The Whole Child
Establishing Strong Family-School Communication:
abc's of child development
For parents
for early care providers


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Observational activity
Make arrangements to observe in several classrooms at a childcare center and note the different ways that teachers are communicating with parents. Be sure to observe any informal conversations about the children at arrival and departure times. Were information and observations shared with parents about children and their experiences during the day? Are notes, newsletters or any other form of written communications used regularly by the teachers? What kind of information is shared with parents this way? Do the teachers use phone calls to communicate with the parents and for what reason? Are teachers communicating with parents through the children's work and/or words displayed in the classroom?

During and after your observations and conversations with the teachers at the child care center, summarize your findings and then suggest other ways that teachers could communicate with parents at that center.

Activities for the classroom
A child comes to school acting listless and looking pale and washed out. At naptime, when he undresses, you find he has several bruises on his chest and around his arms, and he complains that his neck hurts. There has been a previous occasion where he arrived with a bump on his head and a black eye, which his mother said were die to his falling down a flight of steps. Under these circumstances, do you think it wisest to approach the parent with your concern, or are there alternative solutions that should be explored? If the parent, in your judgment, should not be approached, what agencies in your own community would be the most appropriate and effective ones to contact?

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