The themes here emerged from an analysis of the feedback provided by participants in focus groups on the topic of family engagement in early childhood settings in North Dakota.
Topic One
Opportunities for Supporting Family Engagement in Early Childhood Settings in North Dakota
Key Finding–Family members with young children and early childhood professionals highlight a range of meaningful opportunities for family engagement with children ages birth to 5 across multiple communities in North Dakota. Supportive settings for family engagement include community-based options, family and community support organizations, and formal educational options. Options suggested are in Table 1.
Table 1: Supportive Options for Family Engagement With Children Ages 0 to 5.
| Community-based Options |
| Children’s drama or theater groups | City parks and recreation programs | Faith-linked parent groups
(Mothers of Preschoolers, etc.) |
| Fitness or recreation centers, programs | Local art centers, museums, zoos | Informal networks of family, friends |
Music education programs
(Music Makers, etc.) | Preschool programs | Public library |
| Family and Community Support Organizations |
| Counseling centers | Early intervention services | Early Head Start or Head Start programs |
Home visiting programs
(Public Health, etc.) | Hospital or health-care systems | Pregnancy and parenthood support services |
| Formal Educational Options |
| Family-based or center-based child care/preschool | Early Head Start or Head Start | Public or private schools (elementary) |
Topic Two
Preferred Strategies for Family Contact in North Dakota
Key Finding–Family members with young children and early childhood professionals describe a range of preferred contact strategies for pursuing family engagement, ranging from usage of technology options to phone calls to in-person visits and meetings. Suggested options are in Table 2.
Table 2: Preferred Strategies for Family Contact in North Dakota.
Technology
Contact Options | Direct Contact –
Distance Options | Direct Contact –
One-on-one Options | Direct Contact –
Group Options |
• Texting • Email • Private social media groups (Facebook, etc.) • Apps (SeeSaw, BrightWheel, etc.) | • Mailed information or printed information • Family engagement calendar (specific times, dates and activities listed) • Phone call | • Make a home visit • Make a personal connection (when child is dropped off, etc.) • Face-to-face contact • Parent conference or parent-provider meeting • Invite parent outreach • Personal request • Expand to multiple family members (grandparent, etc.) | • Group contact (monthly parent meeting, etc.) • Parent network (facilitate parent sharing, connections, etc.) |
Topic Three
Strategies for Family Engagement in Early Childhood Settings
Key Finding – Family members with young children and early childhood professionals describe a large variety of strategies for facilitating engagement in early childhood settings. Key suggestions are listed in Table 3.
Table 3: Strategies for Family Engagement in Early Childhood Settings.
| Suggested Family Engagement Strategies | Examples |
| 1) Provide an introduction or set up a linkage to a specific community resource as a mechanism for family engagement. | • Network with others, link families to resources • Share information on resources or opportunities in a clear, easy location – brochures, calendars, etc. • Invite other organizations to share about resources |
| 2) Facilitate parent-to-parent connections so they can share information, link to resources and build support networks. | • Support a “buddy system” for sharing information, reminders • Encourage parents to connect with other families • Support play groups, parent discussion groups, etc. |
| 3) Furnish a consistent opportunity for parents to gather, meet and increase knowledge, skills and connections to others or sources of support. | • Offer family meetings, activities to socialize • Furnish educational classes to parents, children • Provide parent discussion, support groups for selected audiences or specific topics of interest |
| 4) Utilize a transition experience (for example, transition to kindergarten) to engage children and families in a systematic way and ease the transition. | • Provide an orientation session to the transition setting or experience • Invite children and families to visit, get familiar • Continue opportunities for family contact with staff, program after the transition |
| 5) Utilize formal educational settings to offer specific opportunities for family engagement, such as helping in the classroom or being on a committee. | • Connect with parents as they come to a location • Use simple procedures for contact, communication • Offer regular chances to help with class activities • Engage parents in supporting learning activities |
Topic Four
Challenges to Family Engagement in Early Childhood Settings
Key Finding – Families may experience challenges that limit opportunities for family engagement due to issues of attitude, awareness, availability and access to community options. Also, specific family-linked or community-linked challenges may limit engagement. See examples in Tables 4 and 5.
Table 4: Consistent Obstacles to Family Engagement in Early Childhood Settings.
Attitude
Parents or family members may be shy, uncertain, fearful or embarrassed about asking questions or accessing community resources. Stigma related to help-seeking or receiving assistance or resources also can be a limitation. | Availability
Family engagement may be limited due to limited available slots (child care, etc.), few community options, a shortage of providers or other demands on those providing family engagement options. |
Awareness
Lack of awareness is a primary barrier to family engagement; the identification and use of marketing strategies that effectively reach families is a key challenge. | Access
Gaps may exist in family engagement opportunities for some families due to policy guidelines that limit involvement, complexity in systems or other policies limiting engagement. |
Table 5: Family and Community Obstacles to Family Engagement in Early Childhood Settings.
Family-linked Challenges • Individual, family background challenges or health issues (mental health, chemical issues, etc.) • Conflict with busy work schedules • Economic or resource barriers (transportation, money, technology access, etc.) • Difficulty in managing time commitment | Community-linked Challenges • Limited English language abilities, supports • Limitations in child-care system, shortage of openings, challenges with staffing resources • Shortage of staff resources to provide key supports in areas such as special health-care needs • Time or distance involved in reaching available supports |
Topic Five
Preferred Resources and Opportunities for Family Engagement
in Early Childhood Settings
Key Finding – Family members with young children and early childhood professionals indicate preferences for family engagement through: (1) personal connections with others, (2) digital connections and (3) community connections with established providers in the ECE community. Key points and examples are in Table 6
Table 6: Preferred Resources and Opportunities for Family Engagement.
Personal Connections
With Others | Digital Connections | Community Connections
in the ECE Community |
• The most critical resource or strategy to enhance family engagement is making personal connections and building relationships between parents and community professionals or providers. • The most likely source of information that individuals turn to first for learning about family engagement opportunities are their personal connections, meaning their family members, friends and parents with children of a similar age. | • The usage of the internet or digital technologies in relation to family engagement primarily was mentioned as a contact mechanism, a resource for information or for sharing information with others. • Social media usage – share reminders, child activities • “Electronic backpack” Online Sources • Attendance Works • Center on the Social and Emotional Foundations of Learning (CSEFEL) • Early Childhood Learning and Knowledge Center (ECLKC) • NAEYC • Zero to Three | • The network of community providers can facilitate awareness, engagement and links to resources. Health-care Providers • Health-care staff (nurses, public health, etc.) • Women, Infants, Children program (WIC) • ND Health Tracks Program Early Intervention Providers • ND Early Intervention Services • Right Track Program • Family Voices of ND • Community providers Educational Providers • Teachers, child-care providers, school staff • Early Childhood Special Education • Early Head Start/Head Start • NDSU Extension |
