Resources from the Field

QSLA has gathered activities and early learning practices that you and/or your fellow early educators have shared into the following resource documents. Click on the images below for the full PDF documents which include links and activities to support your work with children and families. Check back soon for more Resources from the Field!

QSLA ha recopilado actividades y prácticas de aprendizaje temprano que usted y/o sus compañeros/as educadores/as tempranos/as han compartido en los siguientes documentos de recursos. Haga clic en las imágenes a continuación para ver los documentos PDF completos que incluyen enlaces y actividades para apoyar su trabajo con niños/as y familias. ¡Vuelva pronto para obtener más recursos del campo!

Enhancing Early Literacy Through Family Engagement |
Mejorando alfabetización por medio de compromiso familiar
April 2021 | Abril 2021

Encouraging Early Math Habits At Home |
Animando habilidades de matemáticas tempranas en el hogar
May 2021 | Mayo 2021

Welcoming Families with a Trauma-Informed Approach |
Dando una bienvenida a familias de manera informada sobre trauma
June 2021 | Junio 2021

Looking for more great resources?//¿Busca más recursos geniales?

Browse Quality Start LA’s Resources for Early Educators page for great information & resources on topics like Health, Diversity & Equity, Family Engagement, Special Needs & Inclusion, and more! Need something to share with families? Check out Quality Start LA’s Resources for Families page as well!

Explore la página Recursos para educadores/as tempranos/as de Quality Start LA para obtener información y recursos excelentes sobre temas como salud, diversidad y equidad, compromiso familiar, necesidades especiales e inclusión, ¡y más! ¿Necesita algo para compartir con familias? ¡Consulte también la página Recursos para familias de Quality Start LA!


Family Partnerships II: Identifying Strengths and Needs to Better Support Families

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As we transition into summer, many of us are reflecting on the past year and how we supported our families. What strategies did we use and how effective were they? How did we collaborate with families for mutual support? What did we learn from our family engagement practices? As the saying goes, hindsight is 20/20. Last month we tuned into a key aspect of family partnerships, specifically gathering feedback from families to build stronger programs.

This month we focus on bringing a strengths-based approach to our family needs assessments. We will discuss what a strengths-based mindset looks like in family partnerships, key factors to consider, and what strategies and tools can support this process.

What is a strengths-based approach?

As we mentioned in our Family Engagement tip in December 2020, a strengths-based approach is a way of interacting with families that is grounded in understanding and developing the strengths and capabilities of the families we serve. It starts from the belief that each person has unique strengths and capabilities that determine their evolving story, instead of allowing perceived limitations to define them.  This capacity building effort is a process and a goal that evolves with time.

A strengths-based approach to family engagement holds onto two key assumptions: 1) all families have strengths, and 2) All families are doing their best, given their reality. When we connect with families, making sure to build trusting and open relationships, we get to understand what their reality looks like.

We need to build relationships with families if we want them to feel comfortable sharing their strengths and needs with us. Check out this infographic below for specific ways to build relationships with families to build trust and show our support for them.

Moving on from "Family Needs Assessment"

Typically, family needs assessments focus on what families hope to gain from their early learning program or the ways the program can support the family that will improve the child’s well-being. Here we hope to flip that mindset by rethinking this process and offering a family strengths and needs assessment. Reimagining our typical family needs assessment into a family strengths and needs assessment allows us to value families as equal partners with valuable insights and capabilities, in turn leveling up the work we do together. Our family engagement moves from being one-sided, “Early educators help families because they have these needs”, to a more symmetrical style of “Early educators and families work together to help meet family needs”. This creates the opportunity to recognize family strengths and empower the families, particularly in support of their child’s wellbeing. What’s more, when we show families that we value their strengths, they may feel more comfortable discussing their needs. 

Going back to our first assumption: all families have strengths – they have something to share! These are often known as funds of knowledge which consist of the everyday knowledge and skills that contribute to the overall success of the family, which are passed down from generation to generation. This knowledge comes from life experiences, particularly relevant information to their location, culture, local norms, social groups, etc. 

We already tap into a family’s knowledge of their child. However, each family has so much knowledge that we may not be considering. Check out this box on the right for other funds of knowledge that families have.

What are some funds of knowledge that families have?

  • Home language
  • Learning & communication styles
  • Family values and traditions
  • Location & transportation methods
  • Friends & family network
  • Community & safety systems
  • Caregiving
  • Household habits & chores
  • Family occupations
  • Educational & recreational activities
  • Media (TV, movies, books, etc.)
  • Health knowledge

Preparing for a Strengths and Needs Assessment

Taking a strengths-based approach often means our programs will consider different preparations before changing our family engagement practices. We can prepare families and staff by creating comfortable opportunities to discuss, train, and practice for this type of approach.

Considerations

  1. Actively choose a strengths-based mindset: In addition to learning about a strengths-based mindset and setting up programming accordingly, we as program staff reflect and incorporate this mindset into all of our interactions with families; whether that’s direct (speaking to families and children) or indirectly (speaking about families). We are intentional and consistent in actively choosing a strengths-based mindset.
  2. Recognize what we bring to the interaction: This includes our own ideas, biases, expectations, assumptions, emotions, judgement, etc. Being aware of our thinking and perspective helps us get closer to assuming families are doing their best and have something to share.
  3. Consider the family member’s perspectives: Families can come with different experiences in tow; some may be eager to receive support and others may be skeptical or cautious in sharing and opening up. Many families can feel a mix of emotions. One of the most powerful messages we can share with a family is to clearly say “I am not here to dwell on negative aspects of your family’s life, but rather work with your family to identify goals and support your family in moving forward.
  4. Build trusting relationships: Consider how to empathetically approach families. Conversations on needs assessments or other family matters can feel intrusive and judgmental if approached without building some connection with the family. Check out our previously shared infographic for some ideas.
  5. Be careful about making assumptions about families strengths and needs: We can work with families to co-create a full panorama of their strengths and needs. This can ensure that we share requested resources or supports, not those we may think of based on the assumption that a family has a certain need or strength.

Implementation

  • Choose what strategies work for your program and families to capture family strengths and needs:
    • One-on-one strategies:
      • A casual conversation with a family with where the provider takes notes on strengths/needs during or afterwards,
      • A guided conversation between a provider and family to collaboratively fill out assessment forms,
      • Provide families with assessment forms, with a provider available for on-the-spot assistance
    • Remote alternative: Provide families with assessments forms (electronically or printed) to complete on their own time – with provider contact information available for questions and/or instructions or video provided for guidance
    • Group settings: Offer large sessions for step-by-step demonstrations to support families on how to fill out assessments, where providers can direct the overall group and/or attend to each family.
  • Choose or create tools that assist with collecting family strengths and needs:
  • Train staff on the selected tool(s). Make sure to include practice scenarios to complete the tool with different types of families/family members to further help staff feel ready to adapt.
  • Decide how to capture insights from these assessments to get an overview of all families’ strengths and needs. This will be particularly helpful for planning program activities and family service plans.
    • General counts: What strengths, needs, and/or interests show up the most across all families in the program?
    • Individual family service plans: Once we have worked with a family to identify these strengths, needs, and interests, we can co-create a plan that works for everyone and counts on the family’s strengths and our programs services.

Of the ideas shared here, consider how to adapt certain suggestions and/or select the ones that are most suitable for your program’s capacity and requirements in a way that creates a comfortable environment for families to share. Family child care programs can simplify many of these ideas and tools for their purposes and family interaction styles. With a little creativity and communication, these implementation steps can also be completed in person or virtually.

