Introducing Family-Centered Practice

Because families are central to their children's development, particularly during the early-childhood years, they are partners, active participants, and decision-makers in their children's education process. As a result,family-centered practice被认为是早期儿童教育，计划和服务的质量指标之一。在家庭为中心的实践中，信念是家庭是孩子生命中最重要的决策者（Sandall，Hemmeter，Smith，＆Mclean，2005）。

Family-centered practice also means that you, and all program staff, understand the important effect all family members have on each other and on the individual child. Each family member affects the other and the ways that the family functions. All family members are interconnected. From our families, we learn skills that enable us to engage in school and the workplace.

When considering family-centered practice, you view each child or youth as part of a larger system; you view family members as a whole family system. As a T&C or manager you help program staff become aware of and sensitive to the interactions and relationships taking place within the family, as well as outside interactions and supports that affect them. It is important that your entire program staff understand that to maintain relationships with families and to work effectively together, you learn, respect and understand characteristics of each family and its support system. You can also consider the characteristics and stressors that may affect a family's involvement. What affects one family member can affect all family members. A family is a complex system in which no one member can be viewed in isolation.

Throughout the Virtual Laboratory School, we consider family-centered practice as an umbrella term that encompasses the beliefs and actions of people in your program. Consider this table:

Family-Centered Practice Family-centered practice is a set of beliefs and actions that influence how we engage families.
Beliefs	行动s
家庭是孩子生命中最重要的决策者。	我们了解家庭的想法和偏好。 We provide choices in programming. We involve families in program leadership. 我们涉及在决策中的家庭。
家庭是独一无二的，他们的差异丰富了我们的计划。	我们尊重和尊重多样性。 我们涉及孩子生命中的所有重要人物。 我们聘请并涉及家庭。 We develop responsive and reciprocal relationships. 我们代表我们的计划中的家庭。
家庭是有弹性的。	We learn about families' strengths, needs, and circumstances. We connect families with resources. 我们建立家庭的优势。
家庭是发展和学习的核心。yabo电子游艺	We share information with families. 我们听家人。 We view families as their child's first teacher. 我们尊重家庭对孩子的专业知识。
Families are our partners.	We use respectful, responsive, and two-way communication. We reach out to families. We involve families in all aspects of our program.

As a T&C or program manager, you should make an effort to get to know the families in your program. You should convey and model for program staff the importance of understanding each child and family, as this creates opportunities for you to better support the children or youth in your care. You can learn more about family-centered practices in the Family Engagement course.

欢迎每个孩子和家人

Where do you feel welcomed? What happens in that place that makes you feel welcome? Do families feel welcome when they come to their child's classroom? How are families greeted when they call the program or ask a question?

T&Cs and program managers take a leadership role when it comes to welcoming families to the program. As a leadership team, T&Cs and program managers should discuss how they will unite to support the program's mission to not only care for children but to also care deeply about the children's families. T&Cs and program managers set the tone for the program. They welcome parents in ways that make them feel connected to the program. Just as they care about how the children are welcomed, they pay attention to how parents are included in the program not only at drop-off and pick-up times, but throughout their child's day.

It is important that T&Cs or program managers ask parents how they want to be involved, and remind family members that they are a vital part of the program. Parents should be able to choose to be involved in many ways-for military families in particular, it is critical to have flexibility in how parents can participate. Equally important, T&Cs should have conversations with program staff, and observe their interactions with families, to ensure families are appropriately welcomed and have multiple ways to be involved in their child's particular classroom.

父母希望对该计划和孩子进行有意义的对话。作为T＆C或Manager，重要的是您有助于确保在每个教室内发生这种情况。特别是T＆CS应该花时间观察接送或下降互动，以及在儿童保育方案中，审查家长教师会议文件，帮助工作人员反思他们如何对孩子进行沟通，以及它们如何使用这些了解有关家庭的更多信息，并与每个孩子的家人形成合作关系。当父母在课堂或更大的程序中志愿者时，他们需要明确的方向，目的，并了解他们的期望是什么。服务于计划咨询委员会的父母需要知道他们的声音与董事会中的其他人同样重要。

In addition, a family handbook can assist T&Cs and program managers in talking with parents about program mission, philosophy, policies, procedures, roles, and responsibilities. For program managers, this can be a great informational item to share with families as you enroll them in your program, and opens the door for you to share more about the program, and answer families' questions. Asking parents for ideas to add or include in the family handbook is another way to demonstrate that families are important decision-makers and part of the program community.

