5 Working with families

Why cooperation with parents matters

Social and emotional competencies develop through everyday interactions in children’s different environments. While kindergartens provide structured learning experiences, families play a central role in children’s daily emotional and social development.

Cooperation between educators and parents helps create a consistent and supportive learning environment for the child.

Informing and involving parents

Parents do not need a lot of theoretical knowledge of social and emotional learning. What is more important is that they understand the value of these competencies and feel confident in supporting their children in everyday situations.

Information the kindergarten provides to parents, should therefore be:

• simple,
• practical,
• connected to daily life.

Simple ways to introduce SEL to parents

SEL can be introduced to parents in small and accessible ways, for example during parent meetings or informal conversations.

• Parent meetings (PTA)

  A good opportunity to introduce SEL to parents in kindergarten is during parent meetings. A simple structure may include:

  • a brief explanation of social and emotional learning (see Part 2 of these Guidelines for more information),
  • one concrete example from everyday kindergarten practice (you can find a lot of ideas in our activities section – use the filter Parents for especially suitable activities),
  • one practical idea that parents can try at home,
  • an opportunity for questions, exchange, or sharing experiences.
• Everyday interactions

  Everyday interactions with parents offer valuable opportunities to support their understanding of social and emotional learning. This can include:

  • brief, informal conversations during drop-off or pick-up, focusing on small observations from the child’s day,
  • linking children’s behaviour to underlying emotions, for example by describing what the child may have felt in a given situation,
  • highlighting children’s strengths and positive developments, especially in relation to social interaction, communication, and emotional expression.
  • These short exchanges can help parents better understand their child’s experiences and encourage a shared perspective between kindergarten and home.
• Through materials

  Various informational materials can offer a low threshold way to support communication with parents. You can also offer these materials in different languages and support parents who may not be fluent in the language of the environment. These materials may include:

  • short written information, for example a leaflet introducing social and emotional learning,
  • simple activity ideas for trying out at home, shared via an information board or digital communication channels (e.g. selected activities from the portal),
  • visual materials created with children, such as posters about emotions displayed in the kindergarten.
• Through the involvement of children

  Children themselves can play an important role in communicating SEL to their parents. Their participation can make learning visible and meaningful. Possible formats include:

  • small exhibitions of children’s artwork related to emotions or social experiences,
  • short theatre plays or role-play activities presented to parents,
  • shared events, such as a “Concert of Joy”.

A supportive approach

Cooperation with parents is most effective when it is based on trust, openness, and mutual respect. The goal is not to instruct parents, but to support them in their role and to create shared understanding around the child’s development.