic to. I follow their lead on introducing new foods, so they
align with the family’s preferences. Parents are also welcomed to bring their child food from home if
they would like.

One family wanted their child to be read to before nap with a book from home that helped comfort
their child. Every day I would sit their child in my lap and read the book before laying them in their
bed. The family appreciated that I was able to include their family routine into our day.
Describe the process you would use to work with a child with an IFSP, including how you would
communicate effectively with families, colleagues and specialists to implement plans as needed. If
you have worked with one or more infants or toddlers who did have an IFSP or special needs, explain
how you worked to support the child and family.

I have worked with many toddlers who have special needs and try my best to follow their plan by
altering my daily schedule to accommodate specialists to come into my home and work with the
child. I follow all recommendations for extra help as much as possible.

Describe how you would provide parents with information on community resources (e.g., health,
mental health, oral health, nutrition, child welfare, parenting programs, early intervention-special
education screening and assessment services, and basic needs such as housing and child care
subsidies). Give an example of a situation where you referred a family to a resource in the
community (formally or informally) – do you have brochures, handouts, binder or list available and
used to refer families as needed?

I have many brochures for community resources and phone numbers posted to child welfare and
other important agencies. Recently I referred a family to an early intervention specialist so they could
discuss concerns they have about their son.

Give examples of your use of community resources available to support and expand your
professional skills and knowledge. Have you gone to or used information, services or materials from
your local CCR&R, Family Resource Center, library, professional association or support group, YMCA,
health department, etc.?

I work closely with a YoungStar consultant, participate in the food program, use the 4-C website for
information on trainings offered and my local library for materials to assist in the classroom.