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PARENTS AND TEACHERS: WORKING
TOGETHER
Harry Ireton, Ph.D.
Way To Grow's home visitors,
called Family Resource Advocates, work with parents in many ways.
They are teachers of children's first teachers-their parents.
They teach parents to be more
effective teachers by providing them with information about
children's development and school readiness, by talking with them
about their child's learning and by coaching them.
Parents and teachers are
committed to the development and school success of their children.
They both know that success in school is the main pathway to success
in adult life. Also that school failure is a strong predictor of
other difficulties in school such as behavior problems, and in later
life.
These days, the question of
children's SCHOOL READINESS casts a long shadow over the land.
Parents are worried and
teachers are worried. From day one at school, and even before,
parents and teachers both wonder and worry about children's
readiness for school and their early learning in school. While
teachers know more about child development and the education of
children, parents know their child best and are "the experts" on
their child.
PARENT-TEACHER CONFERENCES
provide parents and teachers with an important opportunity to
compare notes, raise questions, enjoy the child's progress and talk
about any concerns that the parent or teacher has about the child.
Parents and teachers both wonder whether they are "on the same
page?" Conferences are a source of anxiety and apprehension for
parents, and also for teachers, as both may be uncertain about how
well it will go.
Traditionally, parent
conferences have tended to be heavily child-centered and
teacher-driven as the teacher discloses all she has learned about
the child, Involving parents in a more balanced discussion of
their child can create a parent-teacher collaboration that better
meets the needs of both parent and child.
Teachers have their own ways of
doing things, as we all do. Ongoing periodic communication between
parent and teacher establishes the relationship. Then conferences
can clarify things and create a more complete picture of the child
based on parent and teacher observations, questions and, sometimes,
concerns.
I have had the good fortune as
a psychologist to work with early childhood teachers
who have been open to new
ideas. One such idea is having parents complete a questionnaire
before the conference. This Child Development Review - Parent
Questionnaire (CDR-PQ) that I developed briefly asks parents to
describe their child and report any questions or concerns they may
have. The teacher then knows, before the conference, what is on the
parents' mind and can better prepare for the meeting. Also,
completing the CDR-PQ helps parents organize their own thoughts
about their child before the conference.
Kathy Ofstedal, former early
childhood program director and now St. Cloud State University
faculty member, has made very creative use of the CDR-PQ and done
some research with it. She has learned things from parents that
might otherwise have gone unspoken.
In one family, a 4 year old boy
who was doing well at school was driving his mother crazy with his
misbehavior at home. Happy ending: Kathy brought information to
the conference for the Mom that helped her effectively modify the
child's behavior. Kathy has many such stories about the benefits of
being better prepared for her parent-teacher conferences.
Research with parents of three
to six year olds in her preschool program revealed an array of
parent concerns. Parents of these preschoolers were most often
concerned about their children's behavior and discipline---43
percent of parents!.
Less often they raised
questions or concerns about their child's adjustment to
preschool--15 percent.
Speech and language problems
were the commonest concern about children's development---15
percent.
They also used the
questionnaire as an opportunity to ask for advice regarding---How
to-promote my child's self-esteem, help my child overcome fears,
among other things---8 percent.
These parents were Asking for
Help for a number of common parent concerns. And Kathy was there
for them, providing needed help and directing them to additional
help when needed.
For Kathy, the questionnaire
and the questions parents raised became an integral part of the way
she related to and worked with parents.
People, it's all about
process. The tools that we use work well only when they are part
of a thoughtful ongoing process . Having said that, here, finally,
is the Child Development Review - Parent Questionnaire.
The CHILD DEVELOPMENT REVIEW -
Parent Questionnaire includes five key questions and a Parent
Concerns Checklist.
Your observations of your child
and your questions and concerns about his/her health, development
and behavior provide important information to talk about at a
parent-teacher conference.
Q1 Please describe your child
briefly?
Q2 What has your child been
doing lately?
Q3 What are your child's
strengths?
Q4 Does your child have any
special problems or disabilities? What are they?
Q5 What questions or concerns
do you have about your child?
PARENT CONCERNS Checklist
Health
problems Immature; acts
much younger than age
Growth
Hearing and
Vision Dependent and
clingy
Clumsy; walks or runs
poorly Passive; seldom show initiative
Clumsy doing things with
hands
Disobedient; does not mind
well
Habits (Eating,
Toileting, Temper
tantrums
Sleeping)
Overly aggressive
Energy; tired, sluggish
Can’t sit still; may be hyperactive
Does not pay attention; poor listener
Not talking well for
age
Speech-difficult to
understand Timid, fearful, or worries a
lot
Often seems unhappy
Does not seem to understand
Seldom plays with other children
well; slow to "catch on"
School Readiness (pre-K)
or Other_________________________
Slow learner at
school
Please comment on any problems
you have checked.
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