Positive, goal-oriented relationships develop over time. They are created through interactions among families and staff in Head Start programs. These relationships:
- Are fueled by families' passion for their children
- Are based on mutual respect and trust
- Affirm and celebrate families' cultures and languages
- Provide opportunities for two-way communications
- Include authentic interactions that are meaningful to those who participate in them
- Often require an awareness of one's personal biases and how those biases can affect mutual respect and trust
Positive, goal-oriented relationships improve wellness by reducing isolation and stress for both families and staff. When they focus on shared goals for children, staff and families can experience the support that comes from knowing they all are on the same team. These relationships support the aims of cultural and linguistic responsiveness.
Key Resources
- Building Partnerships with Families Series
- PFCE Simulation: Boosting School Readiness through Effective Family Engagement Series
- Understanding Family Engagement Outcomes: Research to Practice Series – Positive Parent-Child Relationships
- Partnerships for Change: Listening to the Voices of Families
- Journeys of Hope and Courage: Using Storytelling Approaches to Partner with Families
- Relationship-Based Competencies to Support Family Engagement
Research
- Reedy, C. K., McGrath, W. H. (2010). Can You Hear Me Now? Staff-Parent Communication in Child Care Centres. Early Child Development and Care, 180(3), 347–357.
- Powell, D. R., Son, S. H., File, N., San Juan, R. R. (2010). Parent-School Relationships and Children's Academic and Social Outcomes in Public School Pre-Kindergarten. Journal of School Psychology, 48(4), 269–292.
Regulations
- Governing body, 45 CFR § 1301.2 (b), (b)(1)-(2), (c), (c)(1)-(2), (c)(2)(i)-(ii)
- Policy council and policy committee, 45 CFR § 1301.3 (c), (c)(2)
- Parent committees, 45 CFR § 1301.4 (b), (b)(1)-(3)
- Child screenings and assessments, 45 CFR § 1302.33 (a), (a)(1)-(3), (a)(3)(i)-(ii), (a)(4)-(5), (a)(5)(i)-(ii), (a)(5)(ii)(A)-(B), (b), (b)(1)-(3), (c), (c)(1)-(2), (c)(2)(i)-(iii), (c)(3)-(4), (d)
- Parent and family engagement in education and child development services, 45 CFR § 1302.34 (a)-(b), (b)(1)-(8)
- Education in home-based programs, 45 CFR § 1302.35 (a)-(b), (b)(1)-(4), (c), (c)(1)-(4), (c)(4)(i-ii), (c)(5), (d), (d)(1), (d)(1)(i)-(iii), (d)(2)-(3), (d)(3)(i)-(ii), (d)(4), (e), (e)(1-(2), (e)(2)(i)-(ii), (e)(3), (f)
- Tribal language preservation and revitalization, 45 CFR § 1302.36
- Collaboration and communication with parents, 45 CFR § 1302.41 (a)-(b), (b)(1)-(2)
- Child health status and care, 45 CFR § 1302.42 (a), (a)(1)-(2), (b), (b)(1), (b)(1)(i)-(ii), (b)(2)-(4), (c), (c)(1)-(3), (d), (d)(1)-(3), (e), (e)(1)-(2)
- Child mental health and social and emotional well-being, 45 CFR § 1302.45 (a), (a)(1)-(4), (b), (b)(1)-(6)
- Family support services for health, nutrition, and mental health, 45 CFR § 1302.46 (a)-(b), (b)(1), (b)(1)(i)-(v), (b)(2), (b)(2)(i)-(iii)
- Family engagement, 45 CFR § 1302.50 (a)-(b), (b)(1)-(6)
- Parent activities to promote child learning and development, 45 CFR § 1302.51 (a), (a)(1)-(3), (b)
- Family partnership services, 45 CFR § 1302.52 (a)-(c), (c)(1)-(4), (d)
- Community partnerships and coordination with other early childhood and education programs, 45 CFR § 1302.53 (a), (a)(1)-(2), (a)(2)(i)-(viii), (b), (b)(1)-(2), (b)(2)(i)-(iii), (b)(3)-(4)
- Additional services for children, 45 CFR § 1302.61 (a)-(c), (c)(1), (c)(1)(i)-(v), (c)(2), (c)(2)(i)-(ii)
- Additional services for parents, 45 CFR § 1302.62 (a), (a)(1)-(2), (b), (b)(1)-(4)
- Coordination and collaboration with the local agency responsible for implementing IDEA, 45 CFR § 1302.63 (a)-(c), (c)(1)-(2), (d)
- Transitions from Early Head Start, 45 CFR § 1302.70 (c)-(e)
- Transitions from Head Start to kindergarten, 45 CFR § 1302.71 (a)-(b), (b)(1)-(2), (b)(2)(i)-(iv), (c), (c)(1)-(2), (c)(2)(i)-(iii), (c)(3), (d)-(e)
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Last Updated: February 19, 2025