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As a preschool teacher, you work with children and families with a diverse range of experiences and backgrounds. Read each of the scenarios below, reflect on the child’s and/or the family member's sense of self, and consider how you would promote a positive sense of self. When you are finished, share your responses with your trainer, coach, or administrator.

1. Three-year-old Josie is new to your preschool program, and her home language is not English. She is having some difficulty falling asleep at naptime and following daily routines. Reflect on what actions you might take to address these issues and promote Josie’s sense of self.

   Actions I could take:

   • Ask Josie’s parents to teach you some important phrases and/or one of Josie’s favorite lullabies in her home language.
   • Use pictures with words in Josie’s home language for routines at circle time.
   • Label shelves in both English and in Josie’s home language.
   • Pair Josie with a carefully chosen “buddy” to help her learn various classroom routines.
   • Gather ideas from Josie’s family about what soothes her at naptime.
   • Invite all families, including Josie’s family to share a favorite book, about their job, a family story, or something important to them.
   • Lean what Josie loves to do and have her “teach” her friends at circle (such as tap-dancing, ballet, building with Legos, etc.).
   • If needed, get help from a fluent speaker to translate materials.

    
2. Denise is a single mom to four-year-old, Darius. Denise has been late a few times at pick-up and mentioned that she just can’t seem to keep up with all the demands of single parenting. She says that she "just can’t seem to get it right.” Reflect on what your response might be in support of this family member's sense of self.

   Actions I could take:

   • Make resources and information easily accessible. Ask Denise if the two of you can set up a time to meet and discuss possible resources that might be helpful.
   • Offer positive feedback on something you see Denise doing “right.” Example: “When you drop Darius off, you always give him a big hug and a kiss. When he wants to show you his latest artwork or Lego creation, you always take the time to take a look and comment on his work.”
   • Share positive stories about Darius. Example: "Darious was so proud of how far his paper airplane could go, but he still was able to wait his turn when other kids wanted a turn. That's hard to do! You are raising a great kid."
   • Let Denise know that she is not alone; there are other single parents in your classroom. Would she like you to connect her with them?

    
3. Four-year-old Millie insists on being by your side at all times. Each day, when she arrives to the classroom, she looks for you and chooses the choice area where you are interacting. If the area is full and she cannot be with you, Millie gets very emotional. Millie’s father is preparing to deploy for eight months, and her parents share that everyone in the family is feeling anxious. What steps can you take to support Millie and her family as well as promote her family's role in Millie’s sense of self? (If you have no experience with deployment, imagine a parent facing a similar challenge, such as frequent travel, incarceration, or long-term hospitalization or illness.)

   Actions I could take:

   • Offer to meet with Millie’s parents and share resources they might be interested in as they prepare for deployment.
   • Talk with them to find out whether their family values independence or interdependence in terms of childrearing routines such as eating, sleeping, dressing, etc. Be respectful and honor this family’s beliefs and values.
   • Offer to connect Millie’s parents with other families who are facing deployment or who have been through a deployment.
   • Invite Millie’s parents to visit the classroom and discuss the upcoming deployment at group time. Ask if Millie would also like to share at group time.
   • Create family photo-books to be displayed in the classroom.
   • Be consistent with predictable routines between home and school.
   • Identify Millie's interest and help her connect with other staff members working on those ideas in different areas of the program.
   • Reassure Millie that you care for her even when you are not in the same space. Set up a time to connect with her each day, but also work with her family to encourage her participation with vaious staff members and peers.
   • Identify this family’s strengths in support of Millie’s sense of self. For example, "Millie was so excited to show you the mosaic she's been working on. She really beamed when you talked to her about her careful work."
   • Talk with Millie's family about ways you can support her communication with her father when he is away (e.g., can she have video calls? can she send letters and drawings?).