Talking With Parents
the manner in which the “informing” process with parents is handled is a vital test of the honesty of the educational program or center. Preferably, staff is prepared and trained procedures are in place before anyone has to talk to parents. Four stakeholders are included: the anxious child, the parents, the teacher, and the administration.
The Parental Dilemma
Becoming a parent extracts a variety of needs and opportunity, the most common of which is the desire to increase one’s circle of loved ones—to love and be loved. For fathers, parenting may mean an affirmation of manhood; for mothers, an organic crucial Some see parenthood as a second chance, an opportunity to gratify their own unfulfilled childhood needs or to understand dissatisfied adult ambitions. Still others expect that parenthood will become a means of providing protection and care for themselves in their old age. We choose parenthood for many different reasons, but the plan is for a healthy, joyful baby; the event is a time for party. With conception and adoption, parenthood brings objectives for the family, dreams of love, safety, and accomplishment.
The Staff’s Dilemma and Responsibility
From birth to age six, kids’ brains are particularly responsive to experiential influence. Distance learning Montessori educators on the brain has produced inspiring evidence that supports the value of an early start, mainly for kids with disabilities or for kids at risk. Parents are likely to become upset at a later date if early caution signs and risk factors are overlooked, their kids fail to make predictable maturational gains, or when their kids have not received entitlements.
Other Parental Reactions
The most common traumata engross either a serious danger to one’s life or physical integrity; a serious threat or harm to one’s kids, spouse, or other close relatives and friends; unexpected devastation of one’s home or community.” The parental reactions that professionals observed sometimes led them to conclude that these parents were unreasonable, dysfunctional, or part of the problem. Characteristically, parental reactions at the first staff recognition meeting fall into three categories. They can be described as:
•Reassured to hear their own fears voiced; they are in basic agreement that something is wrong.
•Puzzled, unsure, terrified, but also concerned. Is the troublesome behavior a stage, part of character, can be outgrown, or a sign of a problem?
Establishing an Alliance
some pre primary teacher training course educators may even feel unqualified to take on this task. And, understandably. The education and training of child care staff is diverse. The literature points to a broad range of backgrounds for teachers; some with a high school education and little or no experience with young kids, and others competent as certified teachers with a college or graduate school education. Even when teachers are certified, their training may not have integrated any preparatory work to help them deal with parents. Untrained staff, unavailable consultation or supervision, limited experience, and time restrictions, are all hurdles to overcome and lawful issues to be addressed.
A Beginning Approach
It is practical and important to distinguish between two types of initial contacts: One requested by a parent and the other by the staff. In the first example, it is perhaps best to be a good listener. Find a contented, private room where there will be no disruptions of any kind, not even for a minute or two, or for a phone call. Leave enough time, if possible an hour, for the discussion. After the casual greetings to help put someone at ease and get started, let them tell you what encouraged their request. Parental concerns should be taken gravely; their observations are usually consistent and applicable Including Parents in Assessment
including parents in the assessment process, according to teacher training course increases the correctness
of the data collected and paves the way for involvement in their child’s education. It is also one of the best ways to get a good picture of the child’s performance in multiple settings. Sharing responsibility for screening recognizes the usefulness and value of parental judgment, reaches for it and includes it in arriving at decisions. The process produces meaningful information, is consensus building, and will facilitate later decisions.

Author's Bio: 

Lizzie Milan holds Master’s in Psychology Degree. She was working as supervisor in teachers training institute.
Currently, she is working as course co-ordinator for early childhood education (ecce) & nursery teacher training (ntt) courses since last 20 years.