Strategies for a Strengths-Based Approach

Breaking it down: A Strengths-Based Needs Assessment in Parts

Once our programs have laid the groundwork for supportive relationships with families, picked our key tools, and prepped our staff, we can start up the process of a family strengths and needs assessment. These next steps are a flexible guideline that programs can adjust for their protocol and capacities.

  1. Get to know family strengths. What is working? Starting with a family’s strengths helps start this type of interaction on an empowering note. It is important to explicitly acknowledge and support what a family is already doing and what is going well.
  2. Co-identify family needs. What may not be working or could work better? We can share previous examples of how we have supported and collaborated with other families to clearly show how a family can benefit from opening up and sharing their needs. This can include the child’s specific needs and the family’s overall needs. Here we can check-in with families to touch base on which needs they do or do not want program support in addressing.

*Choose what strategies work for your program and families to capture family strengths and needs:

    • One-on-one strategies:
      • A casual conversation with a family with where the provider takes notes on strengths/needs during or afterwards
      • A guided conversation between a provider and family to collaboratively fill out assessment forms
      • Provide families with assessment forms, with a provider available for on-the-spot assistance
    • Remote alternative: Provide families with assessments forms (like through survey link, digital or printed documents) to complete on their own time – with provider contact information available for questions and/or instructions provided for guidance.
    • Group settings: Offer large sessions for step-by-step demonstrations to support families on how to fill out assessments, where providers can direct the overall group and/or attend to each family.

What to do with this information: Macro and Micro Levels

          3. Share program supports and resources: Depending on how a family’s assessment was completed (on their own or in person), we need to be timely in recognizing what is shared with us. Now we can bring our program supports and services to the table, clearly explaining what we can do as a team. It is important to answer any pending questions or clarify any offerings.

         4. Co-create a plan that utilizes family strengths and program offerings to address family needs:

    • Integrate families’ strengths into programming: A family’s strengths can be used in combination with program offerings to meet their needs. Once we have reviewed the family’s strengths and needs as well as the program offerings, we can co-design a plan that take advantage of the strengths and works for both parties!
    • Suggest and facilitate collaborations across families such as two families helping each other out with drop-off and pick-up times if they are having issues with scheduling transportation, if both families are comfortable.
    • Create a provider-family representative committee after a round of assessments to work with family representatives in brainstorming creative solutions that programs & families can execute, based on the assessment data and insights found.
    • Offer group or program-wide encounters with community agencies to address many families’ needs on a larger-scale by connecting them to community supports like resource centers, job training programs, etc.  
    • Schedule program activities directly addressing families’ needs using in-house program services like parenting classes, family game nights, etc.
    • Nominate and prepare “family leaders” who have had positive and empowering experiences with the assessment and resulting collaborative support with the program. These family leaders can support new or less engaged families with these assessments by sharing their story, encouraging these families, and supporting the trust between the program and families.

*For more ideas in addition to above, check out last month’s family engagement tip on gathering family feedback for stronger programs for ways to collaborate with families on program efforts.

           5. Periodically reassess plans with family: What’s working? What needs another look or more suitable support? These conversations are a good chance to share changes, new needs, program offerings, etc. that may affect the supports/services selected for families. Consider asking for feedback from each family:

    • After Completing the family strengths and needs assessments, survey families on how comfortable the approach was, what was helpful, what can be improved, etc.
    • After Collaborating over a long period of working together (ex. 6 months, 1 program year), survey or interview a family to debrief on their experience with this approach. Gathering wisdom from older families who have experience with this approach in our program can help us better prepare and support new families. Check out more of these nuggets of wisdom from page 27 of WestEd’s Assessment of Family Strengths and Needs.

As early educators, we have all come across strong and capable families. Taking a strengths-based approach to reimage the family needs assessment is our chance to believe in and empower families! What’s more, we will find that families and providers will experience more confidence and bring out the best in each other.

Cristina Espinoza
Family Education Coordinator, Quality Start Los Angeles

Cristina Espinoza has worked as a family and youth development professional for 5 years, including having served as a Peace Corps Volunteer as a youth development promoter in Costa Rica. In conjunction with Quality Start Los Angeles, Cristina is passionate about supporting families to feel empowered in the changing landscape of their surroundings with their children’s wellbeing at the forefront.  She is a champion of strengths-based systems and services that build resilient families and youth.


Family Partnerships I: Gathering Family Feedback for Stronger Programs

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Many of us have seen this pandemic as a time to reevaluate our lifestyles and our work. With blurred boundaries between work and home, a sense of mutual support, understanding, and empathy is key for providers in moving forward with family engagement.

As we continue exploring what family engagement can look like, we have a chance to tap into the voices and strengths of the families we work to simultaneously improve our program quality and bolster relationships with families. Each family has their own funds of knowledge; these consist of the everyday knowledge and skills that contribute to the overall success of the family, which are passed down from generation to generation. This knowledge comes from life experiences, particularly relevant information to their location, culture, local norms, and social groups. In our February 2020 family engagement tip, we touched on the funds of knowledge families have and how we can shift our perspective regarding the ways families can collaborate with and provide input to a program.

This month, we focus on how to involve families in developing, implementing, and assessing our program’s procedures and routines. We will dig deeper into what this approach can look like and how to involve families in each phase.

In order to make informed decisions for our programs, we rely on different sources of information to figure out what works, what needs aren’t being met, and what possible changes can be made. This data serves as a compass, giving our proposed changes direction and purpose. Our programs typically follow a cycle of phases when we bring about these changes. We will cover each of these phases in the next sections, paying particular attention to how family partnerships can work at each point.  

Phase 1: Getting Data – Tapping into Families’ Perspectives

A classic way we are used to working with families is gauging their opinion about and needs from our program. Whether we are conducting routine surveys for annual family needs assessments, program evaluation, or managing a more specific situation (i.e. COVID-19 procedures, logistic details for a group celebration), there are many options for how to formally or informally gather this type of feedback from families. Here are some ideas:

  • Town Hall Meetings: These communal gatherings can be used for program updates, announcements, planning, evaluations, etc. Town Halls are best used for communication and coordination, like asking for feedback on specific program aspects, gathering ideas for solutions to current challenges or opportunities our program may be facing. *In a virtual Town Hall, you might record the event so you can review and replay the comments shared to make sure you heard them all and integrate them into next steps, as applicable. These can pair with focus groups to dig deep on potential solutions.
  • Long Form Surveys: Longer surveys involve many in-depth questions and are best used for needs assessments and program evaluations. This method works well with family interviews to strengthen relationships and enhance family supports, especially in getting a baseline. Use online or paper surveys depending on what works best for your program. 
  • Focus Groups or Group Evaluations: Focus groups involve a smaller group of family representatives (6-10 people is best) to have an in-depth discussion or evaluation of a particular topic or program, led by a staff member with prepared questions. Ideally these representatives from different backgrounds and family compositions) can create opportunities for deeper, enriching conversations on the variety of family needs and strengths. This approach can work virtually and in person, with proper precautions and may create more accessible time frames for family members.
  • Shorter Inquiries: These shorter forms are best for simple questions and quick opinions. Consider an interactive method at the entrance of your early learning program!
    • Token boxes – These are great for Yes/No, multiple-choice, and scale-based questions. Ex. On a scale from 1 to 5, how much does your family use our Family Literacy Activities?
    • Short Response Survey – Consider limiting the amount and complexity of questions for a short survey! Nutrition Survey with 5 short questions gauging interest on FE activities, home practices, learning preference, meeting availability (time/day).
    • Sticky board/whiteboard – Great way to host brainstorming sessions for on-the-go family members! Help us brainstorm ideas for our Family Culture Night!

