Families as Partners - Amazon S3 · Families as Partners This document is to be used by...

Families as Partners

This document is to be used by organizations who have purchased ReadyRosie. It may not be copied for general distribution beyond the school/classroom that has purchased a ReadyRosie License.

OVERVIEWIn this one hour workshop families will share and build upon their expertise as their child’s first teacher and examine how their important role evolves as their child grows and develops. Discussions and hands-on activities will facilitate a deep understanding of developmentally appropriate expectations for children. Families will discuss research on the impact of family engagement, school readiness, and success.

Finally, the role of technology will be explored.

Facilitator’s Guide


INTENDED TIMEFRAME:This is a 1 hour workshop. This facilitator’s guide includes a 30 minute extension on media usage to give practitioners the ability to modify or extend this workshop.

LEARNING OUTCOMES: Participants will:

» Explore family assets and protective factors.

» Understand how to build upon their expertise as their child’s first teacher and how that role evolves as their child grows and develops.

» Identify developmentally appropriate expectations for their children.

» Explore the impact of family engagement and on children’s school and life success.

» Establish a goal and action steps for engagement.

» Explore hands-on, developmentally appropriate activities through ReadyRosie tools to make family learning and engagement a part of daily life

» Extension: Discern pros and cons of media use and create a media usage plan for their families.

WORKSHOP FORMATNote: Each activity has a recommended video but other video options are provided so facilitators can customize the workshop to meet the age/skill needs of participating families.

1. Welcome and Warm-up

2. Family Assets and Protective Factors

3. Role as First and Most Important Teacher

4. Developmental Ages and Stages

5. Family Engagement and School and Life Success

6. ReadyRosie as a Learning Tool Practice

7. Closure

MATERIALS1. PowerPoint Presentation

2. Computer with internet access

3. Materials

» Sign-in sheet

» Name tags for participants

» Flipchart paper

» Developmental Ages and Stages Handout (English and Spanish)

» Idea Catcher, paper, and pencils for participants to take notes

» Community resource handouts (Local Head Start to provide local community resource handouts you want families to know about.)

» Evaluation

» If doing the Media Usage Extension, participants will need the following handouts:

a. Media Usage Reflection

b. Media Usage Plan

This document is to be used by organizations who have purchased ReadyRosie. It may not be copied for general distribution beyond the school/classroom that has purchased a ReadyRosie License.

Welcome families and introduce yourself

1. Introduce yourself and share why you are excited about facilitating the workshop.

2. Take care of any housekeeping items, such as location of restrooms and announcements.

3. Discuss the following:

» This is a safe place; we are all learning together. All discussions and things we share are confidential.

» This is a chance to build community, to connect and learn from each other.

» Please put your cell phones on vibrate.

» We are on workshop _________ of the series. In our last workshop we discussed ____________. How did your home practice go?

4. Use your Idea Catcher handout to make notes and capture your thoughts throughout the workshop.

ACTIVITY

KEY POINTS


Take a moment to brainstorm three words that come to mind when you think of family and school together.

Pair and share: Turn to a partner at your table, introduce yourself and discuss your answers.

Write down answers on flipchart paper and post at the front of the room.

Recap discussion by summarizing key points participants shared and then stating:

Most people have a story to tell when they think of school and family. It might be a positive or a negative experience. We all bring those experiences, stories, and perceptions with us when our children start and move through school. Years of research tell us that our children perform better in school when families and schools work together and build strong partnerships.

In today’s session we’ll be exploring how families and schools can partner and work together to ensure positive school experiences and academic outcomes for our children.

ACTIVITY

PRACTICE

Warm-up Family and School ReflectionSlide 2

Welcome and Warm-Up10 minutes

DEBRIEF/REFLECT

SUMMARY

TRANSITION

Share workshop objectives by stating that today we will:

» Explore family assets and protective factors.

» Understand how to build upon their expertise as their child’s first teacher and how that role evolves as their child grows and develops.

» Identify developmentally appropriate expectations for their children.

» Explore the impact of family engagement on children’s school and life success.

ACTIVITY

Workshop ObjectivesSlide 3-4

» Establish a goal and action steps for engagement.

