Training Guides for the Head Start Learning Community:
Individualizing: A Plan for Success
Appendix D
| Contents
| Preface
| Introduction
| Module 1
| Module 2
| Module 3
| Module 4 | |
Characteristics of Strong Partnerships
In the left column are characteristics of strong partnerships. The examples on the right show how each characteristic can support a partnership between Head Start staff and families.
Choose to Belong
Mr. Bertrand, one of the more active fathers in our Head Start program for migrant families, said that he's glad the center is open one night a week. He and his wife work long hours during the picking season. They are eager to talk with staff about their baby, so they take advantage of the center's evening hours.
Respect Each Other
Quentin's mother asked me to keep him indoors all day because she thinks he might be coming down with a cold. I knew this would be difficult because we don't have enough staff to assign one person to stay indoors with one child while the rest of us walk to the playground. Instead of saying No, I talked with her and we came up with an acceptable compromise--I would make sure Quentin wore his coat, hat, and mittens and didn't run around so much that he got overheated.
Are Honest
During a home visit, I asked Mrs. Pritchett if she and Charles, her foster son, had enjoyed the activities that we planned in our last visit. She didn't answer right away. Then she said, I'm just too busy. As soon as I think we're going to have time, something happens to upset Charles. It takes him a long time to regain control. I responded, Sometimes I find it hard to do all the things I plan, and I don't have the added challenge of caring for a child with emotional disabilities. Then we talked about her schedule and picked some times when she and Charles might be able to do the activities.
Trust Each Other
Tiffany, a teenage mother, used to give us detailed instructions when she left her baby, Brandie, in our care. We could see that it was hard for her to leave Brandie, but she also wanted to finish high school. At pick-up time, we explained how we followed her instructions and told her about the things Brandie did while she was at school. When Tiffany got used to being apart from Brandie and knew she was safe in our care, her instructions became less detailed.
Each Makes Unique
Savannah seemed bored with the materials and activities we provided Contributions during last month's group socialization session. I asked her father what she liked to do at home. He said that she liked to help him make pancakes. He helped us plan a cooking activity for our next session.
Have Shared Goals
When I saw signs that Robert, a two-and-a-half-year-old, was ready to learn to use the toilet, I discussed them with his grandmother. She had seen similar signs. We discussed the approach we usually use at the center and the approach she had used to help her other children and grandchildren give up their diapers. We developed a plan we are both comfortable with and we agreed to talk daily to compare notes on how Robert is doing.
Divide Responsibilities
The speech therapist scheduled a meeting with Mr. and Mrs. Nugent to let them know that their son, Kent, a child with Down's syndrome, was responding well to the weekly sessions. I attended the meeting, too. We agreed on some strategies for helping Kent at home and at the center.
Everyone Benefits from the Partnership
Last week I bumped into a former Head Start parent at the grocery store. I asked how he and his daughter were doing. He said, Marilyn's teacher says she's a good student and I'm in a pre-apprenticeship training program. When I'm through, I'll be hired to work on the Inter-Tribal Council's building project. Thanks for working with both of us when we were in Head Start. I felt proud to hear that Head Start made a difference and was happy for Marilyn and her dad.
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