Families have many adjustments to make as they transition to parenthood. Parenting is a lonely endeavor sometimes. Often families rely more on outside child care, and with that comes the need, particularly for families of infants, to keep the communication lines open between themselves and their child-care providers. A variety of techniques can be used to help families and child-care providers communicate effectively

Bosch, Kathy

Defrain, John

Hanna, Janet S.

Krumbach, Eileen

Nelson, Mary

Purcell, Sarah Effken

Schroeder, Debra E.

Warner, Mary K.

English

DigitalCommons@University of Nebraska

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Historical Materials from University of Nebraska-Lincoln Extension Extension 2005 NF05-625 Communicating with Families: Communicating with Families of Infants Debra E. Schroeder University of Nebraska - Lincoln, dschroeder1@unl.edu Mary K. Warner University of Nebraska - Lincoln, mwarner1@unl.edu Mary Nelson University of Nebraska - Lincoln, mnelson1@unl.edu Eileen Krumbach University of Nebraska - Lincoln, ekrumbach1@unl.edu Sarah Effken Purcell University of Nebraska - Lincoln, spurcell2@unl.edu See next page for additional authors Follow this and additional works at: https://digitalcommons.unl.edu/extensionhist  Part of the Agriculture Commons, and the Curriculum and Instruction Commons Schroeder, Debra E.; Warner, Mary K.; Nelson, Mary; Krumbach, Eileen; Purcell, Sarah Effken; Hanna, Janet S.; Bosch, Kathy; and Defrain, John, "NF05-625 Communicating with Families: Communicating with Families of Infants" (2005). Historical Materials from University of Nebraska-Lincoln Extension. 1747. https://digitalcommons.unl.edu/extensionhist/1747 This Article is brought to you for free and open access by the Extension at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Historical Materials from University of Nebraska-Lincoln Extension by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Authors Debra E. Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Janet S. Hanna, Kathy Bosch, and John Defrain This article is available at DigitalCommons@University of Nebraska - Lincoln: https://digitalcommons.unl.edu/extensionhist/1747 NF625Communicating with Families:Communicating with Families of InfantsAdapted by: Debra Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, andJanet Hanna, Extension Educators; and Kathy Bosch and John DeFrain, Extension SpecialistsFamilies have many adjustments to make as they transition to parenthood. Parenting is a lonely endeavor some-times. Often families rely more on outside child care, and with that comes the need, particularly for families of infants, to keep the communication lines open between themselves and their child-care providers. A variety of techniques can be used to help families and child-care providers communicate effectively.Families of infants naturally are very anxious for their child and often express concerns about what may seem to the provider to be trivial issues, such as schedules and food. The demands actually reflect a deeper concern: that their child be safe, loved and attached to them, the family.One danger in a child-care setting is that a child-care provider’s strong attachment to the individual infants may interfere with his or her relationship with the child’s family. It is easy to feel “I am better for this child than her family” or even “I care more than the family.” These are difficult feelings with which to deal. Still, child-care providers must never forget that the relationship between family and child is the crucial one for the child’s welfare and development. A child-care provider has a child for a very brief time compared with the family, who has the child forever.Many families who bring their infants into child-care settings are under some stress. For example, the mother who would prefer to stay home with her child but cannot or who has mixed feelings about whether to work or stay home will feel more relaxed as she becomes assured her child is in a good, safe place; the provider is not only her child’s friend but also her friend; and the provider cares about her as a person. Families who do not feel the caregiver is competing with them will not be afraid that their children will love the child-care provider more than them. They will be more effec-tive and better families because of their supportive child-care arrangements.Infants change so dramatically during the first three years. They go from helpless, dependent, puzzling newborns to walking, talking and interacting toddlers. This is a dramatic, rapid process. Families, particularly first-time families, need opportunities to understand and support this rapid develop-mental growth.Because infant development takes place so quickly, it must be shared as it happens. Families of infants benefit from seeing and sharing the little changes that indicate growth, not just the easily observable milestones like pulling themselves up to stand or walking. Informal written communication can fill this role.Formal ConferencesAnecdotal notes — observations of what happened, when it happened, where it happened and with whom it hap-pened — are written down for review later. These notes can be beneficial when communicating with families. Share this developmental information with the family regularly. It will create a wonderful dialogue between families and child-care providers.Try using an inexpensive spiral-bound notebook for each infant. Begin by writing down one anecdotal note a week for each child, then send the notebook home and ask the family to write one anecdotal note about what happens at home. This back and forth sharing of observations — not opinions and judgements — develops skills. Providers learn how to really observe an infant’s behavior, and families also become good observers of the child’s developmental growth at home, which can then be shared with their child-care providers and health-care professionals.Something else beneficial happens. Families get a glimpse of what child-care providers do all day besides diaper, feed and hold infants. Informal written communication reinforcing that observation is a crucial part of the child-care provider’s role. It communicates that child-care providers are important sources of information about the child’s development, and it provides a great opportunity for providers to share resources .EB&ACTR?IFPEBA ?V KFSBOPFQV LC B?O>PH>¨FK@LIK UQBKPFLK 	KPQFQRQB LC DOF@RIQROB >KA >QRO>I BPLRO@BPwith families. What is shared with families is as important as what isn’t shared. Make sure to