Education Commons^™

Nf05-625 Communicating With Families: Communicating With Families Of Infants, Debra E. Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Janet S. Hanna, Kathy Bosch, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

Families have many adjustments to make as they transition to parenthood. Parenting is a lonely endeavor sometimes. Often families rely more on outside child care, and with that comes the need, particularly for families of infants, to keep the communication lines open between themselves and their child-care providers. A variety of techniques can be used to help families and child-care providers communicate effectively.

Nf05-627 Communicating With Families: Communication Techniques, Debra E. Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Janet S. Hanna, Kathy Bosch, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

In the best child-care settings, providers and families work as a team. Each brings a unique point of view, and each shows concern for the child's growth and development. As a child-care professional, one of your roles in this partnership is to promote effective communication with families. It is important for child-care providers to develop and practice effective communication skills and implement them when communicating with families about their children.

Nf05-626 Communicating With Families: Building Relationships, Mary K. Warner, Debra E. Schroeder, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Kathy Bosch, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

Successful child-care providers, preschool teachers and elementary teachers begin to establish positive relationships with the children in their care or classrooms as soon as possible. Here are some guidelines for making closer contact with the children's families.

Nf05-645 Infants And Toddlers — Developing More Than One Language, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

When infants and toddlers are developing more than one language, the goal is that they will learn English and develop fluency in their home language. Children can become truly bilingual and be able to use two or more languages with fequal fluency. Children, families, schools, and communities all benefit when children keep their connection to their language and heritage.

Nf95-641 Car — A Strategy For Learning, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

Language and literacy development starts at the very beginning of a child's life and is one of the main developmental events of early childhood. This process if facilitated by early adult-child interactions in which the adult guides and supports the child's learning by building on what the child already knows. Following the child's lead, a key strategy presented in Language Is the Key is one of the defining aspects of developmentally appropriate practice. It has been shown to successfuly facilitate early language development for children with and without disabilities.

G05-1589 Fun Family Time Together, Kathy Bosch

University of Nebraska-Lincoln Extension: Historical Materials

Listed here are some 100 activities that families can do together to help strengthen their relationships and create unity and loyalty among all family members.

"One criterion for family fun is to make time to be together."