The Family/Home Visitor Partnership -...

Education Development Center, Inc.A member of the National Head Start Training and Technical Assistance Network

Presented by:Sue Mackey-Andrews and

Kristen KennenEDC, Inc.

March 2010

The Family/Home Visitor Partnership: Supporting Children’s Learning and Development

through the Home-based Option

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WELCOME TO AN EDC TTA WEBINAR

Kristen KennenInfant/Toddler Specialist

CT TTA Center

Susan Mackey AndrewsInfant/Toddler Specialist

ME TTA Center


Intended Audience

• Home Visitors• Home-based Program Supervisors• Content Area Managers

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Outcomes

Participants will:• Learn the unique principles that undergird home

visiting and its focus on supporting children’s learning and development

• Reflect on their practices related to the child development services

• Review relevant Head Start Program Performance Standards

• Understand how to make learning fun and interactive, letting the parent take the lead

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Head Start Program Performance Standards

1306.3(j)

Home-based program option means Head Start services provided to children, primarily in their home, through intensive work with the child’s parents and family as the primary factor in the growth and development of the child

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Head Start Program Performance Standards

1304.40 (e) (1)

Parent involvement in child development and education

Grantee and delegate agencies must provide opportunities to include parents in the development of the program’s curriculum and approach to child development and education

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• On a more global level, this means that families are involved with creating or evaluating curriculum that is used in the program. They do this through various committees.

• On a more individualized level, this means that families are asked to share their knowledge of their child, her interests, etc. and choose appropriate goals and experiences for her.

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• Keep in mind that for infants and toddlers, these experiences are often embedded within the daily routines of feeding, diapering, bathing, sleeping, etc.

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Head Start Definition of Curriculum

• Goals for children’s development & learning

• Experiences through which they will achieve those goals

• Roles for staff and parents to help children achieve these goals

• Materials needed to support the implementation of a curriculum

• Curriculum in HS is also based on the Program Performance Standards and Sound Child Development Principles

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“Home visiting can be unpredictable,

messy, difficult work.”

Carol S. KlassThe Home Visitor’s Guidebook -

Promoting Optimal Parent & Child Development3rd Edition; Introduction page xxvii

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Guiding Principles

• Infant and child development, as well as parenting development, occurs within and through relationships

• All relationships involve mutuality – we term this reciprocity or the parallel process

• Young children develop in a holistic manner

• Development becomes increasingly complex and is not linear … qualitative changes in development occur over time

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Guiding Principles continued

• The social network of the family and child are critically important to the development of both. The Home Visitor understands the family’s formal and informal networks and includes these in planning effective strategies and in cultivating family supports.

• Understanding adult learning styles and theory assists the Home Visitor to organize and individualize their services with families.

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The very highest of honors -to be invited into someone’s

home and to share in the intimacy of the

parent/child relationship

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• Trust in parents, be hopeful, and communicate your belief in impossibilities

• Work towards a mutual understanding with the family about purpose, goals and objectives

• Hear and represent all voices within a family, not just the baby’s voice

• Think of your knowledge about a particular family as a hypothesis – not the truth

Creating an Interpersonal Centerbased on the work of Jeree Pawl

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Interpersonal Center continued

• Maintain an appropriate role and adhere to boundaries, but be comfortable and flexible

• Recognize your own knowledge, beliefs, and biases, while remaining respectful of any differences

• Practice proactive inclusive interaction: the capacity to continue to embrace and hold all of those with whom we are involved together at a particular time

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Home-based Program Option:Key Components

ParentChild

Home Visitor Relationships are a

powerful tool for effective service

delivery16


What to Expect During a Home Visit

• Parent-Home Visitor review plans• Parent(s) carries out the experience• Parent-Child-Home Visitor engage in

meaningful experiences & incorporate early literacy activities

• Parent-Home Visitor share information and plan follow-up activities for socialization and home visiting

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Group Socialization Services

• Offer two socializations per month• Link socialization to home visits• Foster parent-child relationship and interaction• Encourage parents to share challenges and joys

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State Group Discussion

How do infants, toddlers and preschoolers learn within the home environment?