communicate with families philosophies related to learning and brain development and how activities are incorporated into the daily schedule to enhance the infant’s development. Because families only observe what is happening during drop-off and pick-up, it is important to share activities such as reading stories and other stimulation, just as the feeding schedule is shared.Consider formal oral conferences at the end of the first full week of care, one month later, and at least quarterly there-after. In addition, these conferences might be helpful anytime something is going to change — like a change in staffing or scheduling. Although this seems like a lot of conferences, they can take place fairly simply by telephone, thus avoiding the scheduling problems of face-to-face conferences.Frequent formal conferences confirm the need for open communication. Structure the topics that need to be covered so similar topics are covered each time. Make a list of questions to ask each time. (For example: What are your observations about your child’s experience at child care? Has anything changed in your family?) Keep notes from each conversa-tion and compare them to see if there are trends, continued concerns or even complications that require help.Informal ConferencesThe foundation of communications with families is the daily exchanges that take place between family members and child-care providers. They take place daily during arrival and departure from the child-care setting. Don’t overlook the importance of these interactions. Families get to view their infant’s experience from these verbal exchanges. The amount and accuracy of these conversations can build confidence or concern.Confidence builds if the child-care provider shows their connection with the infant. Concern builds if the providers aren’t reliable reporters of the child’s experiences or can’t share information with families when asked.Written communication, such as pattern sheets , help the child-care provider easily communicate the activities of the day to the families. Completing the report sheet as the activities take place makes it easy to communicate exactly what has taken place during the day for the child. Report sheets take the burden off the provider’s memory and allow all family members — not just the one picking up the infant — to be involved.To increase communication from home to the child- care provider, ask families to complete a home report form, not-ing what has happened overnight. This information will help providers give the best care possible. Examples of report forms are provided at the end of this publication. Use them as guides to develop a format that will work best for the provider and families. Provide a supply of home report forms so families can complete them before leaving home and won’t have to feel rushed or stressed to complete them as they’re dropping off the infant.Child-care providers and families must invest in building the relationship. The outcome of the investment is families whose parenting skills grow as their infant matures and develops. The benefit for the child-care providers is that their observation and communication skills improve, and they are better able to care for the infant or child in their care.ReferencesAlbrectht, Kay, “Conferencing with Parents of Infants,” Child Care Exchange.com, http://www.childcareexchange.com, Accessed on August 2, 2004.Godwin, Annabelle and Lorraine Schrag, “Building Relation-ships with Parents,” Setting Up for Infant/Toddler Care: Guidelines for Centers and Family Child Care Homes, National Association for the Education of Young Chil-dren, 200, p 51-52.La Chere, Jessica, Information Specialist, Early Childhood Training Center, Omaha, Neb.Daily Family InformationChild’s Name_____________________________________ Date____________________ Arrival Time________________Last evening my child had the following foods:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How long did she/he sleep last night? ____________________________________________________________________What time did she/he get up this morning? ________________________________________________________________Did she/he sleep well? _____________ If the answer is “no,” what seemed to be the problem (i.e., diarrhea, fever, etc.)?______________________________________________________________________________________________________________________________________________________________________________________________________Did she/he have a bowel movement this morning? ___________________________________________________________Did your baby have breakfast this morning? __________________ If “yes,” what time, what and how much did she/he eat?______________________________________________________________________________________________________________________________________________________________________________________________________What liquids or solids did you bring today? ___________________________________________________________________________________________________________________________________________________________________Medications to be given — medication, amount and time __________________________________________________________________________________________________________________________________________________________Is there any other information that will help us take better care of your baby today? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________Daily Report on Infants for FamiliesChild’s Name__________________________________________ Date____________ Provider______________________Feeding FOOD AMOUNT TIME COMMENTS INITIALSIndex: Family LifeRelationshipsIssued March 2005Extension is a Division of the Institute of Agriculture and Natural Resources at the University of Nebraska–Lincoln cooperating with the Countiesand the United States Department of Agriculture.University of Nebraska–Lincoln Extension educational programs abide with the nondiscrimination policies of the University of Nebraska–Lincolnand the United States Department of Agriculture.© 2005, The Board of Regents of the University of Nebraska on behalf of the University of Nebraska–Lincoln Extension.  All rights reserved.Diaper Change VOIDED STOOL TIME COMMENTS INITIALS SLEEP MEDICATION TIME COMMENTS INITIALS PRESCRIPTION TIME INITIALS   INFORMATIONStimulation/Activities (ex: reading, music): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Provider’s Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NF05-625 Communicating with Families: \u3cem\u3eCommunicating with Families of Infants\u3c/em\u3e

