Standards for public agencies

2020 Edition

Early Childhood Education (PA-ECE) 4: Parental Involvement and Support

Parents are active participants and partners and receive the support and information needed to promote healthy child development.
2020 Edition

Currently viewing: EARLY CHILDHOOD EDUCATION (PA-ECE)

VIEW THE STANDARDS

Purpose

Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.
1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
No Self-Study Evidence
  • Samples of classroom information provided to parents from the previous six months
  • Parent/teacher conference schedule for the previous 12 months
  • Samples of information on child-rearing responsibilities available to parents
  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Parents
  • Review child files
  • Observe systems/tools for daily communication with parents

PA-ECE 4.01

Parents have access to daily schedules and other classroom information including a menu if meals are provided.
Examples: The agency may use classroom bulletin boards, newsletters, a webpage, or email to provide parents with consistent access to classroom information.

PA-ECE 4.02

Parents are encouraged to be actively involved in the program.
Examples: Active involvement in the program can include participation in classroom activities as an aid or volunteer, parent education meetings, parent advisory boards, or regular parent meetings. Having an open-door policy is one effective method for encouraging parents to visit the program, meet with their child’s teacher, and participate in daily activities or special events.

PA-ECE 4.03

Parents are helped to understand and be actively involved in their child’s development and education through:
  1. participation in decisions affecting their child;
  2. daily updates and two-way communication of information regarding activities, accomplishments, or concerns;
  3. parent-teacher conferences that are held biannually, or more often as needed, given the child’s progress;
  4. assistance with recognizing developmental, health, or behavioral issues that may require additional services or support; and
  5. visits to the program.
Examples: Services and supports for meeting health needs can include hearing and vision screenings, resources for immunizations and well-baby check-ups, and the state and local health department.

PA-ECE 4.04

Teaching staff discuss cultural values and beliefs with parents and:
  1. adjust caregiving practices, daily routines, and classroom activities as appropriate and in accordance with developmentally-appropriate practice; 
  2. approach differing points of view respectfully and in an empathetic manner; and 
  3. involve their supervisor as needed to discuss how parental preferences can be appropriately and safely incorporated into the child care setting.
Examples: Providing culturally responsive care that reflects the care provided at home can be comforting to the child. Daily routines that may be adjusted based on a family’s belief system include potty training, feeding, and napping.

PA-ECE 4.05

Information is available to help parents cope with child-rearing responsibilities.
Examples: Information provided may vary based on the needs and interests of parents and can include topics such as:
  1. child development;
  2. child health issues;
  3. transition to school; and
  4. nutrition.

Information can be provided through:
  1. pamphlets;
  2. brochures;
  3. relevant publications;
  4. newsletters;
  5. bulletin boards;
  6. seminars;
  7. parent support groups;
  8. referrals to outside providers; or
  9. other programs or media appropriate to the size and capacity of the program.

PA-ECE 4.06

The agency is flexible and responsive to the changing needs and unique circumstances of families served.
Examples: Changing needs or unique circumstances can include job loss, military deployment, the birth of a sibling, a death in the family, serious and/or chronic health conditions, family violence, or divorce.

Examples of how an agency can demonstrate flexibility and responsiveness include:
  1. adjusting coverage schedules to accommodate changing child care needs;
  2. providing flexible care on an hourly or daily basis;
  3. referring families to local resources; and
  4. incorporating activities into the daily schedule to help children cope with stressors.