Family

Partnerships:

Effective

Culturally-

Sensitive

Communication

Strategies for

Working with

Families” Heather Hammond-Williams, MACD

Alycia Granado, MACD

Heather M.A. Child

Development ITS Parent

Educator Adjunct faculty @

Crafton Hills & VVC

Mom to 8 (3 humans, 3 dogs, & 2 Fish!)

Sleep, Coffee & TV

Alycia Granado

M.A. Child Development

ITS Program Coordinator, Adjunct faculty @ Crafton Hills & CSUSB

Mom to 5 (3 humans, 2 dogs!)

Reading & Yoga

Heather

M.A. Child

Development

ITS Parent

Educator

Adjunct faculty @

Crafton Hills & VVC

Mom to 8 (3

humans, 3 dogs, &

2 Fish!)

Sleep, Coffee & TV

Alycia Granado

M.A. Child

Development

ITS Program

Coordinator,

Adjunct faculty @

Crafton Hills &

CSUSB

Mom to 5 (3

humans, 2 dogs!)

Reading & Yoga

Overview of Presentation Caregiver Stages of Relating to

Parents

Essential Elements or Partnerships

Communication Toolbox Activity

Communication Strategies

Communicate Across Culture Goals and Definitions 5 Areas of Non-Verbal

Communication/Miscommunication Third Space

5 Outcomes of Cultural Conflicts RERUN

Handling Cultural Conflicts

Key Elements for Parent Teacher Conferences

Mock Parent Teacher Conference Activity

Barriers to Communication

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Caregiver Stages of Relating to

Parents

Caregiver as Savior

Caregiver as Superior

Caregiver as Partner

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Caregiver As

Savior In this stage, caregivers

are out to save each

child in their care from

his or her parents.

The caregiver plans to

save the whole world

through working with

children.

Most people move out

of this stage when they

realize that their

influence is only

temporary.

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Caregiver As Superior to Parent In this stage,

caregivers see

parents as clients.

The savior effect

is still in effect

(although

lessened) as

caregivers see

themselves as

superior

substitutes for

parents.

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Caregiver as Partner

to Parent/Family In this final stage,

caregivers see

themselves as

supplements and

supports to parents.

The parent and

caregiver share in the

care of the child.

The caregiver

encourages children’s

sense of belonging in

their families.

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Essential Elements or Partnerships Observation awareness of

how parent/child

interacts*

Determine Parent

Personality Fit

Autonomy

Independence

Interdependence

Interactions Preferences

Establish Parents’ Beliefs

About Child-

Rearing/Discipline

(Guidance)

Intake Forms

Ask Questions*

Communication styles*

Involvement

Decision-Making Power

A Welcoming Environment

Consideration of Barriers*

Understanding of Diversity*

Cultural Conflicts* Put yourself in their shoes

Stereotyping Treat all members of the

group the same

Openness & Attitudes Awareness, tolerance,

acceptance, respect, appreciation

H

Questions to Ask Ask Direct but Sensitive

What is the family’s cultural perspective on child rearing?

Intake forms-

What are their child-rearing goals?

What are their child-rearing practices/routines?

What does research actually say?

Are program policies culturally sensitive and relevant across cultures?

H

Maximizing Family

Interaction Establish strong home-school connections

And within school connections

Parent Involvement in the Classroom?

Why is voluntary parental involvement

more effective

than mandatory involvement?

Validate without judging

Create an unbiased enrollment form

Wording matters

Generate a family welcome letter

Translation???

Link families with needed resources

Know their parental beliefs to make

appropriate suggestion

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Communication Toolbox

We need lots of communication tools/strategies

to effectively communicate with parents

Effective communication empowers families

creates a partnership

A

Communication

Strategies Give parents control of the dialog

Share personal experiences

Communicate openly with parents.

Developing your listening skills

Developing a problem-solving attitude

It is a TWO-WAY process

Let parents know you heard them.

Use forms of validating communication

Be direct but sensitive

I-Messages

Trying to talk to each parent each day

Get to know your families

A

Communicating Across Cultures 1st- Educate yourself to communicate even when share

common language (best way is through observation)

Important that teachers and caregivers understand

cross-cultural communication

Interpreting the meaning of the behavior or what the

person prefers than what is natural from our own culture

Childrearing practices- beliefs, goals, and values behind

them (sometimes conflicts with Licensing Policies)

Independence

Feeding

Toileting

Napping

• Holding/Comforting

• “Spoiling”

• Discipline

• Setting Up Play Environment

A

Cultural Differences Definitions and Goals May Be Different

1. Listen to parent’s goals/desires and perspectives

2. Respect Differences even if cannot do it

(Licensing/Policy Issues)- Dramatic Play Example

Toilet Training Example

Mother said 1 year old was pottie trained

Caregiver said no!/Show me (Observe)

Caregiver- encourage child to be independently

take care of his/her own toileting needs

Independence- 12 months too early/child needs adults

help

Mother- partnership of adult and child

Interdependence- mutually depend on each other

“Catch in Time” know the signs/timing of event

A

5 Areas of Non-Verbal Communication/Miscommunication 1. Personal Space

Americans are not as intimate= need space/personal bubble

2. Smiling- Smiling Diversity Asian cultures tend to repress facial

expressions as much as possible

Vietnamese- variety of meanings of smiling

Russians often misinterpreted as not happy when they are

Latino & Arabic tend to exaggerate emotions/smiling

Men typically smile less than woman

Americans feel other cultures smile at wrong time and place

A

5 Areas of Non-Verbal Communication/Miscommunication

3. Eye Contact

Asian- lack of respect towards elders

Native Americans- disrespectful

African Americans- better way to communicate other than words

Deeping look towards children

Avoid eye contact with Caucasians

4.Touch

Americans/Canadians- bosses touch secretaries more often then vice versa (wanting or insulting)