Pro Tips:

Some key details to consider when setting up these methods include –

Using data can bring a fresh perspective and open our eyes to deeper issues that we may have been unaware of or been unintentionally blind to.

When we ask families what they think about program matters and how they can be improved, we communicate a message that says “We value what you have to share and see you as a key player of this team.” Not only does this strengthen our relationship with families, but it also opens up more opportunities to collaborate – as is shared in this next section.

Phase 2: Now What? – Involving Families in Process Design

Now that we have all this feedback and data that show what program aspects are meeting and/or not meeting family needs, we can shift in dreaming and designing solutions or changes. How can we continue engaging families in the conversation as this information is processed, needs are recognized, and potential solutions are put forward?

Here are 4 strategies for engaging family partners, inspired by this article from the National Institute for Children’s Health Quality:

  1. Create varied and flexible family partner roles.

We can create roles and opportunities within the program for family members, regardless of their race/ethnicity, educational background, gender, disability or socioeconomic status, to participate, especially in ways that count on their innate capacity as parents/primary caregivers. Family members can take up diverse roles such as those shared in the “Partnering with Families” graphic below:

These are the type of roles that we want to have at each of our early learning programs to ensure strong family partnerships. Each of the roles is listed below in greater detail:

  • Collaborators: Family members participating in focus groups, program clean ups, or participating in pilot processes that come forward from families’ feedback.
  • Decision-makers & choosers: Family members can be representatives in Parent Advisory Councils, School Site Council, and/or parent leadership groups. Groups like these can serve as spaces for family partners to dissect data and feedback from families’ and from there, rank the priority of, and co-design potential solutions.
  • Advocates & Activists: Family members can lead informational or advocacy campaigns for program changes or wider policy issues, particularly in settings like Town Hall Meetings or District meetings.
  • Models: Family members can share their love of learning by volunteering for read-alouds, chaperoning trips or activities, or presenting a show-and-tell on their favorite topic!
  • Monitors: Each family member already takes on this role for their child; intentional communicating information between home and early learning programs to best support early learning so family and educator are on the same page.
  • Encouragers: Consider family members who can encourage and uplift other families to participate in different ways based on their strengths. As an example, encouragers can also volunteer to do themed read-alouds focusing on positive self-image (through topics such as heritage or emotional identity).
  • Supporters: Family members who feel engaged in a program, use their strengths and skills to support their early learning program. This ultimately supports the needs of their own child.

Note: Families may exemplify many of these roles during their time at your program. We want to encourage and provide opportunities for families to fulfill these different engagement roles to ensure everyone has a chance to engage in a way that feels comfortable and meaningful.  

  1. Make participation as approachable and convenient as possible.

Our programs can be welcoming and flexible for family partners that have signed onto these roles. Build empathy and trust from the beginning of the relationship; this can mean including ice breakers and other interactive opportunities to get to know other family partners, teachers, admin, etc.

Reach out to family members individually (in person or by phone), particularly making the effort to acknowledge their personal experiences as valuable. This personalized approach highlights the faith we have in family members as key players, especially when we invite them to discuss program and family engagement matters.

As for convenience, consider these ideas:

  • Meeting Times: Hosting in-person meetings outside of regular work hours to help with attendance barriers. We can use data from surveys to schedule meeting times and formats that are most convenient.
  • Meeting location: On a related note, programs and family partners can decide if virtual vs in-person meetings are most accessible for everyone.
  • Child Care: Providing child care during in-person meetings.
  • Alternative Participation Options: Our teams can also consider engagement opportunities that don’t require in-person attendance, such as 1) meetings that family members can call into, 2) surveys and questionnaires, and 3) helping promote events and sharing information.
  • Communication & Calendars: Whether these engagement opportunities are in-person or remote, our programs can strongly benefit from giving family members ample notice when possible; consider a shared family engagement calendar for specific projects over several months. Send plenty of reminders in multiple formats including personal invitations. Share agendas before events as well as key questions to discuss so family members can come prepared.
  • Language/Access and Inclusion: Engaging families who speak different languages or low literacy levels means our programs are better prepared when we have copies of translated documents or visuals ready to go ahead of time. Following up by checking in with family partners is a great way to ensure we are on the same page. 
  1. Leverage existing community groups and partnerships.

As mentioned before, including strengths-based questions in our needs assessment allows families to open up about their funds of knowledge. Community groups and family social networks can open up opportunities for creative collaboration between programs, families, and community groups. Families can share insight as to what community groups exist, their offerings, and background with supporting families.

  1. Empower family voices.

Family partners’ voices play an integral role in the success of family engagement. Not only can our programs offer environments where their voices are valued, but we can also offer information and background knowledge for more niche family engagement opportunities. Some of those environments include:

  • Leadership committees like: Parent Advisory Committees (PAC), Curriculum Committees, Hiring Committees, Beautification Committees, Family Event Committees, etc.
  • Parent-Educator Conferences
  • Town Hall Meetings & District Meetings

Note for FCCs: While FCCS are not centers, and may not need or have capacity for a variety of committees, there is still much value in partnering with families for decision making and program improvements. Creating a more loosely structured Parent Advisory Committee to support with decision making, best ways to meet needs of new families, etc. can work out for everyone’s best interest while meeting only once a month!

Skill-building opportunities can also help family partners develop their voice. Letting family partners build a meeting agenda and run meetings, bringing them to district meetings, and giving them opportunities to participate in program leadership programs all help empower them in their capacities as leaders.

Collaborating shoulder-to-shoulder with families not only emphasizes their strengths, but also has the added benefit of building that family’s parental resilience; this key Protective Factor is foundational for building strong families.

Phase 3: Sharing the News! – Communicating Results with Families

Let’s fast forward; once we have collaborated with family partners to implement solutions or changes, we have an incredible opportunity to bring back the news to all the families we work with! Incorporating results into our communication with families not only serves to celebrate what we have worked together to accomplish but also brings forward transparency to program efforts. Above all, these results highlight that families are valued as partners and we listened to them. In the long run, this effort to communicate results also signals to less-engaged families that they are welcome to work more closely with us! There are plenty of reasons to share results with families, why wouldn’t we! However, maintaining momentum after working hard together can be a challenge.

Here are some approachable methods to sharing results from these collaborative family engagement efforts, all of which can be done both virtually and in person:

  • Program Bulletins
  • Video or Live Announcements
  • Infographics or Flyers
  • Gallery Wall with Captions
  • Family Meetings
  • *Family Partner Spotlight – This spotlight features a family member that took an active role in the early learning program recently. It can include brief background information of a family partner, interviews that share what they learned, the support they received (ex. Knowledge-building, child care, stipend, flexible scheduling), their favorite aspects of the collaboration, and the realistic time commitment they put forward. These could be shared in newsletters, on the website, on a bulletin board, etc.

Stepping up our communication about what came forward from collaboration with families changes our family engagement landscape by saying “You spoke, we listened!”.

Phase 4: What Works? Assessments and Sustainability

Once we have partnered with family members in these family engagement initiatives, our programs are then tasked with figuring out how to sustain these efforts and this culture that welcomes, invites, and promotes family engagement and development. We may be asking many questions as part of this process, including what works? How can we keep going?

