Communicating with Parents: Training Guides for the Head Start Learning Community
Designed to help Head Start staff, who are in day-to-day contact with parents, refine their communication skills. This guide focuses on the concrete communication skills of listening and observing, as well as speaking and writing. Taking staff through the process of planning at the personal and program level, it provides activities for staff to practice and use in advancing their skills. Includes handouts and transparencies for use in these activities. From the perspective of program management, this guide can improve opportunities for parents and staff to work effectively together on planning and participation.
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30 minutes Handout Activity 4-1 Bowen cation chart paper child Coaching color communica Communication Helpers communication skills Communication Stories communication with parents conversation open convey respect Count the number create Cue Cards cultural develop Distribute Handout effective communication Elements of Successful example Extend Practice feel FOG index Giving Feedback goal Handout 12 Handout 9 Head Start Bureau Head Start Community Head Start program Head Start staff Helpers and Blockers Helping children Ideas to Extend improve Instructions interactions Materials Handout messages Miss Pratt munication number of words opportunity Overhead overhead projector parents and staff pay attention person phone trees Plain Language Writing positive preferred communication style print materials Process readability formula reading level rewrite Rita ROBERT GUNNING Sample Reading Passages Simpler Sentences small groups social competence staff and parents Statement needing successful communications Systems for Sharing Tell participants tion Trainer Preparation Notes understand volunteer workshop writing sample
Page 66 - Start program is to bring about a greater degree of social competence in children of low income families. By social competence is meant the child's everyday effectiveness in dealing with both present environment and later responsibilities in school and life. Social competence takes into account the interrelatedness of cognitive and intellectual development, physical and mental health, nutritional needs, and other factors that enable a developmental approach to helping children achieve social competence.
Page 66 - Start program approach is based on the philosophy that: (1) A child can benefit most from a comprehensive, interdisciplinary program to foster development and remedy problems as expressed in a broad range of services, and that (2) The child's entire family, as well as the community must be Involved. The program should maximize the strengths and unique experiences of each child. The family, which is perceived as the principal Influence on the child's development, must be a direct participant in the...
Page 53 - By social competence is meant the child's everyday effectiveness in dealing with both present environment and later responsibilities in school and life. Social competence takes into account the interrelatedness of cognitive and intellectual development, physical and mental health, nutritional needs, and other factors that enable a child to function optimally.
Page 66 - The overall goal of the Head Start program is to bring about a greater degree of social competence in children of low income families. By social competence Is meant the child's everyday effectiveness in dealing with both present environment and later responsibilities in school and life.
Page 66 - HEAD START PROGRAM GOALS (a) The Head Start Program is based on the premise that all children share certain needs, and that children of low income families, in particular, can benefit from a comprehensive developmental program to meet those needs. The Head Start program approach is based on the philosophy that...
Page 55 - ... competence. To the accomplishment of this goal. Head Start objectives and performance standards provide for: (1) The improvement of the child's health and physical abilities, including appropriate steps to correct present physical and mental problems and to enhance every child's access to an adequate diet. The improvement of the family's attitude toward future health care and physical abilities. (2) The encouragement of self-confidence, spontaneity, curiosity, and self-discipline which will assist...
Page 68 - ... count the number of words of three or more syllables in the total sample; (5) divide by the number of 100 word samples to obtain the percentage of long words in the text as a whole; (6) to obtain the 'fog index' add the average sentence length to the percentage of long words and multiply this total by 0.4.
Page 5 - Opportunities tailored to the participant to continue building on the skills learned in the training. (2) Ways to identify new skills and knowledge needed to expand and/or complement these skills through opportunities in such areas as in higher education, credentialing, or community educational programs. At A Glance...
Page 66 - The family, which is perceived as the principal influence on the child's development, must be a direct participant in the program. Local communities are allowed latitude in developing creative program designs so long as the basic goals, objectives and standards of a comprehensive program are adhered to.