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State Caucus Debriefing

Each state to provide 1-2 key points that theyidentified together

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Children Learn at Home Through

• Everyday routines such as feeding, diapering, settling in to naps/bedtime

• Everyday home experiences such as sorting laundry, feeding the family pet, or preparing a meal

• Everyday family experiences outside the home such as trips to the grocery store or laundromat

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Learning at Home

• A family’s culture and values influence what a child will learn

• Children learn different things from different family members (i.e. having siblings vs being an only child)

• Parents’ understanding of child development and early learning impacts what they “teach” their child

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The Intersection of Home Visiting and Learning in the Home

Let’s reflect

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We will examine several statements and see whether we agree or disagree with them. The responses are not necessarily right or wrong; the purpose is to generate discussion.

Strongly Agree Agree Neutral or Unsure Disagree Strongly

Disagree

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Most low income parents are too overwhelmed with issues related to poverty to focus on their children’s needs


Disagree

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It is important to bring in appropriate early learning materials such as puzzles, blocks, crayons, art materials on each home visit


Disagree

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For the preschooler, home visitors should help parents understand the importance of letter recognition


Disagree

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If you have planned to talk about reaching and grasping for toys with the family of an infant, you should stick to that plan even if mom tells you upon arrival that she is worried about her electricity being turned off for lack of payment


Disagree

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Themes in Our Discussions

• Strength based approach• Cultural and family diversity• Individual needs of each child/family• Individual family’s perspective• Flexibility • Others?

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Getting Families Involved in Observing Their Child

Home visitors can do this:

• By asking questions “Have you been noticing any changes in her ability to feed herself?”

• By commenting on your own observations and asking families about their observations “I saw her reach for that toy and then roll over just now. Have you been seeing that lately, too?”

• Through the use of tools -such as the ASQ (Ages and Stages Questionnaire)

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Helping Families to Consider Their Child’s Next Step in Development

Home Visitors can do this by: • Asking questions “What do you think he’ll be

doing next in this area?”• Using parenting education materials relevant

for the child’s age/development (i.e. -developmental milestones, early learning guidelines)

• Looking at their other child’s development (ensuring that you help families remember children develop at different rates)

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Helping Families Make Learning Fun and Interactive

• Establish a trusting relationship with the family

• Tune in to experiences that are naturally occurring in the home

• Use the child/family’s interest as a lead• Provide positive affirmations of what you see• Model through your own interactions and

provide self-talk

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Challenges in Working with Families Facing Risk Factors

• Chronic and sustained poverty

• Substance Affected Infants/Parental Substance Abuse

• Prematurity • Homelessness• Single parents• Pregnant and Parenting

Teens• Engaging Fathers

• Primary Parenting Fathers• Domestic Violence/Child

Abuse and Neglect• Non-English speaking

families• Parental low literacy• Infant/child health or

medical needs, or disabilities

• Limited parental abilities due to medical, mental health or disabilities

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Maslow’s Hierarchy of Needs

Self Actualization

Needs(full potential)

Esteem Needs(self respect, personal worth,

autonomy)

Love and Belongingness Needs(love, friendship, comradeship)

Safety Needs(security, protection from harm)

Physiological Needs(food, sleep, stimulation, activity)

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Digging Deeper

We will break back into our virtual state rooms and brainstorm ways that families can encourage learning in daily routines and in natural settings. We will report back to the full group after 15 minutes.

State Routine Room of Home

Connecticut Feeding Kitchen

Maine Diapering/Toileting Bathroom

Massachusetts Sleeping Bedroom

Rhode Island Bathing Living/family room

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State Caucus Debriefing

Each state to provide 1-2 key points that they identified together

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In Closing …

• Reflect on what you learned from:– Our discussions– Powerpoint– References to the Head Start Performance

Standards• What will be your next steps?