Similar to our initial efforts of gathering data before implementing changes, there are ways our programs can use data to truly see what family engagement efforts brought about the most change, were most positively received, and which ones where less popular or need a re-design. Many of the methods shared in Phase 1 can be used for this part; some additional specific suggestions include:

  • Closing Interviews – These interviews are offered at the end of a program year or as families are exiting their child from a program, to gauge how their experience and development changed while attending. This method provides important insights and can allow us to understand the background for a family’s responses. This is especially a great idea to use with families who are exiting after having been with the program for years as they have seen longer term changes.
  • Closing Surveys – Our programs should include additional questions on existing end-of-year surveys to gauge awareness and effectiveness of specific family engagement efforts taken that year, with little extra effort in preparation.

Many factors affect the sustainability of family engagement initiatives; many programs can start by having a clear understanding of their vision for family engagement and the capacity and resources they have available to make that vision reality.

Program Capacity

As programs design their family engagement efforts to partner with families, it is important for program staff to have a clear understanding of the importance in moving from “early educators serve families” to “early educators and families work together!”. From there, programs can ensure that staff:

  • Receive training on family engagement initiatives
  • Are assigned clear and reasonable roles in family engagement initiatives
  • Are encouraged and supported in engaging families (including the time and resources to do so)
  • Are involved in the design and assessment of family engagement initiatives

Note: Ultimately, consider what works for your program’s capacity and size. Each program is different!

Obstacles to Family Engagement

Engaging families takes some creative planning to reach the best outcomes. Aside from reaching out and designing a variety of family engagement roles, our programs can make engaging more appealing and manageable by trying:

  • Home visits
  • Positive phone calls
  • Text messages
  • Personal invitations
  • Seeking ideas from other parents/families
  • Relationship building through activities and conversation
  • Child Care (free during meetings or discounted offer for taking certain roles when possible)
  • Food and refreshments
  • Stipends

In the end, our program’s family engagement opportunities must work for the full spectrum of families, from least to most involved family members. We can do our best within our capacity to make this happen!

 Transitions Between Family Partnership Initiatives

Continuing a family engagement initiative while families transition out of our program brings its own challenges. Our efforts come back to capacity-building and communication as shown in the suggestions below:

  • Sharing Knowledge and Feedback – We want to ensure that experienced family partners share their knowledge and feedback regarding family engagement projects, as this shared knowledge can be an efficient and inspiring start for future groups.
    • This can be done through exit surveys or interviews, creating a guidebook, and/or writing a letter for the next round of family partners.
  • Training – When possible, having experienced family partners train newer family partners can not only be helpful but also affirms their value and expertise.
  • Tap into Networks – As family partners are ending their collaboration, we can work with them to identify, recruit, and reach out to other families who may be a good fit for these roles.

Once our family engagement initiatives come full circle in these phases, we continue the cycle! This ongoing process is designed not only to strengthen our family engagement culture and initiatives, but our programs as well. This type of collaborative design that values and incorporates both family and program perspectives lays a robust foundation for both our programs and families to meet our common goal – building strong families.

Cristina Espinoza
Family Education Coordinator, Quality Start Los Angeles

Cristina Espinoza has worked as a family and youth development professional for 5 years, including having served as a Peace Corps Volunteer as a youth development promoter in Costa Rica. In conjunction with Quality Start Los Angeles, Cristina is passionate about supporting families to feel empowered in the changing landscape of their surroundings with their children’s wellbeing at the forefront.  She is a champion of strengths-based systems and services that build resilient families and youth.


Welcoming Families with a Trauma-Informed Approach

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As LA County continues on a path to re-opening, more families of young children will be heading back to work and the need for childcare will increase. We will see more child care programs re-opening and those who stayed open will be seeing an influx of children.  While this return to more normalcy is great news, we also need to be mindful of how this transition will impact children and families emotionally and logistically. 

Did you know?

74% of parents and caregivers in California say the Coronavirus crisis has disrupted their home and family lives; that number increases to 79% in the Greater Los Angeles area.

We are excited to co-author this month’s Family Engagement tip with our expert colleagues at the Child Care Bridge Program! The Child Care Bridge Program provides families of foster children ages birth-5 years with emergency access to affordable child care and prepares and supports providers to work with these children in ways that are trauma-informed. Through training and coaching services, early educators learn the impact of trauma on development, how to identify trauma behaviors in children, trauma-informed strategies that support the overall development of a child, as well as strategies for provider self-care.

Sharing how to best welcome and support families dealing with the effects of COVD 19 trauma inspires our Family Engagement post for this month and next. These posts are part of our family engagement series on trauma-informed family engagement practices. 

This month, we will focus on how we can welcome our families back with a trauma-informed approach while managing the effects of our own trauma.

Trauma and Trauma-Informed Care

Trauma, more broadly defined, is an emotional response to a terrible event. More specifically, trauma is caused by exposure to an incident or series of events that are emotionally disturbing or life-threatening with lasting adverse effects on the individual’s mental, physical, social, emotional, and/or spiritual wellbeing. 

Some examples of events that can cause trauma include abuse (physical, emotional, sexual, financial), emergencies like a natural disaster or a pandemic, or a close encounter with violence or death. From a child’s point of view, a traumatic event is a frightening, dangerous, or violent event that poses a threat to a child’s life or physical safety. 

The information below will provide basic characteristics and behaviors commonly seen in those who have experienced trauma.  As children and families re-enter your early learning programs, it is important to recognize that behavioral changes or actions, such as those listed below might be coming from a place of trauma and thus require compassionate and a trauma informed approach. 

According to the Institute on Trauma and Trauma-Informed Care

  • Trauma impairs: memory, concentration, new learning, and focus 
  • Trauma has been correlated to: heart disease, obesity, addiction, diabetes, autoimmune disorders, and cancer, among others. 
  • Trauma impacts an individual’s ability to: trust, cope, form healthy relationships. 
  • Trauma disrupts: one’s ability to identify emotions; one’s ability to self-sooth or control expression of emotions; one’s ability to distinguish between what’s safe and unsafe. 
  • Trauma shapes: a person’s belief about themself and others; one’s ability to hope; one’s outlook on life. 

Some important factors to consider when it comes to trauma, ourselves, and those around us: 

  • What is traumatic for one person – whether they are adults or children – may not be traumatic for another.
  • It is important to recognize that not everyone is aware of their traumas and/or open to dealing with the roots or consequences of their trauma.   
  • A person’s trauma is nuanced and interrelated to those around them; some may have trauma that has been documented, some traumas may not be formally recognized yet, and some may be affected by peers’ traumas. 

Trauma-informed care understands and considers the pervasive nature of trauma and promotes environments of healing and recovery rather than those that may unintentionally re-traumatize.

Re-traumatization is a conscious or unconscious reminder of a past trauma that results in us re-experiencing the initial trauma event as shared by Karen Zgoda in this piece on social work. It can be triggered by a situation, an attitude or expression, or by certain environments that replicate the dynamics of the original trauma; typically, those dynamics include a loss of power, control, and/or safety.

How does trauma-informed care (TIC) help?

 

Since we cannot know who has experienced or is dealing with trauma, we should apply trauma informed practices broadly across the children, families, and staff in our programs.

See this diagram below for the benefits of trauma-informed spaces.

