[Tess Swigart]

I would go to the family in the most caring and positive way possible. I would have what I am going to say ready, and have examples and proof of why I believe the child should have the screenings.

[Batool]

I would say think of what you are going to say before you say it think of key things you’d like to discuss before you have the conversation bring up documentation of the instances and think of ways you can help and maybe the parents can help the child in the situation and maybe say hey even though this is happening thrive improved on the or that aka bring up som positives to maybe show that its not all complaints on negativeI would say think of what you are going to say before you say it think of key things you’d like to discuss before you have the conversation bring up documentation of the instances and think of ways you can help and maybe the parents can help the child in the situation and maybe say hey even though this is happening thrive improved on the or that aka bring up som positives to maybe show that its not all complaints on negative

[Bryanna]

What are some good ways to approach a parent about the developmental screening of their child?

When approaching a parent about the developmental screening of their child, I would first make sure that I prepare a basic script of what I will say with my co-worker, as well as make sure I have evidence to display to the parents of the child’s progress. Then I would compare the child’s work with the knowledge I know about typical child development. I would also tell the parent that I only want to help their child and offer local resources if they are needed, to make sure that the parents know I only want to help their child as an early learning provider.

[Donika Saqipi]

It is important to remain objective and stick to observations and what you have documented.

[SARA]

I would think about the parents perspective, and with professionalism and kindness I would talk with them. I would have documentation as well, that is always good.

[Meghan McDonald]

What are some good ways to approach a parent about the developmental screening of their child?

Prepare prior to the meeting with a co-worker so you have all the proper documentation and you can tell the parents your observations in a professional way. I think it would also be good to start the conversation about what the child is doing well in the class, and then move into some of the potential red flags. Expressing concern, but encouraging action rather than anxiety in the parents. Having the proper resources on hand will help the parents feel less overwhelmed as well.

[gloria]

Primero buscar un espacio adecuado donde se sienta el padre de familia comodo para poderle expresar con libertad la situacio, luego mostrarle los registros detallados de la situacion presentada para que el tambien tenga conocimiento si ellos no lo han notado, mostrarle los recursos a los cuales se pueda tener acceso para solucionar dicho problema.

[Lydia]

I think early learning providers need to be very prepared before approaching a parent. There needs to be solid documentation of what has been observed with the child. The provider must first educate the parent on what is typical development for the child, review the observations noted in the classroom, and then explain those atypical behaviors noted during the screening. It would be helpful for the provider to identify what they will say and pay special attention to how they explain these things. Once these steps are completed, the provider must then be able to identify resources for the parent should they choose to proceed with the next steps for their child.

[Arie ham]

Be sensitive in approaching parents. Make sure to have documented information and be unbiased as possible. Find connections to parents in resources.

[Emma]

Approach a parent with respect and let them know that needing a screening is not a bad thing at all

[Cara]

It is important that you have already established a communicative relationship with the families from the beginning. One idea I learned from a past principal, is to call home within the first week to reach out to parents to introduce yourself once more, establish that open communication, and see if they have any questions or concerns since starting the program/school/daycare. This way, that first phone call is not a “negative” experience. When time has some to deliver news that may not be what parents expect, it is important to practice what you want to say with collegeues. When talking with the families, you may say that you have some concerns you have observed but let them start the meeting with things they may have seen at home first. In the past this has helped in some situations with families because they have observed it too and I can then use that home example to talk about what I have observed at school. In the meeting it is important that you have the students portfolio or observations on hand to give as explicit examples. Also it would be beneficial to have a timeline of typical development and milestones so families can understand why you are concerned about their child. Be sure to have next steps in place weather it is interventions that can be done within the classroom or if it may lead to steps to the IEP process. Be explicit and clear with them and be sure to give resources they can refer to after the meeting.

[DAISY]

Having good documentation of my observations and knowledge of typical child development will help share the information objectively. Working with a co worker to script the discussion that will be happening with the family. Knowing local resources for referral is essential to help families understand what their next steps are.

[Kylie Mack]

To be willing engaging with a coworker discuss how to approach with the parents or guardians to ensure sensitivity about the topic. You need to make sure you have all of the documents, and your observations is according to your documents to make sure it is correct. Equipping ourselves with resources is essential because we aren’t just highlighting the child needs but also the parents or guardian can have resources available. So, with the resources can help with a plan and also the child’s success and empower them to overcome their challenges that may come in the future.

[Crystal R]

I found this strategy guide helpful when I looked at ways to address this topic for parent teacher discussions:

• Start by talking about the child’s strengths. Lead into the discussion of concerns by encouraging the parent to share observations, questions or concerns. Ask questions that will allow a parent to share his/her own observations, then share your own. This encourages a back-and-forth conversation that may validate a parent’s hidden concerns and fears.
• When communicating your concerns, use a developmental checklist. This provides a visual and gives parents something to think about without putting a label on it. It helps get the conversation started and the information is objective.
• Be supportive and respectful.
• Practice active listening techniques.
• Be calm, but show your concern.
• Focus on developmental milestones, specific behaviors and the need to “rule out” possible concerns.
• Be honest but kind. Give parents accurate information in a nonjudgmental way, such as, “Based on the developmental checklist we completed, your child is not meeting his/her developmental milestones” or “Your child seems to be learning in a different way.”
• Be open to trying a parent’s suggestions.
• Reassure parents that you will support them and their child.
• Explain the role and importance of early identification and intervention for developmental concerns.
• Refer to other resources, such as the child’s health care provider or refer a child through Help Me Grow.
• End the meeting in a positive way and with a plan that may include follow-up with other resources.

[Christian Pflager]

The best way to approach a parent about their child’s behavior is kindly and non-accusatorily – not a talking-to or a reprimand, but questions about how the child responds to things, and how you could better support their development in accordance to their personality and experiences.