» Explore hands-on, developmentally appropriate activities through ReadyRosie tools to make family learning and engagement a part of daily life.

Ask: What would you like to learn about family/school partnerships?

Recap discussion by summarizing key points shared and writing down what participants want to learn on a flipchart. Post the flipchart paper at the front of the room and refer back to it during the workshop and at the end of the workshop as you cover the items they want to learn about.

Let’s start by thinking about the strengths and assets we, as families, bring to the partnership table.

Workshop ObjectivesSlide 3-4

DEBRIEF/REFLECT

SUMMARY

TRANSITION

Family Assets and Protective Factors 15 minutes

Family Assets and Protective Factors Activity

1. We have six signs posted around the room. Each sign represents strengths and practices that help families thrive and survive difficult times. We’ve talked about many of these strengths in previous workshops.

2. I’m going to briefly review the definitions on the signs around the room.

3. When I say “Go,” you are going to walk to the sign that most represents your answer to a question I’m going to give you.

Briefly review definitions and give a brief example of each

1. Nurturing Relationships: Show affection, share feelings, support and encourage each other, communicate by listening and speaking respectfully.

2. Establishing Routines: Family meals, shared activities, meaningful traditions, dependability.

3. Maintaining Expectations: Clear expectations and boundaries, fair rules, contributions to the family, open about tough topics.

4. Adapting to Challenge: Managing daily commitments, problem solving, decision making, adaptability when faced with change, resilience.

5. Connecting to Your Community: Relationships with others, activities, supportive resources, neighborhood/friends support each other.

6. Understanding Parenting and Child Development: Knowing your child and what is developmentally appropriate. Consistent, loving, fair parenting strategies.

Ask: Which of these strengths and practices did you see most in your family of origin?

Tell participants to go. Give 30-60 seconds for them to reflect and go to the strength sign of their choice.

Pay attention to the group’s choices.

ACTIVITY

PRACTICE

Family Assets and Protective Factors Slide 5-6

Slide 6

(Continue slide on next page)

Have participants share why they chose that strength with someone in their group.

Ask: Which of these strengths and practices do you most value as a parent? Allow the group 30 seconds to move if they select a different answer.

Pay attention to the group choices. Have participants return to their seats.

Ask: How many of you chose the same strength from your family of origin and as a parent?

Ask: Are there one or two family assets that you’d really like to work on in your family?


» Research says that these factors protect your family, especially in stressful times.

» You bring amazing strengths and assets to your family, your school and your community.

» Families thrive when these strengths and protective factors are robust in their lives and communities.

» Nurture yourself and your family assets.

» We learn many of these strength from our families.

As you experienced in this activity, children learn a lot from their families. You are your child’s first and most important teacher. Let’s look more in-depth about what being your child’s first teacher means and how you can share your expertise as your child’s expert by partnering with your child’s school.

Family Assets and Protective Factors (continued)

Slide 5-6

DEBRIEF/REFLECT

SUMMARY

TRANSITION

Your Child’s First and Most Important Teacher 10 minutes

What does it mean to be your child’s “first teacher”?

Watch Video: Susan Newman: What does it mean to be a child’s “first teacher”: or Luis Hernandez: ¡Usted es el mejor maestro de su hijo!

What daily “learning” moments happen in your family?

Table reflection and discussion:

» At your tables you are going to discuss what being your child’s first teacher means to you.

» Brainstorm answers to this question: What daily “learning” moments happen in your family?

» Select one person to write down answers on a blank piece of paper at your table.

» You have one minute to discuss. Go! Walk around the room and note what is being written. Assist any groups who need help.

Look at how much learning is happening in your homes. Part of what we want to think about during this workshop series is how we can be “intentional” in recognizing learning moments and taking time for them.

“Pantry Talk” - we are going to watch a ReadyRosie video. See what you think the parent is “teaching” their child.

ACTIVITY

ACTIVITY

PRACTICE

What does it mean to be your child’s “first teacher”?

Slide 7-8

Slide 8DEBRIEF/REFLECT

SUMMARY

Watch “Pantry Talk” Video

Ask: What do you think the parent was teaching in this video?


