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Connecting Families and Classrooms Using FamilyInvolvement WebsMick Coleman a & Charlotte Wallinga aa Department of Child and Family Development , University of Georgia , Athens , USAPublished online: 18 Jul 2012.

To cite this article: Mick Coleman & Charlotte Wallinga (2000) Connecting Families and Classrooms Using Family InvolvementWebs, Childhood Education, 76:4, 209-214, DOI: 10.1080/00094056.2000.10521164

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Mick Coleman and Charlotte Wallinga Hick Coleman is Associate Pro- fessor and Charlotte Wallinga is Associate prOfessor, Department of Child and Family Development, University of Georgia, Athens.

Connecting Families and Classrooms Using Family Involvement- Webs

F A amily involvement has become a popular concept for educators, as they increasingly recognize the benefits that result from engaging families in their children’s education within and outside the classroom. Yet, family involve- ment is not well understood (White & Coleman, in press). Although models are available (Epstein, 1995; Epstein ‘& Dauber, 1991), implementation of family involvement programs can, at times, be difficult. Families do not share the same backgrounds or interests. Family schedules do not allow for uniform activities. For various reasons, parents may not be able to carry out the educational activities that are sent home.

Fortunately, educators can manage these challenges by searching for common ground between families and classrooms (Coleman, 1997). Just as classroom activities require planning and organization, so too does family involvement. This article introduces family involvement webs as one means by which to plan for and organize a family involvement program.

The Goal of Family Involvement Webs The goal of family involvement webs, as for curriculum webs, is to develop an organized plan for addressing a complex task. In the case of curriculum webs, the challenge is to integrate educational activities around a curriculum theme to achieve multiple educational objectives. For educators using family involvement webs, the challenge is to integrate diverse family life experiences around the same curriculum theme, in order to support the same education objectives.

Like curriculum webs, family involvement webs can vary depending upon the approach taken by teachers. Consider Figures 1 and 2. Both webs have three rings, but their organization is somewhat different. At the center of both webs is the curriculum theme. Differences appear in the second ring. In Figure 1, the second ring includes four roles that family members might assume to support the curriculum theme of traditions. In Figure 2, the second ring includes four learning centers that will be emphasized during children’s involvement with the curriculum theme of plants. Finally, the third rings of Figures 1 and 2 contain specific family involvement activities that support the webs’ respective curriculum themes.

Family involvement webs such as those in Figures 1 and 2 offer a number of advantages. They display respect for the diversity of family lives, and they reinforce a cohesive family-school partnership by suggesting ways in which

Just as classroom

activities require

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organization, so

too does family

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teachers and family members can cooperate in supporting children’s educational experi- ences. Family involvement webs also provide a concrete mecha- nism by which to structure dis- cussions with families about what types of family involvement activities best suit their particu- lar life demands and personal interests.

Developing and Implementing Family Involvement Webs One concern sometimes raised by teachers is the time and com- plexity involved in planning and organizing family involvement activities. It is thus important to remember that, much like the process for curriculum webs, only one family involvement web is developed per curriculum theme, per classroom. This one web allows teachers and families to see the “big picture” of how diverse family backgrounds can contribute to a common curricu- lum theme. It is for this reason that the development of a family involvement web begins by iden- tifying a curriculum theme.

Fa m i 1 y In v o 1 venzen t Web: Traditions

Collect Educational Materials On Diversity for use in Classroom

Collect and Publish Directory on Community Traditions Plan and Host Interviews

Representing Diffennt Ethnic/Racial Groups

and Holidays

Form Classroom Committee on “Unit in Diversity”

Serve as Field Trip Monitor Collect Family Traditions Represented in Classroom

Collect Research

Diversity Stones, &

Collect Past & hesent Newspaper Pictures on comunity Cultural Diversity

Help Create Bulletin Board Related to Cultural Fair

Record & Discuss Childreo’s Dictation About Family Traditions

Lead Story Activities M Dan= Activities Lead Song Activities

Ste i l : Identi& a Theme. The classroom curriculum theme serves as the building block that links classroom and family involvement activities. While the literature includes ample discussions of developing curriculum themes (e.g., Wellhousen, 1996; Workman & Anziano, 1993), two basic principles will be summarized here. First, curriculum themes typically involve more con- crete concepts (e.g., birds) than abstract ones (e.g., life). Second, they involve universal concepts (e.g., celebra- tions) as opposed to culturally specific ones (e.g., Christ- mas). Teachers typically brainstorm curriculum themes among themselves or with the children in their class- rooms. It is also important to involve families in order to ensure that they feel a part of the education process and to ensure that classroom activities complement in- home activities. Simply asking families what themes they find interesting can help to send the message that their input is valued. Family members might be polled or asked informally about their interests, as well as those of their children. Or, they might be asked to consider potential themes listed on a summary sheet, checking those themes that interest them and

Figure 1

even adding their own suggestions. This empathic approach (Jones & Nimmo, 1994) not only helps teach- ers link classroom and home interests, but also pro- vides a means by which to identify common interests among families.