UNL | Libraries

University of Nebraska - Lincoln 
DigitalCommons@University of Nebraska - Lincoln 
Historical Materials from University of 
Nebraska-Lincoln Extension Extension 
2005 
NF05-625 Communicating with Families: Communicating with 
Families of Infants 
Debra E. Schroeder 
University of Nebraska - Lincoln, dschroeder1@unl.edu 
Mary K. Warner 
University of Nebraska - Lincoln, mwarner1@unl.edu 
Mary Nelson 
University of Nebraska - Lincoln, mnelson1@unl.edu 
Eileen Krumbach 
University of Nebraska - Lincoln, ekrumbach1@unl.edu 
Sarah Effken Purcell 
University of Nebraska - Lincoln, spurcell2@unl.edu 
See next page for additional authors 
Follow this and additional works at: https://digitalcommons.unl.edu/extensionhist 
 Part of the Agriculture Commons, and the Curriculum and Instruction Commons 
Schroeder, Debra E.; Warner, Mary K.; Nelson, Mary; Krumbach, Eileen; Purcell, Sarah Effken; Hanna, Janet 
S.; Bosch, Kathy; and Defrain, John, "NF05-625 Communicating with Families: Communicating with 
Families of Infants" (2005). Historical Materials from University of Nebraska-Lincoln Extension. 1747. 
https://digitalcommons.unl.edu/extensionhist/1747 
This Article is brought to you for free and open access by the Extension at DigitalCommons@University of Nebraska - 
Lincoln. It has been accepted for inclusion in Historical Materials from University of Nebraska-Lincoln Extension by an 
authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 
Authors 
Debra E. Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Janet S. Hanna, 
Kathy Bosch, and John Defrain 
This article is available at DigitalCommons@University of Nebraska - Lincoln: https://digitalcommons.unl.edu/
extensionhist/1747 
NF625
Communicating with Families:
Communicating with Families of Infants
Adapted by: Debra Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, and
Janet Hanna, Extension Educators; and Kathy Bosch and John DeFrain, Extension Specialists
Families have many adjustments to make as they transition to parenthood. Parenting is a lonely endeavor some-
times. Often families rely more on outside child care, and with that comes the need, particularly for families of infants, 
to keep the communication lines open between themselves and their child-care providers. A variety of techniques can 
be used to help families and child-care providers communicate effectively.
Families of infants naturally are very anxious for their 
child and often express concerns about what may seem to the 
provider to be trivial issues, such as schedules and food. The 
demands actually reflect a deeper concern: that their child be 
safe, loved and attached to them, the family.
One danger in a child-care setting is that a child-care 
provider’s strong attachment to the individual infants may 
interfere with his or her relationship with the child’s family. 
It is easy to feel “I am better for this child than her family” 
or even “I care more than the family.” These are difficult 
feelings with which to deal. Still, child-care providers must 
never forget that the relationship between family and child 
is the crucial one for the child’s welfare and development. A 
child-care provider has a child for a very brief time compared 
with the family, who has the child forever.
Many families who bring their infants into child-care 
settings are under some stress. For example, the mother who 
would prefer to stay home with her child but cannot or who 
has mixed feelings about whether to work or stay home will 
feel more relaxed as she becomes assured her child is in a 
good, safe place; the provider is not only her child’s friend 
but also her friend; and the provider cares about her as a 
person. Families who do not feel the caregiver is competing 
with them will not be afraid that their children will love the 
child-care provider more than them. They will be more effec-
tive and better families because of their supportive child-care 
arrangements.
Infants change so dramatically during the first three years. 
They go from helpless, dependent, puzzling newborns to 
walking, talking and interacting toddlers. This is a dramatic, 
rapid process. Families, particularly first-time families, need 
opportunities to understand and support this rapid develop-