– Seek out additional resources– Discussions with your team– Programmatic changes

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Resources available on ECLKCthe Early Childhood Learning and Knowledge Center

Home Visitors Handbook for the Head Start Home-Based Program Option. U.S. Department of Health and Human Services, Head Start Bureau. 2004.

Supervisor’s Manual for the Head Start Home-Based Program Option. U.S. Department of Health and Human Services, Head Start Bureau. 2004.

Parent’s Guide to the Home Based Program Option. U.S. Department of Health and Human Services, Head Start Bureau. 2004.

Program Administrator’s Checklist for the Head Start Home-Based Program Option. U.S. Department of Health and Human Services, Head Start Bureau. 2004.

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Resources available on ECLKC

Early Head Start Technical Assistance Paper No. 2: Early Head Start Home-Based Program Option: Recruiting, Training, and Retaining Qualified Staff.

SOLAR- Strengthening Operations for Learning and Results: Home Visitors Skill Profile.

Research to Practice. Program Models in Early Head Start. ACF, US Department of Health and Human Services. April 2006.

Child Development Services During Home Visits and Socializations in the Early Head Start Home-Based Program Option. ACYF-IM-HS-00-22

Early Head Start Tip Sheet No. 32: Home Visiting Play Materials and EHS/Infants and Toddlers.

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Resources available on ECLKC

Research to Practice Tip Sheet: Home Visiting in Early Head Start. ACF, Office of Planning, Research, and Evaluation.

Socializations for Infants, Toddlers and Their Families in the Home-Based Option. Excerpt from the Head Start Bulletin by Judith Jerald, Willa C. Siegel, and Sarah M. Semlak

Early Head Start Tip Sheet #26: How Do You Create an Effective Environment of Infant/Toddler Socializations in an EHS Home-Based Program?

What Makes Supervision Work: Recommendations from the Home Visiting Field. Home Visiting Forum

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Other resources

The Home Visitor’s Guidebook: Promoting Optimal Parent and Child Development (3rd Edition) . by Carol S. Klass, Brookes Publishing, 2008.

State-based Home Visiting: Strengthening Programs through State Leadership. by Kay Johnson, National Center for Children in Poverty. February 2009.

Home Visiting: Procedures for Helping Families: Second Edition. by Barbara Wasik and Donna M. Bryant. Sage Publications. 2001.

Home Visiting Programs to Improve Children’s Developmental and Health Outcomes. AAP Council on Community Pediatrics. February 2009.

Changing the Conversation About Home Visiting: Scaling Up With Quality. by Heather Weiss, Ed.D. and Lisa Klein, Ph.D. Harvard Family Research Project. December 2006.

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Other resources

Understanding Families: Approaches to Diversity, Disability and Risk. By: Marci J. Hansen and Eleanor W. Lynch, Brookes Publishing, 2003.

Getting Ready to Read: Helping Your Child Become a Confident Reader and Writer Starting From Birth by Rebecca Parlakian, Claire Lerner and Janice Im.Zero to Three Publication. 2008.

Home Visiting: Recent Program Evaluations – Analysis and Recommendations. The Future of Children Vol. 9 No. 1 – Spring/Summer 1999.

Born Learning is a public engagement campaign that helps parents, grandparents and caregivers explore ways to turn everyday moments into fun learning opportunities.www.bornlearning.org

Healthy Minds: How the Brain, Body and Mind Grows from Birth to 3. Found at www.zerotothree.org .

The Center on the Social and Emotional Foundations for Early Learning is a national resource center for disseminating research and evidence based practices to early childhood programs across the country. They have a section of information geared to parents. www.vanderbilt.edu/csefel

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Thank YOU!

Thank you for spending todaywith us. The excitement anddedication you display tosupporting families and theirvery young children makes thework that we all do all the more valuable and rewarding.

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