Step 2: Brainstorm Family Involvement Activities. Teachers usually find this step to be especially enjoy- able. The selection of activities should be based upon the following considerations:

Link activities to the curriculum theme. Begin by explaining the purpose of the curriculum theme and how it was developed. Then, ask families tobrainstorm complementary family involvement activities that might support the theme. Remind families that family involve- ment activities may take place within the classroom, at home, or in the community. They may be proactive (e.g., carrying out an educational activity at home) or reactive (e.g., responding to school requests for class- room assistance, resources, and feedback). In some cases, it may be necessary to provide a few examples to get this process started. However, it is important that

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all subsequent suggestions come from the families themselves. Write each suggestion on a flip chart.

Facilitate family discussions. Because of the po- tential time and energy associated with coordinating family involvement activities, teachers should keep their webs simple. Focus on realistic activities by facilitating discussions of the costs and time required to carry out the activities listed on the flip chart. Encourage families to consider their work and family commitments. Ex- plain the types of classroom resources that are available to support family involvement activities. The resulting activities will have better chances for success.

Step 3: Identify Family Roles. Once family involve- ment activities are identified, they then can be linked to different roles that fit the parent’s or caregiver’s own interests and family situation. A range of family in- volvement roles are possible, as indicated in Table 1. These can be formally incorporated, as in Figure 1, or implied, as in Figure 2. In this section, we consider the more formal roles associated with Figure 1.

Support role. Families play a support role when they assist teachers with classroom preparations or with the achievement of educa- tional goals. Assisting with field trips, helping to prepare materi- als for classroom activities, and assisting with the development of bulletin boards are examples of support roles. Such support activities are important to teach- ers whose time and energies are divided among numerous tasks. Likewise, the support role is im- portant for families who need a nonthreatening way by which to enter into a family involvement program. Parents and other caregivers-especially those who, as children, did not achieve success in school-may hesitate to assume more active family involvement roles. Fortunately, the support role provides them with a nonthreatening way to feel a part of their children’s classroom lives.

Figure 1 includes examples of the possible support roles asso- ciated with a class field trip to a community cultural fair. Fam- ily members might help prepare a bulletin board related to the field trip, or they might serve as

field trip monitors. Other possible support roles not listed in Figure 1 include helping to prepare a bag lunch for the field trip, or taking pictures of the children’s experiences.

Student role. Family members assume the role of student when they advance their own knowledge of childhood development or acquire new information in support of their children’s educational experiences. In either case, by doing so, family members will have joined with their children in the learning process.