“Being trauma-informed can help us change the message from ‘what is wrong with you?’ to ‘what happened to you?’”
- Dr. Marci Gordeyko

There are many ways to care for ourselves and others who have experienced trauma in order to heal and manage what may trigger us and them. Studies have shown that the most important factor in reducing the effects of trauma in our lives is that we have loving, supportive, and encouraging adults who support us in times of need.  Child care providers can serve as those supporting individuals that our children and families need in order to mitigate the effects of trauma.

Supporting Families During and Post COVID

COVID-19 is a collective experience that has impacted everyone in one way or another, with communities of color having been especially impacted by the pandemic.  As we transition into life post-COVID, it is important to remember that every family is unique and will have experienced the pandemic differently.  Some families’ experiences of COVID-19 may have included illness, the death of a loved one, economic instability or job loss, malnutrition, homelessness and possibly family violence. Other families may have been fortunate enough not to experience these same adversities. Either way, all families experienced a loss of routine and “normalcy” and dealt with the stress of everyday life during a global pandemic, so it is important that child care providers do what they can to create trauma-informed environments for the children and families they serve. 

Engaging Families – Physical Safety in a Child Care Setting

As families return to your child care setting, it is important to create opportunities for families and children to share their concerns around returning. This demonstrates to families that their voice matters and that you want to partner with them throughout this transition process by ensuring their concerns are addressed. It is also beneficial to be proactive about sharing the changes you have made in your programs and policies to ensure the physical safety of children and staff. See the table below for tips and ideas:

Ways Families Can                                           Inform Reopening ProcessesWays Early Care Programs Can Communicate Updates in Physical Safety Practices
  • Host a family meeting (virtually or in-person with COVID-19 precautions)
  • Have families complete a survey to gauge questions, concerns, and ideas around returning safely
  • Host a focus group with family representatives to discuss safety procedures that would make families feel secure sending children back to your program
  • Take pictures of and list out health and safety changes made in program settings and share with families via hand-outs, text, email, your program website and/or social media 
  • Schedule times to give family tours (virtual or in-person) highlighting COVID 19 changes made, particularly for new families
  • Record videos of your program’s new COVID-19 safety guidelines, including demonstrating how they would work

Engaging Families – Emotional and Psychological Safety in a Child Care Setting

As a way of preparing for a child’s return to your care, you may also want to ask families, privately, if there were any experiences the family went through in the past year that will help you better understand and support their child during this transition.  This invites families to share with you if a traumatic experience did occur for the child, like the loss of a loved one, for example.  Remain respectful of a family member’s choice to share this information or not – at the very least you are communicating that you care about the well-being of the child.  

Returning to a child care setting may result in both feelings of relief and anxiety for families and children.  Some children returning to your care may experience initial feelings of:

  • Separation-anxiety after having spent over a year with their primary caregiver(s) 
  • Excitement to reunite with their child care provider and see their friends again 
  • More likely, children will experience a mix of these two emotions as they transition back

It is important to normalize whatever a child or family member might be feeling and to respond empathetically to each child’s unique cues. 

Providing Concrete Support in Times of Need 

Lastly, it is important to anticipate that some families may need various concrete supports during this time, including access to food, shelter, clothing, health and other human services. Here are some steps you can take to help families meet their needs:

  • Partner with your local Resource and Referral Agency to ensure that you have a few local resources you can share with your families if the need arises. 
  • Provide support and reassurance regarding developmental delays: Families may also be particularly concerned with potential delays in their child’s development at this time.  If this concern is shared with you, you can highlight the resilience of children that have a nurturing support system in their lives and share information about child development:
    • Resources from the Centers for Disease Control can assist families in understanding their child’s development and feel empowered to monitor their child’s growth
    • Depending on the child’s age, you can also assist families in navigating educational support services either by accessing a local Regional Center or school district. 

Read our Family Engagement tip from December to explore more ways to Support Families with Concrete Support in Challenging Times.

Respecting a Family’s Reactions and Choices

With families facing choices like whether or not to get vaccinated and when or how to start socializing during this pandemic, here are 4 ways we can respect and support families: 

  • Respecting confidentiality: Some families may be skeptical and concerned about the vaccines, others may already be vaccinated. These are case-by-case situations where we can strengthen trust with families by respecting confidentiality and reserving judgement so families can feel comfortable in speaking about these important safety topics. 
  • Using a strengths-based lens when recognizing and understanding family reactions helps by assuming each family (1) is doing their best within their reality and (2) have something valuable to share; this primes our interactions to start on a positive, encouraging note. Families may be experiencing hesitation, anxiety, stress, etc. and it’s all rooted in families who care about their child’s well-being and are striving to do their best! 
  • Validate & empower families to make their own informed decisions: Families can feel hesitation and overwhelm when making decisions related to COVID-19, particularly due to factors like institutional racism, historical inequities, negative experiences with medical establishments, and misinformation. We can support families by validating their struggles and concerns while simultaneously assuring that they have our support and providing credible information about COVID-19 safety protocols and vaccines.
    • Consider aspects like accessibility (languages, physical and digital formats), distribution (voice messages, videos, meetings, etc.), and a digestible, positive format when sharing information (colors, visuals, music, simple terms, etc.).
Happy Mixed Race Ethnic Family Walking In The Park Wearing Medical Face Mask.

Managing Second-Hand Trauma

What is second-hand trauma?

Second-hand trauma, or secondary traumatic stress, is the emotional stress that an individual can experience after hearing about another person’s traumatic experience(s).  This means that for many helping professionals, like child care providers, hearing about a child or families’ traumatic experience can negatively impact their own emotional well-being.  The stress that results from hearing about another’s trauma can ultimately lead to feelings of burn-out and anxiety, making it difficult to meet the needs of the children in our care. 

What are some signs of second-hand trauma?

According to The National Child Traumatic Stress Network (NCTSN) some signs of second-hand trauma include:

  • Hypervigilance – extreme alertness or increased sensitivity to your surroundings
  • Inability to embrace complexity
  • Anger and cynicism
  • Fear
  • Physical ailments
  • Guilt
  • Hopelessness
  • Inability to listen, avoidance of children and/or families 
  • Sleeplessness
  • Chronic exhaustion
  • Minimizing

It is important to note that the symptoms of second-hand trauma tend to mimic post-traumatic stress disorder (PTSD), which results from directly experiencing, or witnessing first hand, a traumatic event. If an individual is experiencing extreme symptoms (as shared in the linked NCTSN resource), they should seek professional support and consider sharing this information with a trusted supervisor. 

To prevent these symptoms and second-hand trauma, it is important for child care providers to stay mindful of their overall well-being and engage in strategies that promote self-care.  

What is self-care?

Self-care is the ability to help others without sacrificing your own well-being.  Self-care is not a one-time “treat” that we give to ourselves only after a particularly challenging day or event.  True self-care is a proactive approach to one’s own well-being that is regularly engaged in and mindfully planned in advance. Making the time to take care of yourself, allows you to better support the children in your care. Two ways you can promote self-care are (1) practicing self-compassion, and (2) holding your boundaries

 

Self-Compassion

There are three key components to self-compassion.  These include:

  1. Self-Kindness and Understanding: It is important to be kind to yourself, especially during times of pain and what we might consider “failures”.  Telling ourselves that experiences of personal pain are not “a big deal”, or constantly criticizing ourselves for things we “could have done better”, causes stress and is the opposite of self-care.  
  2. Viewing Suffering as Common to Humanity: Experiencing pain and suffering is a common human experience – embracing this perspective can prevent us from feeling isolated during times of loss.  When we experience suffering directly, it is important to remember that we are not alone in this experience and make sure to reach out to share our loss with a trusted friend or family member.  
  1. Allowing Ourselves to Mindfully Feel Our Feelings: It is important to acknowledge our feelings, whatever they may be, and it is equally important to allow ourselves the emotional reaction necessary to honor how we are feeling on any given day.  We often tend to create space for the emotions of the children in our care and push our own feelings aside. This dismissal of our own feelings only adds to the stress and overwhelm in our life. 