确保家庭的另一个核心方面在您的计划中感到欢迎，确认计划工作人员更新有关孩子日和周的家庭。正在进行的沟通，包括双向沟通，父母和儿童的照顾者交流有关孩子的信息，很重要。代表孩子共同努力所有缔约方。计划工作人员在不确定如何与儿童家庭接近特定问题或主题时，还必须能够联系到T＆CS或计划管理人员。应该准备好的T＆CS和计划经理，帮助计划人员学习如何敏感地接近家庭。有时候T＆CS或计划经理可能是看护人和家长之间的会议的一部分，或者他们可能会帮助工作人员为会议做好准备，并确保他们有适当的时间和空间与家庭沟通。

T&Cs and program managers may have to explain to families why the program promotes developmentally appropriate practice, how the chosen curriculum supports youth development, and stages of development. Sharing information with families that helps them be better informed as parents is a component of program leadership. You may do this in the form of print resources, family workshop nights, and in one-on-one, or team meetings with individual families.

计划经理should have clear feedback mechanisms in place to understand how the program is meeting families' needs. It is important to ask questions and provide families with different methods to give the leadership team feedback (questionnaires, suggestion box, one on one conversations, family events).

T&Cs and program managers should also focus on families' strengths.Allfamilies have strengths and全部families have challenges. Model for others a focus on each family's strengths. T&Cs and program managers can engage staff in forming relationships with families and set the tone for a warm, welcoming program atmosphere. T&Cs and program managers serve as models and leaders who demonstrate the true spirit of caring for families.

观看下面的视频，听到T＆CS，程序经理每天描述与每个家庭连接的重要性以及与父母建立合作伙伴关系的重要性。

计划管理：欢迎家庭

帮助家庭为孩子提供服务

满足家庭的需求，确保他们觉得欢迎，并在担心T＆CS和计划经理的工作方面的所有重要方面提供帮助。在许多情况下，T＆CS是第一人事人在担心孩子的发展时谈判。为每个孩子进行正在进行的进度监测系统，该系统表明其或她的增长和发展提供了与父母分享的优秀文件。在一天中的各个时代保持观察记录对于记录儿童如何随着时间的推移而在学习新的信息和技能时，这也是至关重要的。还应鼓励家庭分享他们在家中观察到的信息。家庭通常是第一个通知他们的孩子遇到困难的人。

条例和程序经理协助项目工作人员和families with documentation and referrals to appropriate agencies when there are questions about a child's development. They should have access to phone numbers, addresses, and other written information concerning vision and hearing screenings, health-care providers, early intervention services, school district special services teams, and mental health service agencies. These can be difficult conversations to have with families and so great care and sensitivity must be used when relaying any concerns with children's families and sharing information about the child. When approaching a family with concerns about their child's development, you should be prepared:

• 向家庭询问他们的担忧以及他们对孩子在家里的经历中注意到的事情。
• With documentation from the child or youth's experience in the program to help explain your concerns.
• With a list of resources to discuss together potential next steps.
• 听家庭。听证会或谈论他们孩子的发展可能是一些家庭的情感体验，特别是如果生命中还有其他压力。
• 为了强调您在这里帮助支持家庭及其孩子，并且您的计划人员希望与家人一起工作，以尽可能地支持他们的孩子。

When programs enroll children who receive special services, the T&Cs and program managers should ensure that the children and teachers have adequate resources and supports. Teachers need training and consultation to work with children with disabilities. The T&Cs or program manager will need to work collaboratively to ensure that an infant's individualized family service plan (IFSP) outcomes or a preschool child's individualized education plan (IEP) goals are addressed. The child's family, the school district or agency personnel, and the child care program leaders are a team working on behalf of the child with disabilities. Successful inclusion of children with disabilities requires careful planning, intentional teaching, and ongoing communication among all team members. You should follow your Service's procedures for how to support children with special needs and what is needed regarding IFSP or IEP documentation. You can also access theKIT resources与项目员工发展策略s to support children with a variety of special needs.

