Fostering Cohesive Co-Caring Relationships Between Caregivers And Families Of Infant-Toddler Aged Children

Abstract

Instilling cohesive family-teacher relationships is beneficial for all children, especially when it relates to children at the infant and toddler age. When fostering these relationships, educators must be mindful on what a family is, what family functions are, and what the role of an educator is in relation to family functions at a young age. In working with families, it is important to remember that educators are an extension of the family’s care team, and while they can make recommendations, decisions are ultimately the families in terms of what is best for that child. To instill a relationship in which healthy communication happens, an educator must be culturally responsive, respect the family dynamic, and educate themselves in areas they may not be familiar with. There are many strategies that previous research suggests fosters cohesive co-caring relationships between a parent and an educator in infant and toddler-aged children. These include good and open communication, discrepancies between challenging and undermining the support received and eliminating tension that may be present in conflicts. In this day in age, a lot of communication is present digitally. Educators in the modern world are using mostly online or digital ways of communication, such as Zoom calls, phone calls, or applications that a center may use. While these are substantial ways of communication, we need to ensure that the methods we use are culturally responsive and apply to the needs of all the students in the classroom, including those who may not speak English at home, do not have technology access, or are working in the hours that educators are providing care to the children.