Developing Successful Family Partnerships across

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Transcript Developing Successful Family Partnerships across

Developing Successful Family
Partnerships across Ethnically and
Linguistically Diverse EC Learning
Linda C. Halgunseth, Ph.D.
Office of Applied Research
Family Partnerships
a) Two-way dialogue
b) Team-oriented approach
c) Relationship between Educator/Caregiver
and Family
Not Parent Education
Parent Education is not a true partnership
Implies the professional has all the
Disregards the knowledge-base and
strengths of the family
Family Partnerships Help
Children Succeed!
Higher preschool performance and
promotion to next grade 1, 2
More positive engagements with peers,
adults, and learning3
Buffers negative impact of poverty on
academic and behavioral outcomes4
Benefits persist over time4
Demographic Shifts
and EC Educators
44.9% of children ages 0-4 are of color5
More than 16% of children in preschool
programs speak languages other than
English at home (50% in some parts of
the country)6, 7
Many EC teachers do not feel they were
properly prepared to work with culturally
and linguistically diverse families8
Culture and Family
Cultural Values9, 10
Values Motivate Family Behavior9, 10, 11
Diversity exists within each Cultural and
Ethnic Group (“No somos iguales;” Stress
vs. Cultural Values; financial strain,
Hierarchy)10, 12
Language and Families
Cognitive & Social Benefits
innate capacity to learn and distinguish multiple
languages from birth13, 14
early dual exposure does not delay development in
either language14
greater brain tissue density (language, memory, and
more neural activity17
stronger social skills, teacher-child relationships, and
less likely to be bullied by peers18
Long Term Benefits19, 20, 21
Why Change Practices and Policies?
Demographic shifts will continue
2050 predictions; ethnic-minorities will become the
majority group22
Identity formation starts in early childhood4
Benefits of Family School Partnerships4
Dual Language program predicts positive child
Old way is not working15, 22
Policy Recommendations
Incorporate cultural competence in EC standards
New Project; QRIS; NAEYC & A.L Mailman
Davida McDonald, Senior Public Policy Advisor, NAEYC
Require all EC staff to understand first and second language
Continue to monitor the growth and achievement of young
ELL children
Require cross-cultural or inter-cultural competent staff
Recruit and retain additional EC staff at all levels who are
representative of the cultural and linguistic background of
the children in your program
Practice Recommendations
including cultures = enriches program; different does
not mean dysfunctional
Self-Reflection (own background, history,
stereotypes, values, customs, behaviors)
Open Communication
Include Family in Curriculum Development
surveys, questionnaires (What are your family’s goal for
your child; work together to achieve)
Practice Recommendations
Invite Community Role Models and Volunteers
Build on Language Capacities of Child
Teaching Young Children (News From the Field,
Nursery Rhymes, Songs, Extended Vocabulary,
Early Literacy Skills22
Nonverbal Communication
Thank you!
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part of the consciousness of the child,
then the culture of the child must be first
in the consciousness of the teacher.”
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The National Association for the Education of Young Children (NAEYC) has received a
planning grant from the A.L. Mailman Foundation to determine the feasibility of
developing criteria, as well as a tool, to measure the level of cultural competence in
quality rating and improvement systems (QRIS). Contact Davida McDonald, Senior
Public Policy Advisor (NAEYC), for more information: [email protected]
For more information about Teaching Young Children, contact Derry Koralek, Editor,
[email protected]
Linda C. Halgunseth, Ph.D.
Research Coordinator
Office of Applied Research (OAR)
National Association for the Education of
Young Children (NAEYC)
1313 L Street, NW Suite 400
Washington, DC 20005
(202) 350-8859
[email protected]