In Figure 1, family members function as students by learning about cultural diversity and its relationship to children’s understanding of traditions. The process of documenting family traditions, researching cultural songs and dances, and collecting newspaper clippings about community diversity has many important edu- cational functions. It helps family members to become more knowledgeable about community diversity and traditions. Plus, they are able to see the products of their investigations translated into learning activities that support the classroom theme of traditions. To- gether, these learning experiences help prepare family members to take on a more active role in teaching their children about diversity and traditions.

~~~ ~ ~~

Fa m i 1 y Inv o 1 vemen t Web: Plants

Demonskates Food Safety, RecordandDisounr propentioa, & heserfation Develop and Children’s Food Choices

Follow RccipCr

1 FOOaT~tingParty

Figure 2

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Educator role. Families assume an educator role when they teach children social skills, life skills (such as those involving safety and personal respon- sibility), specialized skills (hobbies), and age-appro- priate educational concepts. Families as educators actively apply the information they receive or ac- quire on child development and educational topics to their children’s daily lives. For example, family members may use their knowledge of community diversity by taking their children to museum exhib- its or neighborhood fairs. Or, as depicted in Figure 1, they may help to lead children in traditional stories, songs, and dances. These activities can sub- sequently support children’s discussion and dicta- tion of family traditions.

Advocate role. The advocate role also can take

many forms. For example, families advocate for their children when they attend school functions, speak at parent-teacher gatherings, vote for public officials who support child-friendly policies, serve on parent advisory boards, and participate in neigh- borhood safety programs. Some families may show an interest in this role by directly asking how they can best support teachers’ efforts to provide a qual- ity learning environment for children. As noted in Figure 1, family members might choose to advocate for the idea of “unity in diversity” in their children’s education by conducting interviews with commu- nity leaders, reviewing educational materials on diversity for possible use in the classroom, and pub- lishing a community directory of cultural traditions and holidays.

Thefollowing roles can be represented in many ways. Likewise, some activities can be placed under more than one role. Family members may choose to pursue multiple roles.

Support Participate in school bake sales & raffles Prepare classroom bulletin boards Assist with classroom field trips Provide teacher with requested information Help monitor classroom activities Provide materials to classroom

Student Attend child guidance workshops Seek input from teachers about educational practices

Learn about in-home and community

Seek information about childhood development and

Manager

to try at home

child safety practices

education

Arrange daily routines so that you have time to talk with child about his or her day

Help organize classroom event Help manage the family resource center Assist the teacher in making group transitions Help teacher to maintain the organization of

the classroom and outdoor learning centers

Educator Introduce educational concepts at home Take child to community events Read to child Watch television with child Plan and play games with child Guide child‘s in-home discoveries

Advocate Join school councils and committees Write letters to school board members about school policies

Attend community meetings and rallies related to children’s

Express your thoughts about classroom or school policies

and programs

issues

Counselor Listen to child’s feelings Listen to child’s thoughts Allow child to make choices Provide child with different views Teach child communication skills Help child to negotiate disagreements

and to reach compromises

Protector Help mediate family disagreements Monitor social interactions and play

Set and enforce safety limits Help child to understand the consequences of his or her behavior

Conduct safety checks of home and classroom environments Help teachers conduct life-skills activities (e.g., responding to strangers)

Teach child about “zero tolerance” for disrespect of others

Table 1

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Step 4: Implement the Web. The activities and roles described above can result in a strong family- school network. The successful implementation of these webs depends upon consideration of some practical matters:

Keep it simple. It is important not to create too many activities or roles in the web. Otherwise, the coordination of activities can become difficult.

Mr. Scott, a single father of a 6-year-old, works long hours as a carpenter. He acknowledges the importance of supporting his daughter’s education, but his work schedule prevents him from attending school functions.

Mr. Scott’s work schedule clearly precludes him from becoming heavily involved in school-based activities. Nevertheless, his knowledge and skills can be incorpo- rated into family involvement webs in simple, but important, ways that reflect his particular family cir- cumstances. For example, Mr. Scott might assume a student role in Figure 1 by simply talking with his daughter about the history and importance of the family traditions that they follow. These traditions can, in turn, be summarized and given to other parents and caregivers who are collecting classroom family traditions for a community directory. In the second web (Figure 2), Mr. Scott might be provided with the raw materials to build a produce stand or make signs for the stand. He also might help to make borders for the children’s garden or collect wood shavings for the art center. These are all simple yet meaningful family involvement activities.

Explain and give examples. Explain the purpose of various activities and roles so that families clearly understand their options in order to make informed choices.

Ms. Key runs her own printing business. During her free time she enjoys gardening and cooking, two hobbies that she learned as a child. Her 6-year-old son, Max, shares his mother’s interests in gardening; recently, he set up his own small flower garden.

Ms. Key’s career skills and personal interests provide her with many family involvement opportunities. For example, in the first web (Figure l), the teacher might explain how the class could benefit from Ms. Key’s professional background by asking her help in publish- ing the community directory of traditions and holi- days. Or, Ms. Key might instead choose to print the children’s dictations about their family traditions. In the second web (Figure 2), the teacher and Ms. Key might decide that her knowledge of gardening would be helpful in guiding the children’s selection of plants

for their garden. Or, they might discuss the possibility of Ms. Key combining her career skills and personal interests by printing the recipes that she and other adults help the children to develop.

Coordinate family involvement activities. Coor- dination of family involvement activities helps families to cooperate in supporting their children’s educational experiences. Note that many of the activities in Figures 1 and 2 are connected, reflecting the potential ways that families might work together to support one another.

