"Hi, I'm putting her bottle in the fridge!"
"Hi, his wet clothes are in the cubby!"
"Hi, check the drying rack for his painting."

Do these one-phrase check-ins sound familiar? Most early childhood teachers and care providers barely have time to see parents at drop-off and pickup, much less say something to them. In the morning, there is a lot to do as teachers set up the classroom, find substitutes, and greet the children. At the end of the day, there is cleanup, lost clothes to be found, and tired children to deal with.

As a result, engaging in daily two-way conversations with a child's family can seem challenging. Along with feeling short on time, teachers may feel uncomfortable talking with families. They may be interested in getting to know the families better, but may not know what to say or what questions to ask. They may worry that family members will be critical or ask tough questions. Teachers may be unsure how to discuss a child's behavior. While challenges do exist, don't let them stop you from finding time for two-way interaction. Engaging in meaningful conversation with family members is important and will benefit everyone involved.

Family members know their child better than anyone else. They know their child's history, experiences, culture, language, learning style, fears, and communication style. When teachers have access to this information, they can teach, communicate with, and care for a child much more successfully. Likewise, when teachers communicate a child's child care or school experience to family members, the family is more likely to participate in and support their child's learning. Parents feel more connected to their child when they have information about his or her day. Such communication improves the family's satisfaction with the program and the teacher's satisfaction with his or her job.

Daily two-way communication also supports children. The information that teachers and families share helps them meet a child's needs more consistently. Additionally, a child watching her parents interact respectfully with a teacher shows the child that the teacher is a person she can feel safe with. The more comfortable the parent feels with the teacher, the more permission the child has to develop a trusting relationship with the teacher. When a child sees his parent being treated respectfully by the teacher, the child also feels respected. Children learn about relationships, communication, and problem-solving by watching adults interact.

Daily check-ins give family members a chance to share their expertise and knowledge with teachers. They also give teachers opportunities to offer to parents child development information, resources, and referrals. Such two-way communication helps establish a trusting partnership that allows families to confidently and securely leave their child in the care of others.

Teachers, families, and programs have come up with creative solutions to make time and space for daily check-ins. Some programs make sure there is extra staff during drop-off and pickup. Some teachers arrange for families to take turns helping with cleanup or with supervising children, so the teacher is available to talk with parents. In other programs, parents drop off and pick up their child at staggered times, which gives the teacher a chance to check in with each family. Some teachers and families also use e-mail to share information.

Here are 11 tips to improve your communication with the families of the children in your care:

1. Post family members' names in the classroom or near the child's cubby, so you can greet each person by name.
2. Provide a small couch or low benches that adults and children can both use, so that families will feel welcome in the classroom.
3. Ask family members how they are doing as well as how their child is doing.
4. Share an observation with the family about their child's play and learning.
5. Offer information about the child's routines in the program, such as eating, diapering/toileting, and napping.
6. Let family members know that the child is remembering them throughout the day. If the child doesn't initiate conversations about her family, you can initiate the conversation with the child.
7. Ask the family questions about
        • what they enjoy doing with the child at home;
        • what the child likes and dislikes;
        • what the family's goals are for the child;
        • how the child sleeps and eats at home;
        • what kind of information they would like to hear about their child's day;
        • what information they can share that would help you provide better care for their child.
8. Listen to the family's ideas, experience, and expertise.
9. Acknowledge family and parenting strengths.
10. Offer child-development information to families, as a way to help them understand their child's behavior and growth.
11. Remember to share a highlight or success when discussing a child's challenging behavior.

Teachers who have meaningful two-way daily conversations with families report that they feel more connected to the child and the child's family. They are more informed about the children in their care and more confident in talking with children's families. They also receive increased appreciation from families for the work they do.

Janis Keyser is a teacher, parent educator, program director, and speaker specializing in early childhood and family development. She teaches in the early childhood education department at Cabrillo College in Aptos, California, and has been conducting workshops for parents and teachers for more than thirty-five years. Janis earned a Master's degree in human development from Pacific Oaks College and is a certified trainer in the WestEd Program for Infant/Toddler Caregivers.

Janis is the author of From Parents to Partners: Building a Family-Centered Early Childhood Program, published by Redleaf Press, and the coauthor of Becoming the Parent You Want to Be: A Sourcebook of Strategies for the First Five Years. She has also developed two sets of parenting and teaching videos on communication and positive discipline for two- to five-year-olds and for school-age children.

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