You and your program may be one of the few sources of support for some families, and they may turn to you with questions and needs beyond education and child care.
Facing sensitive topics
As an early care and education professional, you deal with more than teaching. You work with the whole child, so issues and events outside of your program and within the child's home will impact your work. Also, you and your program may be one of the few sources of support for some families, and they may turn to you with questions and needs beyond education and child care.
Sensitive issues in child care
There are numerous sensitive issues that can arise in child care. As you assess a child's development, you may suspect developmental delays or other special needs, observe the child acting inappropriately (biting, acting out, swearing), having difficulty coping socially, or notice chronic health conditions. Partnering with families is necessary for addressing the child's needs.
Changes in a family and the child's reaction to these changes may affect how the child acts and responds to daily activities in your program. Parental absences (deployment, work trips), parents separating and/or divorcing, parents remarrying and blending families, and the birth of siblingsare family changes that children may encounter. Other transitions for families are moving, death of a family member, or job changes - either a new job or loss of a job. You may even have a family or child who has experienced a traumatic event (e.g. homelessness, poverty conditions, natural disaster, maltreatment or abuse, witness of violence, accident). Effects of trauma can last for an extended period, and reactions can be intense.
These changes may affect the family's lifestyle, dynamics, and routines. Sometimes families will approach you with concerns or needs. Other times, you will need to bring up concerns and questions as families may not understand the effects of situations, or they are hesitant to discuss events.
Thinking about sensitive issues
It can be difficult to address concerns and issues with families. Before discussing sensitive topics with them, take time to think about topics - perceptions, reactions, experiences, and impact. This will help you to know how to approach issues, what support and suggestions that you can provide, and how to increase the family's comfort and openness to discussing sensitive topics.
First, think about your own feelings and reactions when you have a concern that has to be discussed with a family. Are you feeling disheartened by the situation? Do you feel uncomfortable discussing the topic, even with people that you are close to? Do you feel unprepared or unable to help the family address the problem? Are you afraid that the meeting may become heated or that the family might leave your program? As youreflect on your own feelings about sensitive topics and talking about them, think about how the family may feel. It is very likely that they also find talking about sensitive topics difficult.
Besides personal feelings, there are other factors to consider. How does the family view your role? As their child's child care provider, the family may view you as an expert on children and issues. They may expect you to identify concerns, bring up questions, and to take the lead in addressing needs. Some families may want to work with you as partners, supporting home and program goals, while others may believe that the issue is something that should be handled privately and do not want to involve you.
Next, think about family characteristics. A family's culture influences their expectations for their child. Some topics are harder to discuss because of the differences between a family's culture and the broader culture, especially if a family is committed to maintaining their personal culture. A family's previous experiences going through similar situations with older children or their own experiences as children can impact their reaction to questions and guide their decisions for handling situations. For example, if an older child wasdiagnosed as having special needs, the family has an understanding of early intervention services. If a family was asked to remove their child from another program because of the child's behavior, they could be defensive when reports of misbehavior are brought up.
When thinking about sensitive issues, also consider the educational background and financial resources of families. To help their child, a family may need to interact with highly trained professionals, such as therapists and doctors, or need additional services for their child. Family members could feel intimidated working with other professionals if they have only a high school education. If they have limited financial resources, they could be restricted in what extra services they can provide for their child. Make sure you are ready to support them with information and referrals that are appropriate. Know what free and low-cost services are available in your community and be familiar with referral procedures.
Confronting sensitive issues is stressful for a family. Look at what other stressors they are dealing with. If they are already experiencing stress, they may be more resistant to discussing another concern about their child, unable to deal with anything else. Look for additional supports and resources to offer the family. If services are needed, see if assistance can be coordinated. For example, if a preschool child is enrolled in Head Start, perhaps the home visitor could work with the family.
By reflecting on your own feelings and looking at each family, you can tailor your approach for addressing sensitive topics so that you create an open and comfortable atmosphere and stronger partnerships.
More from Better Kid Care to help you develop partnerships with families
"Talking with families about sensitive topics"
"Child expectations - What is best?"
References
Baker, Amy C. and Lynn A. Manfredi/Petitt. 2004. Relationships, the Heart of Quality Care - Creating Community Among Adults in Early Care Settings. Washington, D.C.: NAEYC.
Cheatham, Gregory A. and Rosa Milagros Santos. September 2011. "Collaborating with families from diverse cultural and linguistic backgrounds." Young Children 66(5): 76-82.
Christian, Linda Garris. January 2006. "Understanding Families - Applying Family Systems Theory to Early Childhood Practice." Young Children61(1): 12 -20.
Gonzalez-Mena, Janet. 2008. Diversity in Early Care and Education, 5th edition. Washington, D.C.: NAEYC.
Rockwell, Robert E., Lynda C. Andre, and Mary K. Hawley. 2010. Families and Educators as Partners, 2nd edition. Belmont, CA: Wadsworth Cengage Learning.
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