How To Start?

Ask yourself:  Do I show the same care and concern for myself that I show to the children and families in my care? If not, why not? How can I begin to have a kinder relationship with myself?

Ask yourself: When I experience a loss, do I seek support from others that have an understanding of what I am going through?

 

 

Ask yourself: Do I allow myself to recognize my own feelings?  Have I taken the time to acknowledge the ways that COVID-19 has created a loss, no matter how big or small, in my life?  Have I created the space for myself to grieve these losses?  

Boundaries

An important part of self-care is creating and maintaining healthy boundaries. Dr. Brené Brown defines boundaries as “our lists of what’s okay and what’s not okay”. As child care providers, it is important to define our two “lists”, so that we can confidently communicate our expectations to the families we serve. When our boundaries are respected, we are less likely to experience secondary trauma.  

Unhealthy or loosely defined boundaries can lead to feelings of overwhelm, frustration and provider burn-out. Some red flags of unhealthy boundaries in a child care setting include: thinking about a child(ren) outside of work hours, sharing personal phone numbers with family members, giving particular children special protective treatment or gifts, or feeling personally responsible for a child’s development.

Communicating our boundaries to the families we serve may not always be easy, but it is very important!  Some tips for setting boundaries include:

  1. Identify your red flag areas!  What behavior(s) are you not okay with?
  2. Write your boundaries down. This helps make them concrete and actionable.
  3. Be clear and direct when communicating a boundary.
  4. Stay firm! If you allow for an exception to a boundary or expectation, what are you communicating to the families you serve? 

The best way to manage second-hand trauma is to prevent it in the first place!  Preventing second-hand trauma requires us to prioritize our own self-care by practicing self-compassion and boundary setting as much as possible. Check out our Family Engagement tip from January for mindfulness strategies to incorporate in your self-care! 

Remember, only when we are taking care of ourselves can we adequately take care of others. Healthy boundaries ensure that we can appropriately support the child and family because all expectations have been proactively communicated in advance. 

Ultimately, when we are supporting a returning or new family into child care services, it is important to remember the uniqueness of each family and child. Incorporating a trauma-informed approach enhances these transitions in a way that prioritizes both provider and family wellbeing.

Cristina Espinoza
Family Education Coordinator, Quality Start Los Angeles

Cristina Espinoza has worked as a family and youth development professional for 5 years, including having served as a Peace Corps Volunteer as a youth development promoter in Costa Rica. In conjunction with Quality Start Los Angeles, Cristina is passionate about supporting families to feel empowered in the changing landscape of their surroundings with their children’s wellbeing at the forefront.  She is a champion of strengths-based systems and services that build resilient families and youth.


LA libreria: una lista de libros temática

Lista de libros de Quality Start LA & LA libreria

Presentamos selecciones de libros de alta calidad en forma bilingüe y en español, con nuevas listas de libros temáticas trimestrales.

Haga clic a las imágenes debajo para descargar las versiones PDF.

¿Busca más recursos excelentes?

Explore la colección de lista de librosguía de actividades para niños/asrecursos de coronavirus, y guía de actividades navideñas de Quality Start LA.


Dine & Discuss – Family Engagement Webinar Series – Note Sheet Resource

"Dine & Discuss" Webinars - Note Taking Resource

English: Before attending any of our “Dine & Discuss” webinars, check out this Webinar Note Sheet PDF to support your learning! Feel free to use it as inspiration for your note-taking or as a handy print-out. 

Seminarios web de "Cena y discusión" -
Recurso para tomar apuntes

Español: Antes de asistir a nuestros seminarios web de “Cena y discusión”, ¡vea esta plantilla de apuntes en PDF para apoyar su aprendizaje! Siéntase libre de usarlo como inspiración para tomar apuntes o como una hoja impresa lista para usar. 


Week of the Young Child Activity Guides

Celebrating The Week of the Young Child

Click on the activity guides below for PDF versions of each guide and to access fun, interactive ways to celebrate each day of NAEYC’s Week of the Young Child at home or in your early learning programs.  

Each activity guide also has underlined activities that link to additional resources.  Check them out!

Celebrando La Semana del Niño/a Pequeño/a

Haga clic en las guías de actividades debajo para obtener PDFs de cada guía y acceder formas divertidas e interactivas de celebrar cada día de la Semana del/a Niño/a Pequeño de NAEYC – sea en casa o en sus programas de aprendizaje temprano.

Cada guía de actividades también tiene actividades subrayadas que son enlaces a recursos adicionales. ¡Écheles un vistazo!

Music Monday / Lunes de música

Tasty Tuesday/ Martes de Cocina

Work Together Wednesday /
Miércoles de trabajo en conjunto

Artsy Thursday / Jueves de Arte

Family Friday / Viernes de familia


Encouraging Early Math Skills At Home

March 22nd, 2021, 12:15pm

Lea este artículo en español

Did you know early math skills are one of the best predictors of children’s math and reading skills in late elementary school? Children with strong early math skills are more likely to graduate from high school and attend college based on Mattera and Morris’s 2017 study. Yet, many people, including ourselves and the families we serve, often have negative mindsets when it comes to math.  We frequently hear statements such as, “math is hard”, “young children must sit down to learn math”, “I had trouble with math when I was a kid, so I won’t be much help to my child.”

As early educators we can challenge these ideas by highlighting for families how early math is not just counting, but part of our everyday lives. From tile patterns on the floor to counting cereal, math is already part of a child’s day-to-day experience. As their first teachers, families are an important partner in setting strong early math foundations for children.

Throughout this tip we will explore how to support families in strengthening their child’s early math skills through developmentally appropriate and family-friendly activities. We will pay special attention to how we can help families feel more comfortable engaging in early math at home through accessible, everyday activities.  

Strengthening Families Protective Factor: Supporting Knowledge of Parenting and Child Development Via Early Math Skills

We can help strengthen families’ understanding of what early math milestones to expect and what activities are developmentally appropriate to help children learn new sills.  Check out the chart below for common milestones from Understood.org and age-related activities:

Note: Each child is different and develops on their own timeline within the ranges above.  If you have any concerns about the development of a child in your care, please contact your local resource center or visit First 5 LA’s site for more information.

Talking Points for Families:
Approaching Early Math with a Growth Mindset

One of the most powerful ways to support early learning is cultivating a growth mindset in our little ones. A “growth mindset” is the belief that intelligence and ability can be developed with practice. On the other hand, someone with a “fixed mindset” will see their qualities as fixed traits that cannot change. Helping families learn about and utilize a growth mindset when supporting their little ones’ early math skills is key to encouraging families to engage in math activities at home.  Below are helpful talking points for families:

  • Recognize discomfort, emphasize strengths: Pay attention to verbal and body language families share when talking about math. If families express or seem uncomfortable with math, their children will likely feel the same.  It is important that we use positive, strengths-based talk and a growth mindset when talking with families about their ability to support their little ones with early math skills.
    • ex. “We’re always learning, just like our kids. When you show your child that you’re open to learning math skills, they will follow your lead.”
    • “When we learn and make mistakes, we show our children that it’s ok to make mistakes as long as we learn from them and try again.”
  • Connect to new family activitiesMake math a family thing, whether it involves reading storybooks involving math, using more “math” talk at home, such as shapes, counting, and quantity, or talking about math more often in conversations as a family. Everyday is an opportunity to learn!
  • Appreciate the Journey: A growth mindset emphasizes the value of the learning process; that is where we learn from our mistakes, make the effort to practice, and show perseverance against challenges. Instead of focusing on “getting it right”, families can encourage their kids by using the growth mindset phrases like the ones in the callout box to the side.

