Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions

Abstract

B ert is 2 years old and lives with his mother, father, and a 4-year-old brother in a small rural community where his father farms. Bert has a bilateral sensoryneural hearing loss and has been successfully wearing behind-the-ear aids for 3 months. Bert recently began using a few words in his vocalizations that appear intentional, yet, situational. Bert and his family are receiving supports from a teacher of the deaf (TOD), an early childhood special educator (ECSE), and speech-language pathologist (SLP). This team of professionals works for a local early intervention agency. The team and family have agreed to a primary-provider model of support in which the TOD acts as the primary person to visit Bert and family in their home weekly. The ECSE and SLP meet weekly with the TOD to provide consultation regarding developmentally appropriate and contextually supportive learning opportunities for Bert to advance his auditory responses to his environment, his growth in receptive vocabulary, and his early use of speech and conversations with his brother and parents. The TOD reports that parents have not been as engaged during visits as she had hoped; the parents often sit on the couch watching the TOD interact with Bert 829744Y ECXXX10.1177/1096250619829744YOUNG EXCEPTIONAL CHILDRENGetting Ready Interaction Strategies / Marvin et al.

Interpersonal Relationships in Early Childhood

“…Great amount of experiences is related to those interactions with adults and peers in the natural environments were children growth [2]. Research findings support the positive impact of warm and sensitive interpersonal relationships with adults and peers in natural environments, highlighting the positive outcomes at social, emotional, and cognitive levels [3]. Moreover, caregivercloseness and autonomy support from the caregiver predicts the vocabulary acquisition and emotion regulation of the child [4].…”

“…Catalina Morales-Murillo 1,2 *, Pau García-Grau 1, 3 and Rosa Fernández-Valero 1 1 Universidad Internacional de la Rioja, Rioja, Spain 2 Universidad Santa Paula, Curridabat, Costa Rica 3 Universidad Católica de Valencia San Vicente Mártir, Valencia, Spain *Address all correspondence to: catalina.morales@usantapaula.ac.cr peers in natural environments can support the acquisition of skills in those domains by providing sensitive, responsive, and contingent care. Finally, two strategies that could be used in different natural environments and during interpersonal relationships are introduce to support child development and learning in early childhood.…”

From Article to Action: Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions

“…Identify and reinforce actions that parents are already engaging in to support their child’s development. The third strategy that Marvin and colleagues (2020) describe, affirming parent competence, can be exemplified by engaging the parent in discussion about a meaningful activity or routine the child and parent do together. The practitioner can then acknowledge which specific developmental skills the parent already targets in this naturally occurring activity or routine.…”

“…Provide preservice teachers with opportunities to practice building parent–professional relationships. After reading the article by Marvin and colleagues (2020), small groups of preservice teachers can participate in a role-playing activity to practice engaging in the Getting Ready strategies. One preservice teacher can take on the role of a practitioner, another can take on the role of a parent, and a third can take on the role of an observer.…”

Communication with families: Understanding the perspectives of early childhood teachers

“…Indeed NAEYC (2018) emphasizes “we cannot overstate the importance of the relationship between the teacher and the family” (p. 12). Communication is a key facet of forming and maintaining the family-teacher relationship (Marvin et al, 2020).…”