[Madison]

I think the most crucial steps are to prepare yourself for how the conversation could end up, it can be hard for someone to hear and some parents could be difficult or emotional. Make sure to have plenty of supporting evidence. Be very gentile and understanding. Then provide clear steps as to what they can now do to best help the child.

[Madison]

Documenting and observing a child’s development helps providers understand what the child may not know how to communicate. It also helps providers establish what kind of teaching and care they need and can help them build curriculum which in turn sets the child up for success.

[Madison]

I believe if the parent is arriving late multipole times and haven’t communicated then you should feel comfortable going to the parent and asking to have a sit down conversation with them to get to a resolution sooner. you could ask things such as ” we have noticed you have been late at pick up is there something going on that stalls you getting here? Is there anything we can do to make it easier on you?” and make sure to communicate clearly that it effect the child, and the employees who have to stay to make sure the child is picked up while also being friendly and understanding.

[Madison]

WAC 110-300-0161 and 110-320 both reference diversity. I believe the message is that no matter what we are constantly doing what we can to make everyone feel equal and to teach every child in our care to do the same. In the classroom that could be through not offering any materials that might show stereotypical or offensive behaviors, giving clear instruction, and adding opportunities for other children to learn about different diversities. Also by establishing a good connection with the parents so they can comfortably communicate with you when there is an issue.