Talking to Kids: Growth Mindset

  • “Wow! You worked really hard on this!”
  • “Why don’t we try a different way?”
  • “I saw how much fun you had doing that activity.”
  • “I see you are having a tough time with this. That’s okay, you gave it a first try. Let’s try another way!”
  • “I know that was difficult for you, but your hard work paid off!”

Talking to Kids: Fixed Mindset

  • “Look at how smart you are!”
  • “Maybe you’re just not good at this.”
  • “You’re a real natural at this!”
  • “No, that’s wrong. Try harder. Maybe if you paid more attention, you’ll get this.”
  • “That was way too hard. I hope we never have to do that again!”,
  • Everything in Due Time: Many families may feel pressure to have their children achieve certain math skills by the time they reach a certain age – say, counting by 2’s by 5 years old, for example, which may or may not be realistic. Encourage families to praise children for the learning process instead of an end goal. Kids will learn the necessary skills “in due time” and when their brains are ready.  This will lead to less frustration and more enjoyment of learning for both children and family members.
  • Math is a part of Play: As was highlighted in previous section of this tip, kids learn and explore basic math ideas best when playing. As early educators, we can highlight for families how math shows up in a numerous ways during child’s play and give families examples of math games to use to support early math learning – like those on the Mixing In Math website.
  • Encouraging kids to love math! When adults enjoy the learning process and demonstrate a positive attitude towards math activities, children are likely to adopt the same attitudes. Encourage family members to use positive messaging around math concepts, such as, “My favorite shape is a circle. What shape do you like?” “Can you help me count apples at the grocery store? I love doing counting activities with you.” Check out this inspirational video!

Let’s Bring This Home: How Can We Support Families?

As we take next steps to support families in developing early math habits at home, consider these ideas as inspiration:

Side-by-Side: Guiding Families Through Early Math

  • Exit Activity: Post a simple math-related prompt for families to do with their child as they exit your early learning program. A few examples:
    • “Look for things shaped like triangle and circles on your way home!”
    • “Count how many blue cars you see on your drive!”
    • “Use shoes to measure how tall some of your furniture is at home!”
  • Host a Family Math Night: Whether in person or virtually, consider hosting an event with different types of interactive, early math activities. These events can be a great space to further discuss creative ideas and increase family confidence in supporting early math skills!
    • Make sure this event includes interactive, play-based activities for families that can be done in their daily lives.
    • Use a theme: Grocery Store Math, Storybook Math, Mealtime Math, 5 minute Math, and others are great ways to show that math occurs everywhere and in many ways.
  • Address Concerns: Be available to address families concerns about early math. These may occur during informal conversations at pick up or drop off or during more formal conferences. Always be ready to share resources to help build families confidence and knowledge about early math. Consider using this resource from Zero To Three to guide conversations with families about how kids develop early math skills and about their role as their child’s first teacher.

On Their Own: Providing Families with Resources

  • Next Steps: After finishing a math activity, send kids home with a follow up activity to further explore the topic with their families (make sure the activity is translated and uses readily available materials).
  • Provide Weekly Activities: Share weekly math activity hand-outs that exercise and strengthen math skills in fun, hands-on ways – like hopscotch, water balloon math, building block activities, etc.
  • Share Videos or Pictures: Whether it’s something created in your program or an activity found online like Sesame Street in Communities’ Pattern Play, share videos and pictures with family-friendly math activities! Share these via email, text, and/or on your program’s website.
  • Use Books to Support Early Math: Use storybooks like Sesame Street in Communities’ Elmo’s Math Adventure to highlight fun times with math! Parents can use stories with positive messaging like “Math is a fun!” alongside Elmo and Abby. Check out these 40 Children’s Books That Foster a Love of Math, for more ideas!

*For support in designing a virtual event with families, check out our QSLA Connect course!

As always, consider what options work best for your program, families and staff capacity.

Supporting families by breaking the ice around math can make a big difference in how comfortable families feel engaging in early math activities at home. Consider the information and resources shared here as a jumping off point to further strengthen families’ knowledge of parenting and child development. Families are counting on us for guidance to ensure their children have the tools and skills they need to be successful in school and in life. 

Cristina Espinoza
Family Education Coordinator, Quality Start Los Angeles

Cristina Espinoza has worked as a family and youth development professional for 5 years, including having served as a Peace Corps Volunteer as a youth development promoter in Costa Rica. In conjunction with Quality Start Los Angeles, Cristina is passionate about supporting families to feel empowered in the changing landscape of their surroundings with their children’s wellbeing at the forefront.  She is a champion of strengths-based systems and services that build resilient families and youth.


Comprehensive Early Learning Programs Espanol

¿Interesado en llevar su programa al siguiente nivel? ¡Únase a Quality Start LA hoy!

¿Tiene usted un centro de cuidado infantil que recibe fondos de CSPP?

¡Quality Start Los Ángeles está inscribiendo AHORA!

¡Inscríbase hoy!

NOTASi ya ha enviado una solicitud, su programa actualmente está en la lista de espera. Por favor, no envíe una nueva solicitud.

*Para cumplir con todas las pautas actuales de salud y seguridad, todos los servicios de capacitación y desarrollo profesional de QSLA se ofrecen virtualmente, hasta nuevo aviso.

Quality Start Los Ángeles (QSLA) ha hecho un compromiso para asegurar la equidad en el sistema de aprendizaje temprano en el condado de Los Ángeles. Como resultado, QSLA ha analizado los datos disponibles para identificar a las comunidades de mayor prioridad en dicho condado, en donde los esfuerzos de inscripción de QSLA se enfocarán. La meta de QSLA es asegurar que los recursos y servicios estén enfocados en los programas de educación temprana, y en las comunidades que tradicionalmente han recibido una distribución desigual o un acceso limitado a los apoyos y servicios programáticos.

Aunque los proveedores en comunidades no identificadas como de mayor prioridad podrán potencialmente inscribirse en QSLA, estamos ofreciendo acceso prioritario a los proveedores de las áreas designadas. Los espacios restantes serán ofrecidos a los solicitantes basados en los otros criterios de inscripción. Para conocer más sobre los criterios que usamos al inscribir nuevos programas en QSLA, haga clic aquí*.

