Full Participation Segment 1 Handouts
Session Objectives
Participants will
- Explain what is meant by full participation and why it is so important in New Mexico
- Describe the concept of personal culture
- Describe the benefits of incorporating the cultures, languages, values, and priorities of children and families in all aspects of early childhood programs and practices
- Describe respectful, responsive, and effective practices for each family
Guiding Principles for the Full Participation of Young Children,
Birth through Age Eight, in New Mexico’s Early Learning System
Every child in New Mexico has diverse strengths rooted in his or her family’s unique culture, heritage,language, beliefs, and circumstances. Early learning programs that support the full participation of everychild build on these strengths by promoting a sense of belonging, supporting positive social relationships,and enabling families and professionals to gain advocacy skills that positively impact the life of every child.
We believe that . . .
Every child has unique gifts and abilities that are to be celebrated and nurtured
The early years hold enormous promise for every child to reach his or her full potential
Every child learns within the context of relationships and through playful interactions within theirenvironment
Every child and his or her family deserve equitable access to appropriate services and supports thatacknowledge their uniqueness and enable them to reach their full potential
Therefore, we are committed to . . .
Valuing and embracing all children and their families
Involving families and communities as partners and decision makers
Suspending biases to build trust and establish collaborative partnerships that benefit children, theirfamilies and the professionals who work with them
Providing choice, flexibility, and continuity of services and supports for families within communities
Making a variety of services and support available so all children have access to and can participate inopportunities that are both respectful of and responsive to their family experiences, culture, beliefs,abilities, and circumstances
Advancing advocacy efforts for inclusive practices that build upon unique child, family, and communitystrengths and are accountable to every child and their family
We will . . .
Promote New Mexico’s understanding of the importance of high quality inclusive early childhood programs and practices
Support interactions and relationships that foster self-reflection
Utilize information about the growth, development, and experiences of individual children and familiesfor program and curriculum development and improvement
Continuously improve services and supports by evaluating current practices and incorporating effectivemethods, models, and research in our work with children and families
Promote the establishment of aligned services and supports that build on both the unique assets ofeach child and acknowledge the strengths of children’s and families’ heritage, language, and culture
Ensure that services and supports are provided by people who reflect the diversity of the community,are well educated, and are well compensated
Establish an integrated, multi‐disciplinary system of professional development, training, and technicalassistance that supports the design, implementation, and evaluation of practices that are respectful ofand responsive to each child and family
Do You See the Guiding Principles?
Guiding Principle / What did you observe?Create a sense of belonging for each child
Honor each child’s unique culture, heritage, language, beliefs, and circumstances
Celebrate and nurture each child’s gifts and abilities
Promote learning within the context of relationships
Promote learning through playful interactions within environments
Use evidence-based practices
Use strategies to make sure each child is included
Engage each family; acknowledge their uniqueness and build on their strengths
Educational Services, Inc. (2000). A creative adventure: Supporting development and learning through
art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head
Start Information & Publication Center. (English)
(Spanish)
Available to download from
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Available to download from
Characteristics of Effective Family-Professional Partnerships
YES / NO
Enhanced Communication
- Asking families open-ended questions about the people, places, and activities that are important to them
- Listening to families’ perspectives without sharing your own opinions first
- Learning about how families prefer to communicate (e.g., phone, email, in person)
- Using an interpreter to support interactions with family members who speak another language
- Learning and using key words and phrases in the languages of the children
- Seeking families’ input on topics when there are differences that need to be openly addressed
- Being persistent about communicating with each family, even when they have not been responsive thus far
- Demonstrating how disagreements or differences of opinion do not interfere with your commitment to the family and child
High Expectations
- Asking families what they see as their child’s strengths
- Focusing on the child’s strengths and not just the child’s needs
- Asking families about goals for their child
- Involving families in all decisions about their child
- Celebrating with families as children meet new milestones
Respect
- Asking families what is important to know about their culture, language(s), celebrations, and customs and showing genuine interest
- Listening to families with particular attention to insights and information about cultural and linguistic preferences and priorities
- Asking how you should address members of the family
- Asking families how they have been involved in their child’s program in the past and how they would like to be involved in the future
- Reflecting the cultures and languages of families in each classroom or program
Commitment
- Holding meetings at times and places suited to the families’ needs and availability whenever possible
- Reflecting the cultures, language(s), celebrations, customs and values of the families in environments, interactions, and curriculum
- Discussing ways to find options that are responsive to families’ cultural values
- Developing and using a process for regularly soliciting and implementing input from families to inform program decisions
Adapted from: CONNECT Module 4; Teaching at the Beginning: Partnering with Parents ; NCLR Core Qualities for Successful Early Childhood Education Programs; Language Castle
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Available to download from
Resources
Adverse Childhood Experiences
- Aces Too High?
Family Engagement: From the Early Years to the Early Grades
Family Engagement Toolkit
FOCUS: Essential Elements of Quality for State-Funded Preschool Programs
Guiding Principles for the Full Participation of Young Children, Birth through Age Eight, in New Mexico’s Early Learning System
New Mexico Early Learning Guidelines: Birth through Kindergarten
(English)
(Spanish)
New Mexico Resources for Supporting Family Engagement
Recommended Practice: Family Practices
- Family Centered Practices Checklist
- Family Capacity-Building Checklist
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