» As we talked about earlier in the family strengths and assets activity you are daily teaching your child by:

» Creating loving and nurturing relationships, having routines, talking, playing, eating together, cooking together, singing, showing and reinforcing character traits, providing limits, telling stories, sharing books etc.

» These are all natural learning opportunities that make you, your child’s first and most important teacher.

» Children spend only 20% of their awake time a year in a classroom setting. That means that 80% of their learning time happens in non-school settings. (Lopez, M.E. & Caspe, M. 2014)

As we talked about earlier, one of the key strengths that help families thrive is being your child’s expert and understanding their development. We need to provide children with experiences and an environment that supports healthy development. Let’s take a closer look at this.

PRACTICE

What does it mean to be your child’s “first teacher”? Slide 9

DEBRIEF/REFLECT

SUMMARY

TRANSITION

Developmental Ages and Stages 15 minutes

Joys and Challenges of Parenting

1. Tell participants you are going to group them based on the ages of their children. If they have multiple children they can pick which age they most want to talk about today.

» Determine what makes the most sense in terms of dividing the class (ages 0-2, 3-5, 6-9…). You can decide if dividing the group is appropriate based on the class make-up. If all the children are of the same age you may want to modify this section so you do the activity as an entire class.

2. Have participants move into groups.

3. Ask them to take a few seconds to think of the things that give them the greatest joy as a parent. Now think of the things that are your biggest challenges as a parent.

4. Tell parents to share their joys and challenges as a table. They can use a blank piece of paper to create a T chart with Joys on one side and Challenges on the other side. The group can select one person at their table to write them down.

5. Give them 3 minutes to discuss and share.

6. Observe the groups to make sure everyone has time to share.

7. You can note some of the joys and challenges as you walk around and observe the group so you can refer back to them.

Ask: Were there any similarities in your answers? If yes, ask why do you think that is? (Note: It is key to connect that many of the things that drive us crazy about our children are developmental.)

ACTIVITY

PRACTICE

Joys/Challenges

DEBRIEF/REFLECT

Slide 10

Ask: How do we know what is developmentally appropriate? (Note: by observing children and understanding the developmental stages they go through.)

Have participants go back to their original seats.

It is clear that you already know a lot about your children.

Children’s brains and bodies continue to grow and develop as they age. Let’s look briefly at the four areas we think of when we talk about the developmental ages and stages children go through.

Joys/Challenges

SUMMARY

TRANSITION

Slide 10

Every child is unique and develops at their own pace. There are, however, some typical age related stages that children progress through in each of these four categories:

1. Physical Development: Building gross motor (large muscles) and fine motor (small muscles) skills.

2. Cognitive/Language Development: Thinking, remembering, decision making, learning new words and how to communicate.

3. Social Development: Forming relationships with family, friends, teachers and other people as well as relating to others effectively and positively.

4. Emotional Development: Recognizing, expressing, and managing feelings.

Briefly picture your child. Think of what they can do this year vs. last year physically, cognitively, socially and emotionally.

Children often surprise us with the speed they learn and grow so our parenting skills and knowledge are constantly growing as well. What a newborn needs from us is different from what a five year old needs and that is different from what a teenager needs.

We are now going to have some fun looking at some typical challenges and as a class you get to let me know which age range the child is in and which area of development you’re observing. (Note: This activity can be done as a class to save time, as tables or as a pair and share based on time and the group.)

ACTIVITY

Developmental Ages and StagesSlide 11

PRACTICE

DEBRIEF/REFLECT

TRANSITION

I’m going to read a scenario to you. You are going to briefly turn to a partner and discuss the age you think the child is and the area of development they are working on in the scenario.

1. Read each scenario.

2. Give them 10 seconds to discuss.

3. Ask the whole group to share their answer.

4. Take all answers and encourage conversation around different ideas of age and area of development.

5. Repeat for each scenario or modify based on time.

Developmental Ages and Stages QuizSlide 12-15

PRACTICE

ACTIVITY

» parenting challenges are part of our children developing and growing their Physical, Cognitive/Language Development, and Social/Emotional skills.

» Here’s a very, very brief overview of some of the typical ages and stages. We aren’t going to review it because of time but you can take it home to review and think about it when you have time.