mental growth.
Because infant development takes place so quickly, it 
must be shared as it happens. Families of infants benefit from 
seeing and sharing the little changes that indicate growth, not 
just the easily observable milestones like pulling themselves 
up to stand or walking. Informal written communication can 
fill this role.
Formal Conferences
Anecdotal notes — observations of what happened, 
when it happened, where it happened and with whom it hap-
pened — are written down for review later. These notes can 
be beneficial when communicating with families. Share this 
developmental information with the family regularly. It will 
create a wonderful dialogue between families and child-care 
providers.
Try using an inexpensive spiral-bound notebook for each 
infant. Begin by writing down one anecdotal note a week for 
each child, then send the notebook home and ask the family 
to write one anecdotal note about what happens at home. 
This back and forth sharing of observations — not opinions 
and judgements — develops skills. Providers learn how to 
really observe an infant’s behavior, and families also become 
good observers of the child’s developmental growth at home, 
which can then be shared with their child-care providers and 
health-care professionals.
Something else beneficial happens. Families get a glimpse 
of what child-care providers do all day besides diaper, feed 
and hold infants. Informal written communication reinforcing 
that observation is a crucial part of the child-care provider’s 
role. It communicates that child-care providers are important 
sources of information about the child’s development, and it 
provides a great opportunity for providers to share resources 
???????
??????????????????????????? ???????????????????????????????????????????????????????? ????????????????
with families. What is shared with families is as important as 
what isn’t shared. Make sure to communicate with families 
philosophies related to learning and brain development and how 
activities are incorporated into the daily schedule to enhance 
the infant’s development. Because families only observe what 
is happening during drop-off and pick-up, it is important to 
share activities such as reading stories and other stimulation, 
just as the feeding schedule is shared.
Consider formal oral conferences at the end of the first 
full week of care, one month later, and at least quarterly there-
after. In addition, these conferences might be helpful anytime 
something is going to change — like a change in staffing or 
scheduling. Although this seems like a lot of conferences, they 
can take place fairly simply by telephone, thus avoiding the 
scheduling problems of face-to-face conferences.
Frequent formal conferences confirm the need for open 
communication. Structure the topics that need to be covered so 
similar topics are covered each time. Make a list of questions 
to ask each time. (For example: What are your observations 
about your child’s experience at child care? Has anything 
changed in your family?) Keep notes from each conversa-
tion and compare them to see if there are trends, continued 
concerns or even complications that require help.
Informal Conferences
The foundation of communications with families is the 
daily exchanges that take place between family members and 
child-care providers. They take place daily during arrival and 
departure from the child-care setting. Don’t overlook the 
importance of these interactions. Families get to view their 
infant’s experience from these verbal exchanges. The amount 
and accuracy of these conversations can build confidence or 
concern.
Confidence builds if the child-care provider shows their 
connection with the infant. Concern builds if the providers 
aren’t reliable reporters of the child’s experiences or can’t 
share information with families when asked.
Written communication, such as pattern sheets , help 
the child-care provider easily communicate the activities of 
the day to the families. Completing the report sheet as the 
activities take place makes it easy to communicate exactly 
what has taken place during the day for the child. Report 
sheets take the burden off the provider’s memory and allow 
all family members — not just the one picking up the infant 
