Strategies to Partner With Families in a Preschool Classroom: CE402 Poster Presentation Example

Advocating for Family, Early Care Settings, and Community (CE402 Unit 10)

You learned about the value of professional organization membership in this unit and the benefits of active membership. One of the ways that professionals remain current in the early childhood profession is through attending and presenting at professional conferences, such as the NAEYC Annual Conference, the NAEYC Professional Learning Institute, the annual Division of Early Childhood Conference (DEC), and state-level conferences. The assignment will provide you with the opportunity to compose a poster presentation appropriate for a student conference presentation.

Directions: Imagine that as a student at Purdue University Global, you have the opportunity to present a poster at the annual professional development conference called Purdue Global Village. You will use the template to complete the following on the one-slide poster presentation:

• The topic of your poster is to create family partnerships while respecting the vital role of parents. Choose a title that encompasses this topic area and the age you are targeting (infants, toddlers, or preschoolers). Example: “Strategies to Partner with Parents in a Preschool Classroom.”
• Recommend three strategies that are detailed and specific to create family partnerships.
• Defend how each of the three strategies addresses respect for the parent role.
• Include detailed speaker notes to explain the three recommended strategies and defense of these strategies as respectful of the parent role.
• Include two references in APA format.

The poster should use the provided template, bullet points with in-text citations, detailed speaker notes, and a reference list with two research-based references in APA format. If a photo is used, cite it and follow copyright. Course outcome CE402-6: Create family partnerships while respecting the vital role of parents.

Original example for study purposes. Paste your own speaker notes in the notes section of the template slide.

Introduction. Good afternoon, and thank you for visiting my poster. My poster, “Strategies to Partner with Families in a Preschool Classroom,” focuses on children ages three to five. Families are children’s first and most important teachers. They know their child’s history, temperament, culture, strengths and needs better than anyone else. The National Association for the Education of Young Children’s position statement on developmentally appropriate practice emphasizes reciprocal relationships with families, in which educators and families share knowledge and make decisions together (NAEYC, 2020). The Head Start Parent, Family, and Community Engagement Framework also describes family engagement as an ongoing, goal-oriented partnership that supports children’s learning and development (Office of Head Start, 2018). I recommend three strategies to build these partnerships.

Strategy 1: Two-way, family-preferred communication. Partnership starts with communication that flows in both directions. Before the school year begins, I schedule a “getting to know you” home visit or conference where I ask parents about their child’s interests, routines, fears and their hopes for the year. I then ask each family how they prefer to communicate, whether through a classroom app, text messages, notes or phone calls, and in which language. I send brief weekly updates with photos of classroom activities and invite families to share news from home, such as a new sibling or a weekend trip, so I can connect classroom learning to the child’s life. I also arrange interpreters and translated materials for families who speak languages other than English.

How this respects the parent role: This strategy treats parents as experts on their child. Asking families what they know and how they want to communicate, instead of only sending information to them, makes the relationship reciprocal, which is central to developmentally appropriate practice (NAEYC, 2020). Offering families’ preferred languages and methods also shows respect for their circumstances, schedules and culture.

Strategy 2: Honor family culture and “funds of knowledge.” Every family brings valuable knowledge, traditions and skills, sometimes called funds of knowledge. I create “All About My Family” boards where children and families share photos, favorite foods, holidays and traditions. I invite family members to read a story in their home language, teach a song, cook a simple recipe or share a skill such as gardening or carpentry. I include home languages on classroom labels, in greetings and in books. For families who work long hours or cannot visit, I offer options such as recording a video, sending materials from home or joining a virtual event.

How this respects the parent role: This strategy values each family’s culture and expertise and makes families visible in the classroom. It communicates that what children learn at home is important and that parents are partners in teaching. Flexible options respect families’ time and avoid excluding parents with demanding schedules (NAEYC, 2020).

Strategy 3: Shared goal setting and decision making. Three times a year, I hold family–teacher goal conferences, in person or virtually. I share observations and portfolio samples, ask parents what they see at home and work together to choose one or two goals for the child, such as using words to express feelings or recognizing letters in their name. We plan simple activities for both home and school, and we celebrate progress together. I also invite families to join a family advisory group that helps plan events and gives feedback on classroom policies.

How this respects the parent role: This strategy positions parents as decision-makers rather than recipients of information. The Head Start framework emphasizes families as leaders and advocates who set goals for their children and participate in program decisions (Office of Head Start, 2018). When goals are created together, they reflect family values and priorities, and families are more likely to support learning at home.

Conclusion. These three strategies, two-way communication, honoring family culture and shared decision making, build trust and show families that their knowledge and role are valued. When teachers and families work as partners, children benefit from consistent support across home and school. Thank you, and I am happy to answer any questions.