» Help the class connect their parenting “Joys/Challenges” with the developmental ages and stages. State: Let’s remember our joys and challenges and look at a few things on the chart to see if they ring true for your experience. Use the Ages and Stages slides to point out information as you ask the questions below. Have any of you had to:

» help your 1.5-2 year through temper tantrums?

» help your 3-5 year olds handle conflict and their emotions?

» help your 6-9 year old handle “losing” or hurt feelings?

Show completed guide and handout the Developmental Ages and Stages Overview.

Being your child’s expert means observing them and understanding the different developmental ages and stages they will go through. Keep the Ages and Stages handout so you can reference it as needed.

You are your child’s expert. When your child gets to school it is sometimes hard to find ways to share what you know about your child with teachers and the school. We are now going to look at ways we can build strong partnerships so schools can benefit from the assets and knowledge we have as families.

Developmental Ages and Stages QuizSlide 12-15

DEBRIEF/REFLECT

Slide 13-15

What is family engagement and why does it matter? 5 minutes

We started the workshop thinking about what comes to mind when we think of families and schools together and the amazing assets and strengths you bring to your family, school and community. We are now going to take a few minutes to think about what exactly family engagement is, why it matters, and what the family role is in family engagement.

Family Engagement Discussion: Turn to a partner and discuss:

Slide: 10 What is Family Engagement and Why Does it Matter?

1. What does family engagement mean to you?

2. Why do you think family engagement matters?


» “Students are more likely to earn higher grades and test scores, attend school regularly, have better social skills, graduate and go on to postsecondary education when schools and families partner.” Karen Mapp, Family Involvement Equals Student Success No Matter Background, August 10, 2006

ACTIVITY

PRACTICE

What is family engagement and why does it matter?

DEBRIEF/REFLECT

Slide 16-18

Slide 17

SUMMARY

TRANSITION

» “The evidence is now beyond dispute. When schools and families work together to support learning, children tend to succeed not just in school, but also throughout life.” Henderson and Berla, 1997

Finding ways to overcome barriers and engage in our children’s educational process is a priority. Earlier, we talked about the power of being our children’s first and most important teacher. This role is the first step in being engaged in our child’s lifelong learning journey.

We are going briefly think of one or two things you want to commit to doing to engage in your child’s education and build a partnership with your school.

I want to:

» Create a home environment that encourages learning by:

» Become involved in my child’s education by:

Turn to a partner at your table and share the things you’d like to do.

Now is the time to put your action plan into practice. Write or draw a picture of your commitments and share them with your family at home.

Let’s use our ReadyRosie app to find one learning activity you want to do at home this week.

PRACTICE

What is family engagement and why does it matter?

DEBRIEF/REFLECT

SUMMARY

TRANSITION

Slide 16-18

Slide 18

Closing and Wrap-Up 5 minutes

Open your ReadyRosie App and search for the activity, “I Love My Family Because”

Practice: Allow 2 minutes to watch the activity

Or if your families are not using the RR app you can assign this as their home practice to accomplish prior to the next workshop and show them how to do a search using the ReadyRosie website.

Debrief/Reflect: Remember the amazing assets and gifts you bring to your family and how important it is to build nurturing relationships. Enjoy doing this activity with your family and see how much love you can share with each other this week.

1. Review the home practice and commitments you want them to focus on this week:

» Do the “I Love my Family Because” Activity at home this week.

» Play at least one ReadyRosie game.

» Keep your engagement action plan in mind and find time to make it happen.

2. Share local community resources you want families to know about.

3. Thank them for coming and remind participants about the next workshop in the series.

4. Help families complete the workshop evaluation before leaving class.

Closing slide

ACTIVITY

PRACTICE

I Love My Family Because

SUMMARY

WRAP-UP

Slide 19-21

Slide 20

Slide 21

TRANSITION

Media Usage Reflection

» Take a few minutes to think of your answers to the following questions. You can write them down on the handout.

» There are no right or wrong answers, just an opportunity to think about your personal and family media usage.

» Read the questions aloud so the quiz is completed fairly quickly.