Ms. Klickman is a single parent who just moved to the community with her 6-year-old daughter, Sonya. She is currently looking for work, and explains to the teacher that she just does not have time right now to attend parent-teacher conferences or to help Sonya with her school projects. Ms. Klickman and Sonya spend what little free time they have drawing pictures for each other. Ms. Klickman explains that she and her daughter are both interested in looking at ”pretty things.“

Ms. Klickman’s life is in transition, limiting her ability to participate in school-based family involvement ac- tivities. Even so, her interest in drawing can be coordi- nated with family involvement activities. For example, Ms. Klickman and Sonya might devote part of their time together at home to drawing their family tradi- tions for display on the classroom bulletin board, or designing a cover page for the children’s dictations that Ms. Key has agreed to print. They also may choose to design and make markers for the plants that children have selected for their garden, or to cut out art materials to decorate the produce stand that Mr. Scott has agreed to build.

Allow families to self-define. Accept the defini- tions that families give to activities and roles so that family involvement remains a cooperative and creative endeavor. Allowing families to define their own in- volvement activities and roles also helps to ensure that their strengths are truly represented in the classroom. Consequently, interest in the family involvement pro- gram will be maintained.

Mr. and Ms. Stone operate a car repair shop. Their work hours are long, although they do have control over their schedules. This is important to them, as they particularly like spending time with their 6-year-old twins, Mark and Mike. Unfortu- nately, business is pretty bad right now, and they are both taking on second jobs to help pay family bills. The twins’ Aunt Martha has agreed to help look after the boys during this stressful time.

I

Martha’s assistance is critical in helping the Stone fam- ily get through a tough time. Yet, she may lack the knowledge or confidence to jump into family involve-

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ment activities immediately. It is therefore important that the teacher work with Martha to help her self- define how she can best involve herself. For example, Martha might choose to assume a student role at first by helping to collect past and present stories, songs, and dances from the local library. Or, she may decide that she needs to assume a support role by helping to monitor the field trip. These experiences can help her gain more confidence in her ability to assume an edu- cator role-in which she may lead a story or song activity, for example. Martha might choose to help support the plant theme by first contributing produce from her garden to the class produce stand. This positive experience might lead her to become more active by helping children to carry out their gardening activities, or helping to host the tasting party that will include food based on recipes developed by the children.

Each of the families described above made important contributions to their children’s learning activities. Equally important, the range of activities demonstrates the importance that family involvement webs can play in helping teachers and family members to appreciate the ways in which they can coordinate their individual efforts in support of a common curriculum theme.

Step 5: Evaluate the Outcome. Webs also provide a means by which to evaluate the success of a family involvement program. Do families see the importance of the family involvement web? Do they feel comfort- able with their self-selected activities and roles? Do they show a better understanding of the educational significance of classroom activities? In what ways are they learning to support their children’s classroom activities in the home? These questions can be ad- dressed during parent-teacher conferences, through simple polls, and from observing family involvement activities. We suggest that teachers develop a portfolio of family involvement activities as one means by which to document and reinforce the success of their family involvement webs. Items that might be selected for inclusion from Figure 1 include pictures of classroom activities, children’s dictations, or children’s responses to new educational materials concerning diversity. Items that might be selected from Figure 2 include art products, plant growth charts, or family reports of children’s home gardening activities.

Implementing Family Involvement Webs: Some Cautionary Reminders Although family involvement webs, like curriculum webs, provide a comprehensive picture of activities and roles, they also require work. Accordingly, they must be approached with some degree of caution. Here are a few key recommendations to keep in mind when developing and implementing family involvement webs:

Involve families. Family input is essential to de- veloping a realistic and motivating family involvement web. Involve families at all steps in web development, in order to maintain their interest and cooperation in carrying out the resulting family involvement activities.

Begin slowly. Begin slowly with a simple web. Also, be selective. Not all curriculum themes need a family involvement web. Rely upon the families’ inter- ests in deciding which curriculum themes should be accompanied by a family involvement web.

Educate families. Make sure that families under- stand the purpose and links between classroom cur- riculum themes and family involvement webs. It is also important that they see how their particular activities and roles fit into the overall web. Treat each activity and role as equally important. This will help to empower families.

Make family involvement part of assessment. Help families to see the impact of their involvement on their children’s education by developing family in- volvement portfolios. Families and children should help to select the materials that are placed in the family involvement portfolios. Use the selection process as a communication tool to discuss how family involve- ment activities set the stage for a classroom discussion, contributed to a child’s self-discovery, expanded a child’s insight into an educational concept, or helped family members to reinforce a child’s classroom learn- ing experience at home.

Conclusion Family involvement is sometimes difficult to coordi- nate. Likewise, it is sometimes difficult to communi- cate its importance. Practice, patience, and experience can make family involvement webs a valuable strategy for coordinating and communicating about family in- volvement activities.

References Coleman, M. (1997). Families and schools: In search of

common ground. Young Children, 52,1421. Epstein, J. L. (1995). Schml/family/mmmunity partnerships:

Caring for the childwn we share. Phi Delta Kappan, 76,701-7l2. Epstein, J. L., & Dauber, S. L. (1991). School programs and

teacher practices of parent involvement in inner-city el- ementary and middle schools. The Elementary SchooIJournul,

Jones, E., & Nimmo, J. (1994). Emergent curriculum. Washing- ton, DC: National Association for the Education of Young Children.

Wellhousen, K. (1996). Be it ever so humble: Developing a study of homes for today’s diverse society. Young Children,

White, S., & Coleman, M. (in press). Early childhood education: Building a philosophyjbr teaching. Columbus, OH Pnmtice Hall.

Workman, S., & Anziano, M. C. (1993). Curricu- lum webs: Connections from children to teach- ers. Young Children, 49,49.

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