有优秀的可用资源(reference list) that T&Cs and program managers may use for professional development for themselves and members of their staff. Training and appropriate resources for staff and families are essential to successful inclusion and should be explicitly written into any IFSP or IEP document for children with disabilities attending a child-care or after-school program. It is important to remember that families, or sometimes children's special service providers (e.g., occupational therapists, speech therapists, physical therapists, early intervention specialists, etc.), can be a great resource for how to appropriately support a child with special needs. As a T&C or program manager, you can arrange meetings where you and the appropriate program staff come together to learn specific techniques to use in the classroom to support the child. When appropriate, you can even help families and program staff work together on how they might talk to other children in a child's classroom about their special abilities. See the Learn attachment from the PACER Center Champions for Children with Disabilities resource,Telling Classmates about Your Child's Disability May Foster Acceptance, for more information. Although this resource is framed for families, it has many helpful ideas and strategies for how families and staff may thoughtfully approach discussions around children with more significant unique abilities with the larger classroom community.

Watch the video below to hear T&Cs and program managers describe their role in ensuring children with disabilities and special needs receive appropriate care and how to support staff members and families through the journey of caring for these exceptional children.

Program Management: Families with Special Needs

与社区合作伙伴的合作

该计划经理代表本地机构，学校和企业的计划。计划经理may be involved in local groups such as a child care directors’ association, an interagency council focused on youth development and career training, a local community college work group, family advocacy groups and other associations or boards that promote child and family well-being. The program manager demonstrates a commitment to partnerships with other agencies and businesses in the community. As the face of the program, the manager acts with integrity and professionalism.

Some community partnerships may involve program managers committing to carrying out policies and procedures as outlined in memorandums of understanding (MOUs). MOUs are sometimes developed between organizations to organize and facilitate agreed-upon services for children and parents. For example, a child-care program may have an MOU with a birth-to-3 early-intervention agency that indicates in writing that the agency will conduct developmental screening for infants and toddlers enrolled in the child-care center at no cost to the parents or child-care organization. An MOU for developmental screening may commit the program manager to obtaining signed permission forms from parents in order to have their infants screened, explaining the screening process, and including parents in the process. Arranging for space at the child-care center for the agency staff to conduct the screenings also may be part of the MOU. Such an agreement means parents learn more about their child's development without the need for families to travel to another agency or take time off work. When program managers work together with community agencies and businesses, the time spent on collaboration can result in enhanced service to the children, families, and staff.

其他社区协作活动，T＆CS和计划管理人员可以参与包括：

• Shared professional development opportunities (workshops, webinars, conferences) for themselves and their staff
• 申请赠款，奖学金，员工材料的机会（例如，一些公民团体和服务机构为学校和机构提供特别思想的补助，例如添加更多科学相关材料）
• 受益于志愿者来回的机会m the community who can share their skills and expertise with the staff and children
• Fee assistance support for military families without access to an on-base child care provider, such as through Child Care Aware,https://usa.childcareaware.org/fee-assistancerespite/military-families/。非军事附属家庭，见：http://childcareaware.org/families/paying-for-child-care/federal-state-child-care-programs/
• Making information about child care subsidies available by sharing resources about the Child and Dependent Care Tax Credit (CDCTC -https://crsreports.congress.gov/product/pdf/R/R44993/7) and the Child Care and Development Fund (CCDF -https://www.benefits.gov/benefit/615) by sharing access to resources about them.

建立协作关系需要时间和注意力，但它在提高儿童和青年计划的整体质量方面往往具有有意义的结果。Groups that focus on professional support for T&Cs (e.g., a coaches group) or program managers (e.g., a child care director's group) can provide those in leadership positions with a network to share their celebrations and challenges and to create new friends and colleagues among those working on behalf of children and families.