1. What is your favorite television program?

2. How many hours a day (outside of work) are you using your devices & watching television?

3. How many hours of the day do your children have media on (television, iPad, computer, phones)?

4. Do you mostly use media (TV, computer, phone, iPad) for educational purposes or to keep them entertained when you have things to do? Is it mostly educational or mostly for entertainment?

5. What are your family rules or guidelines about television viewing and media usage?

6. Do you have any concerns about your family’s media usage?

Ask: Does anyone have any insights they want to share after thinking about media usage in your home?

Recap discussion by summarizing key points shared.

We are now going to take a class quiz to look at media usage trends in America.

Media Usage ReflectionSlide 23

DEBRIEF/REFLECT

TRANSITION

SUMMARY

ACTIVITY

Extension: Media and My Family 30 minutes

What does screen time actually mean in the digital age?

We are going to take a few minutes to watch a video and think about what we mean by “screen time” in today’s world and how that may have changed from when we were children.

Watch: What does screen time actually mean in the digital age? Chip Donohue

Ask: What does screen time mean today?

Ask: How has this changed in the past 10-15 years?

Recap discussion by summarizing key points shared and stating that parenting in the “digital age” can be even more complicated. There are so many more devices in our homes and ways our children can access content and get online. Media is now completely portable. This means or kids have access 24/7 unless we monitor and create limits that reflect our family values.

We are going to examine how we use media and how to make media choices that are right for our individual families.

ACTIVITY

PRACTICE

Media and My FamilySlide 22

DEBRIEF/REFLECT

TRANSITION

SUMMARY

Media Usage Quiz

» You are going to work at your tables to brainstorm answers to the following questions. See how many your table can guess correctly. I’m going to show a question. Your table is going to have a brief discussion and then share your answers as a class.

» Answers are bolded in the guide.

» Show each question, allow a 30 seconds for table to discuss and then ask them to shout out their answers.

» Quickly share correct answer and any brief reflections you may have heard while the tables were discussing the questions.

1. 40% of American families “almost always”

» Watch TV while eating dinner

2. How many average hours, on average, do children ages 0-1 get have of with “screen time”?

» :58 minutes

3. How many average hours a day, on average to children ages 5-8 have of screen time?

» 2-4 hours

4. All screen time is created equal. Meaning entertaining shows are as valuable to children as educational shows. TV screen time is the same as playing an educational game. Video games are as important as video chatting with a family member.

» No

5. Which factor(s) regarding the use of television impacts reading and academic achievement?

» amount of television watched

» age of child

» quality and nature of program

Note: All of the above factors are important considerations. Children achieve more success in early reading skills if they have experience with books and other print media and were read to as preschoolers. When television displaces the time a child would otherwise spend on practicing reading, that child risks delays in acquiring skills. (Comstock, 1991)

6. Excessive media usage has also been linked to:

» obesity

Ask: Did any of the answers surprise you? Why?

TV, video games, the internet, educational games etc. can all be excellent sources of learning and entertainment for the whole family. However, too much screen time can be unhealthy. Every family needs to determine what is right for their family based on their family values.

We are going to look at the positives and negatives of media usage.

Media Usage QuizSlide 24-29

ACTIVITY

PRACTICE

DEBRIEF/REFLECT

SUMMARY

TRANSITION

What is Great About Media Usage/What is Negative about Media Usage?

Group discussion about positives and negatives of media usage.

1. Create a T-chart on flipchart paper.

2. Lead a class brainstorming session about positives and negatives of media usage.

What is Great About Media Usage/ What is Negative about Media Usage?Slide 30

ACTIVITY

PRACTICE

3. Write down key points on flipchart paper and post. Some things to consider:

» There can be useful learning through media. Media can be a teaching tool when you are selective and involved by co-viewing and discussing.

» Some negatives include: commercials for sugary, high fat foods, and toys, inappropriate, violent commercials, and inappropriate content.

» Too much screen time means missing out on physical activity, connecting with others, participating in other activities.

» Families may not be have control of the television, so present information sensitively to help them make changes.

» Be sensitive to understanding the challenges of parenting. Do not make parents feel guilty about the use of television. Often, parents are totally unaware of the impact of television on children and believe that the benefits outweigh the negative effects.

