Parent–School Communication and Adaptation Strategies

Parent–School Communication Channels

Channels and instruments of relationship and communication

Channels and instruments of relationship and communication.

1. Meetings — Meetings are an effective tool to enhance families' participation in school. The information presented in them must be of a general nature. They require some preparation and can address issues such as general objectives, aims, and the methodology to follow.
2. Interviews — An interview is a direct and personal contact that raises questions concerning the student verbally. Interviews must meet certain requirements: they should be individual and the information confidential. There are two types of interviews, initial and follow-up. You always have to take into account a number of issues, including caring for the environment where the interview takes place and ensuring that communication is clear and concise.
3. Bulletins and written communication — The bulletin is another communication instrument, issued quarterly. It provides information on the process of learning and the socialization of students across the curriculum.
4. Other informal exchanges — Specific moments that occur at the children's arrival and departure, or during workshops, are opportunities for brief but meaningful exchanges.

Adaptation Period to the Center

Period of adaptation to the center. The period of adaptation must be planned by educators. Not only do the children have to adapt; the family must also adapt. The family's living situation, for example separation, will influence the child's adjustment to the center.

When parents are present in the classroom, educators must take into consideration various aspects to ensure that the objective of adaptation is met:

1. When a calm atmosphere for children is desired, the presence of many adults in the classroom can generate the opposite effect; therefore, staggered days and times should be arranged so they do not coincide.
2. The school and the classroom are new environments for parents, so educators should provide clear guidelines on what parents should do while they are present.
3. There is a risk that, when explanations are being given, educators may focus more on adults than on the children themselves; attention must remain on the children.

Parents should also take into account the following variables to help their children adapt and to welcome them to the center:

• Develop a climate of trust.
• Maintain regular contact with teachers.
• Interact with teachers in the days before and during the first few weeks.
• Be aware of the influence their comments about teachers and school have on their children.