A

5 Areas of Non-Verbal Communication/Miscommunication

5. Silence

Different meanings-

uncomfortable

Japanese American

women- pause before

speaking; shows one was

listening

Native Americans-

silence is ambiguous

New situation=respect;

keep quiet or do not

know anything

A

5 Outcomes of Cultural Conflicts

1. Resolution through Negotiation resulting in

Compromise

“lets figure this out together”

E.g., Messy activities

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5 Outcomes of Cultural Conflicts 2. Ongoing Management

of Unresolved Conflicts

Disagree on issues

Argument

Agree to disagree

TRUST- Both have best

interests of child/love

for child

E.g., Dramatic Play-

gender roles

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5 Outcomes of Cultural Conflicts

3. Teacher Education

Understand parents’

point of view,

broaden, adjust and

fine tune their own

goals, policies,

procedures like

parents

Learn parent’s way

Potty Example

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5 Outcomes of Cultural Conflicts 4. Parent Education

Teachers need to be

sensitive to parents’

goals and values

E.g., Social Skills versus Academics

Do not alienate them

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5 Outcomes of Cultural Conflicts

5. Mutual Education*

Creative problem solving

Dualistic thinking

Two sides ONLY

Need to move to Holistic

thinking- taking

inconsideration the multiple

parts/relationships

“Third Space”- not

compromise but whole new

territory- expand views

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Convincing Parents to Change?

Hard one- Policies require it? RERUN

R= Reflect (others &

self)

Active Listening

E= Explain

Need to listen FIRST

R=Reason

Explain your

position/give reason

BUT LISTEN

U= Understand

Listen, self-reflect, talk, then need to understand

DO NOT automatically try to “Fix” the problem

Negotiate

Self-empowerment

Empower others/Share your power

N= Negotiate

If you get here and Communication breaks down then start reflecting again

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Suggestions on

Handling Cultural

Conflicts

1. Take it Slow

2. Understand yourself

3. Become Sensitive to YOUR OWN discomfort

What is bothering you? Do not ignore it but identify it

4. Learn about other cultures

5. Find out what your parents (individually) want for their children

Their goals, practices, and concerns?

6. Be a risk taker

Mistakes help learning

7. Communicate, dialogue, and negotiate

8. Share your power!!!

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Ways to

Engage Utilize multiple

languages of conversation

Learn basic phrases

Text/phone/email

Aim every two weeks

at least

Informal chats

during drop off and pick up

Classroom journals/logs

Paperwork

All inclusive

A

Parent Teacher Conference When having conferences with

parents:

Physical environment- Warm/friendly

Snacks/coffee/tea/water

Child friendly Be welcoming

Practice Active Listening

Use normal vocabulary (beware of using too much professional jargon!)

Utilize child-rearing scenarios to conduct a mock conference What differences exist between

the families and the child care staff?

What are the family goals for the child?

How are these goals reflective of family culture?

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Barriers to Communication Parents feel like intruders

in schools

Schools may not trust families to make good decisions for their children

Parents and teachers feel defensive when their practices are questioned

Lack of time for genuine communication

Language of communication may differ

Letting disagreements get

in the way of resolution

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Activity- Mock Family Conference

with Challenging Parents Get with a partner

Host a mock family conference

One is the teacher and other a parent

Parent is challenging

I will provide a scenario:

rude, hostile, cursing, upset, and not addressing the item to discuss- child)

Teacher- how would you manage this?

Switch

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(909) 347-

7313

A

Objectives:

Promotion of a secure parent-child

attachment

Teaching positive child guidance methods

(instead of punishments)

Help parents learn how to talk more and

read aloud to very young children

Help parents learn to provide enriching

activities for infants and toddlers

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Free classes for parents-to-

be, parents, & caregivers of

children ages 0-36 months 8 two-hour classes 2x/week for four weeks

in Spanish or English

Childcare (“Child Enrichment Groups”)

light meals

Free children’s books provided every session

Quarterly follow-ups to answer questions

Pre-post class assessments & 6 mos. follow-up

assessments to evaluate effectiveness & ensure

school readiness until kindergarten

Parent educators: M.A. in Child

Development/MSW

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Questions?

References Cultural and Linguistic Diversity (2015). All About Working with

Culturally and Linguistically Diverse Families. Retrieved from http://www.unco.edu/cetl/TracyMueller/Cultur al/awareness.html

Derman- Sparks, L., & Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC: NAEYC.

Gonzalez-Mena, J. (2001). Communicating Across Cultures. In Multicultural Issues in Child Care. (3rd Ed.) (pp. 21-31), Mountain View, CA: Mayfield Publishing Company.

Gonzalez-Mena, J. (2001). Dealing with Cultural Conflicts. In Multicultural Issues in Child Care. (3rd Ed.) (pp. 33-44), Mountain View, CA: Mayfield Publishing Company.

Gonzales-Mena., J. & Eyer, D. W. (2013). Infant, toddlers, and

caregivers: A curriculum of respectful, responsive, relationship-based care and education. (10th Ed.) . New

York, NY: McGraw-Hill Education