Recap discussion by summarizing key points shared and noting that there are positives that come from healthy media usage and there are downsides that we have to consider as families. Share key recommendations around usage from the American Society of Pediatrics.

Review key points around average usage and the AAP recommendations.

Have them think back to their personal reflection on their media usage and their family media usage.

Ask: Do they want to make any changes or have any challenges they want to discuss?

Flipchart their answers.

As a group, brainstorm ideas for ways to make media usage a positive experience and to eliminate the negative effects. Some possible ideas include:

» Think of media as a teaching tool: What happens if we view it this way vs. something that keeps our kids busy and entertained so we can get our own stuff done.

» Limit the number of media usage hours so it reflects your family values and the recommended AAP guidelines

» Look at ratings and ideas for quality programming: Common Sense Media: https://www.commonsensemedia.org/ (Resources, ratings for all media in English and Spanish)

» Think about internet safety guidelines and make a plan to keep your children safe

» Talk to your children about internet safety, cyber bullying, never sharing personal information on-line, never sharing or forwarding private photos online

» Talk during meals. Turn the television off!!!

» Using the television as a reward sends a message that it is a “prized activity.” Use other rewards instead.

» Teach your child to be selective!

» Have appealing alternatives to television

» Do not keep devices in bedrooms (Remind them that it is very difficult to have limits on media when it is in a child’s bedroom. The AAP recommends that devices are not kept in a child’s bedroom.)

» Using your device to find information, (i.e. Paper Airplane video, looking up the root words…aqua…what are, using the calculator, using a timer…)

What is Great About Media Usage/ What is Negative about Media Usage?

Media Usage Today and American Academy of Pediatrics Recommendations

Slide 30

Slide 31

ACTIVITY

SUMMARY

DEBRIEF/REFLECT

Make a Media Usage Plan

Handout the Media Usage Plan.

Walk the class through the plan and reassure them that their media usage plan should reflect their family values. They can think about the plan and work on it with their family.

Ask: Do you think creating a media plan together will help your family use media in a way that aligns with your family values?

We talked about our family media use, typical media use in American households, recommendations from the American Pediatric Society, the positive and negative uses of digital media, and how to create a family media plan.

Media can be a powerful tool for connecting and learning when there are appropriate limits and alignment with family values.

Open your ReadyRosie App. Look up the following video in your ReadyRosie App under Research and Answers: Take Control Parents: You can do This! You can set the tone for media use!

Your home practice is to take control and create a media usage plan with your family.

Make a Media Usage PlanSlide 32

DEBRIEF/REFLECT

HOME PRACTICE

SUMMARY

ACTIVITY

ACTIVITY

PRACTICE

ReadyRosie SHARE and Video Addendum

The power of ReadyRosie is the ongoing follow up and support available digitally for families. Use SHARE to communicate with families and support their ongoing learning by sharing the videos that were covered in the recent workshop and any additional videos in this domain you think they will find inspirational. This message

can also be sent to all the families who were unable to attend the workshop.

Sample message: “Our recent family workshop focused on families as partners and the amazing strengths and assets you

bring to your family, school, and community. Here are the videos we recommend you enjoy this week as part of your home learning.”

Domain

VIDEOS highlighted in the ReadyRosie

Families as Partners Workshop:

Additional videos to share in this domain:

Research and Answers

Susan Newman: What does it mean to be a

child’s “first teacher

Luis Hernandez: ¡Usted es el mejor maestro de su hijo!

How can I help my child learn vocabulary?

Talking Together and Language Development

RB Grocery Store I Spy

PK Pantry Talk Description

K-1 Picture Walk Predictions

Conversation Starters

What are long-term benefits of speaking to my children in our home language?

Is it important for my child to learn Spanish (our home language)?

Mathematical Thinking 2-3 Price Per Pound

Family Health and Well-Being

Chip Donohue:

What does screen time actually mean in the

digital age?

Take Control Parents: you can do this! You can set the

tone for media use!

When is media appropriate? When isn’t it?

How can I end the screen-time battles in our family?

Social Emotional Love My Family Because Write About a Family Tradition/ Escriba acerca de una tradición familiar

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