  Haga clic aquí para PDF

  • Apoyo individual de un consejero/a altamente capacitado/a. Juntos, ustedes desarrollarán un plan personalizado de mejora de la calidad (QIP por sus siglas en inglés) el cual trazará las metas para ese año, con responsabilidad incorporada ¡para ayudarle a alcanzar esas metas!
  • Acceso ilimitado a oportunidades de desarrollo profesional de vanguardia, ¡disponible en inglés y en español por nuestros expertos de QSLA, así como nuestros muchos socios locales, estatales y nacionales!
  • Reciba una visión integral de su programa a través de un sistema oficial de calificación Quality Counts California basado en la Matriz de Calificación QCC ¡para ayudar a establecer las metas de mejora de calidad de su programa!
  • Asistencia técnica individualizada (TA por sus siglas en inglés) para preparar a su programa en el proceso de evaluación y calificación.
  • Oportunidades de aprendizaje entre colegas, de tal manera que usted pueda aprender y compartir sus éxitos y soluciones con compañeros/as proveedores/as de aprendizaje temprano.
  • Acceso a recursos de nuestros expertos/as, incluyendo consejos y herramientas de educadores de la familia y educadores de edad temprana.

¡Haga clic en las siguientes imágenes para descargar la versión PDF de estos volantes!

                                              

P. ¿Qué tipos de proveedores/as son elegibles para unirse al Modelo Integral de QSLA?

R. Cualquier centro de educación temprana con licencia que reciba fondos de CSPP puede solicitar participar en el Modelo Integral de QSLA. Su licencia debe estar al día por 6 meses antes de solicitar participar en QSLA. Ya sea que usted es un/a veterano/a en el campo del aprendizaje temprano o sea totalmente nuevo/a, ¡QSLA es para usted!

P. Si soy parte de una agencia que tiene ya varios centros participando en QSLA, ¿puedo completar una solicitud para los centros con fondos de CSPP que aún no estén participando? 

R.  Si. Nosotros alentamos a las agencias a completar una solicitud para todos los centros que aún no participen en QSLA, para ambos, con o sin fondos de CSPP. Si usted tiene un centro que no recibe fondos de CSPP, encuentre más información sobre el modelo QSLA aquí.

P.  ¿Puedo inscribirme si ya estaba inscrito/a previamente, pero me di de baja o ya no soy participante por alguna otra razón?

R. Usted puede reinscribirse en el Modelo Integral de QSLA siempre y cuando su centro aún tenga licencia, reciba fondos de CSPP, y esté al día por al menos 6 meses.

P.  Si previamente recibí una calificación de QSLA, pero me di de baja del programa, ¿tendré que ser calificado/a nuevamente?

R.  Si. Usted tendrá que ser calificado/a nuevamente; las calificaciones están basadas en el ambiente/entorno del aula, en las interacciones de los maestros/as, y en las capacidades del personal, las cuales cambian frecuentemente. La buena noticia es que una vez que ha sido calificado/a nuevamente, su nivel de calificación es valido por 3 años si usted recibe un Nivel 1-3, o por 5 años si recibe un Nivel 4-5.

P.  ¿Es este modelo de QSLA el mismo que requiere una evaluación de UCLA?

R.  Si. Este modelo de mejora de la calidad incluye una observación externa utilizando la Escala de Calificación Ambiental (ERS por sus siglas en inglés) y las herramientas CLASS (interacción maestro-niño) como parte del proceso de calificación de la calidad. Todos los proveedores/as de cuidado infantil financiados por CSPP recientemente inscritos en QSLA participarán en este nuevo modelo integral de evaluación.

 P.  ¿Están los incentivos de este modelo de QSLA basados en una calificación?

 R.  Si, los incentivos están basados en el nivel de calificación del centro infantil.

  • Nivel 2 los/as proveedores/as recibirán $2000 por cada centro
  • Nivel 3 los/as proveedores/as recibirán $4000 por cada centro
  • Nivel 4 los/as proveedores/as recibirán $6000 por cada centro
  • Nivel 5 los/as proveedores/as recibirán $8000 por cada centro

P.  ¿Son los incentivos otorgados individualmente por cada aula, o son otorgados para todo el centro infantil?

R.  Los incentivos son otorgados para todo el centro infantil.

P.  Tengo amigos cuyos centros están participando en QSLA, ¿en que difiere este modelo de QSLA de el de ellos?

R.  Hay algunas similitudes y diferencias entre este y el modelo para centros No financiados por CSPP y para centros infantiles basados en el hogar (FCCs) que participan en QSLA:

 Diferencias:

  • Evaluación formal: En este modelo de QSLA, hay una evaluación formal que incluye instrumentos de valoración como CLASS o la escala de calificación ERS, así como la sumisión de documentación. Los/as proveedores/as participantes en este modelo deben completar una evaluación de QSLA basada en la Matriz de Calificación QCC (enlace)
  • Publicar calificaciones: Todos los/as proveedores/as en este modelo tendrán sus calificaciones de QSLA publicadas en el sitio web de QSLA, tal como lo requiere Quality Counts California. La calificación de un centro es válida por 3 años (para centros con calificación Nivel 1-3), y por 5 años (para centros con calificación Nivel 4-5)
  • Programa de consejeros: Los programas de aprendizaje temprano recibirán apoyo extra de un/a consejero/a de QSLA. Proveedores/as de Nivel 1-3 recibirán al menos 6 visitas por año de un/a consejero/a, por cada aula del centro infantil. Los/as proveedores/as del Nivel 4-5 establecerán las metas y acciones de Mejora de la Calidad y se reunirán con su consejero/a de programa 2 veces por año para revisar y actualizar dichas metas y planes de acción.

Similitudes:

TODOS los/as proveedores/as de QSLA, sin importar en que modelo estén participando:

  • Tendrán acceso a los cursos de desarrollo profesional, talleres, y comunidades de aprendizaje de QSLA.
  • Tendrán acceso a los recursos digitales de QSLA, al contenido del sitio web, etc.
  • Desarrollarán un Plan de Mejora de la Calidad personalizado (QIP) y recibirán una revisión anual de un/a consejero/a capacitado/a de QSLA para dar seguimiento con el fin de proveer apoyo y orientación para alcanzar las metas.
  • Recibirán apoyo para crear un perfil en el Registro de la Fuerza Laboral de ECE de California el cual ayuda a educadores/as de la primera infancia a contabilizar las horas de desarrollo profesional y a identificar oportunidades continuas de capacitación.

P. ¿Cuánto tiempo tomará llenar la solicitud?

R. La solicitud debe tomar solamente unos 15 minutos y puede hacerse en partes. Si usted necesita detenerse al completar la solicitud, puede guardarla y comenzar otra vez cuando sea más conveniente.

P. ¿Qué debo hacer si tengo preguntas sobre el llenado de la solicitud?

R.  Las instrucciones para llenar la solicitud están disponibles aquí: Centro de aprendizaje temprano (inglés), Hogar de cuidado infantil familiar (español) (inglés)

P. ¿Existe una manera de verificar el estado de mi solicitud, o de actualizar mis datos u otra información después de haberla completado?

R.  Asegúrese de guardar su nombre de usuario y contraseña después de registrarse, los necesitará para verificar el estado de su solicitud y/o actualizar sus datos en este enlace: QSLA Solicitud

P. ¿Qué pasa después de enviar mi solicitud? ¿Cuáles son los siguientes pasos para mi inscripción?

R.  Una vez que su solicitud sea completada, usted recibirá una notificación de que ha sido agregado(a) a una lista de espera (por favor revise su carpeta SPAM, si no recibe tal notificación en la carpeta principal o bandeja de entrada de su correo electrónico). Si usted es elegido, será contactado para su inscripción en una fecha posterior.

Quality Start Los Angeles (QSLA) is Los Angeles’ county-wide system that partners with early learning providers to build upon and improve the quality of care they provide to children birth to five, ensuring children are nurtured in a high quality environment, ready for school, and prepared for life.