— to be involved.
To increase communication from home to the child- care 
provider, ask families to complete a home report form, not-
ing what has happened overnight. This information will help 
providers give the best care possible. Examples of report forms 
are provided at the end of this publication. Use them as guides 
to develop a format that will work best for the provider and 
families. Provide a supply of home report forms so families 
can complete them before leaving home and won’t have to 
feel rushed or stressed to complete them as they’re dropping 
off the infant.
Child-care providers and families must invest in 
building the relationship. The outcome of the investment 
is families whose parenting skills grow as their infant 
matures and develops. The benefit for the child-care providers 
is that their observation and communication skills improve, 
and they are better able to care for the infant or child in their 
care.
References
Albrectht, Kay, “Conferencing with Parents of Infants,” Child 
Care Exchange.com,
 http://www.childcareexchange.com, Accessed on 
August 2, 2004.
Godwin, Annabelle and Lorraine Schrag, “Building Relation-
ships with Parents,” Setting Up for Infant/Toddler Care: 
Guidelines for Centers and Family Child Care Homes, 
National Association for the Education of Young Chil-
dren, 200, p 51-52.
La Chere, Jessica, Information Specialist, Early Childhood 
Training Center, Omaha, Neb.
Daily Family Information
Child’s Name_____________________________________ Date____________________ Arrival Time________________
Last evening my child had the following foods:
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
How long did she/he sleep last night? ____________________________________________________________________
What time did she/he get up this morning? ________________________________________________________________
Did she/he sleep well? _____________ If the answer is “no,” what seemed to be the problem (i.e., diarrhea, fever, etc.)?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Did she/he have a bowel movement this morning? ___________________________________________________________
Did your baby have breakfast this morning? __________________ If “yes,” what time, what and how much did she/he eat?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
What liquids or solids did you bring today? ________________________________________________________________
___________________________________________________________________________________________________
Medications to be given — medication, amount and time _______________________________________________________
___________________________________________________________________________________________________
Is there any other information that will help us take better care of your baby today? ________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Daily Report on Infants for Families
Child’s Name__________________________________________ Date____________ Provider______________________
Feeding
 FOOD AMOUNT TIME COMMENTS INITIALS
Index: Family Life
Relationships
Issued March 2005
Extension is a Division of the Institute of Agriculture and Natural Resources at the University of Nebraska–Lincoln cooperating with the Counties
and the United States Department of Agriculture.
University of Nebraska–Lincoln Extension educational programs abide with the nondiscrimination policies of the University of Nebraska–Lincoln
and the United States Department of Agriculture.
© 2005, The Board of Regents of the University of Nebraska on behalf of the University of Nebraska–Lincoln Extension.  All rights reserved.
Diaper Change
 VOIDED STOOL TIME COMMENTS INITIALS
 SLEEP MEDICATION
 TIME COMMENTS INITIALS PRESCRIPTION TIME INITIALS
   INFORMATION
Stimulation/Activities (ex: reading, music): _______________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Provider’s Comments: _______________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________


https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2744&amp;context=extensionhist

NF05-625 Communicating with Families: \u3cem\u3eCommunicating with Families of Infants\u3c/em\u3e

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