Chapter 2: Program Activities for Healthy Development
2.3 Parent/Guardian Relationships
220.127.116.11: Parent/Guardian Visits
After reading the CFOC standard, see COVID-19 modification below (Also consult applicable state licensure and public health requirements).
Parents/guardians are welcome any time their child is in attendance. Caregivers/teachers should inform all parents/guardians that they may visit the site at any time when their child is there and that they will be asked to follow the facility’s sign-in procedures (see Standard 18.104.22.168) and admitted without delay. This open-door policy should be part of the “admission agreement” or other contract between the parent/guardian and the facility and caregiver/teacher (1). Parents/guardians should be welcomed and encouraged to speak freely to staff about concerns and suggestions.
Caregivers/teachers should not release a child to a parent/guardian who appears impaired. Caregivers/teachers should not attempt to handle an unstable (e.g., intoxicated) parent/guardian who wants to be admitted but whose behavior poses a risk to the children and adults in the facility. The director should contact local police or child protection agencies to help develop policies and procedures and to train caregivers/teachers.
To ensure the safety of the children and staff, all visitors, including authorized individuals and parents/guardians should check in with the facility staff every visit.
COVID-19 modification as of January 07, 2022:
In response to the Centers for Disease Control and Prevention’s COVID-19 Guidance for Operating Early Care and Education/Child Care Programs, it is recommended that early childhood programs:
Refer to the COVID-19 modification in Standard 22.214.171.124 Drop-Off and Pick-Up
When access is restricted, areas observable by the parents/guardians may not reflect the care the children actually receive. Strong relationships between families and early care and education staff can contribute to positive outcomes for children and families. Positive, mutually respectful, and collaborative relationships can enhance family engagement in early care and education programs, family well-being, and home–school connections. There is also some evidence that these relationships can have a positive effect on children’s school readiness (2).
Parents/guardians can be interviewed to see if the open-door policy is consistently implemented.
TYPE OF FACILITYCenter, Early Head Start, Head Start, Large Family Child Care Home, Small Family Child Care Home
RELATED STANDARDS126.96.36.199 Communication in Native Language Other Than English
188.8.131.52 Parent/Guardian Conferences
184.108.40.206 Seeking Parent/Guardian Input
220.127.116.11 Support Services for Parents/Guardians
18.104.22.168 Parent/Guardian Complaint Procedures
22.214.171.124 Parents’/Guardians’ Provision of Information on Their Child’s Health and Behavior
126.96.36.199 Content of Policies
188.8.131.52 Enrollment Information to Parents/Guardians and Caregivers/Teachers
184.108.40.206 Written Plan and Training for Handling Urgent Medical or Threatening Incidents
220.127.116.11 Sign-In/Sign-Out System
Child Care Aware of Missouri. What to look for. http://mo.childcareaware.org/parents-families/what-to-look-for/. Accessed June 29, 2018
Porter T, Bromer J, Forry N. Assessing Quality in Family and Provider/Teacher Relationships: Using the Family and Provider Teacher Relationships Quality (FPTRQ) Measures in Conjunction with Strengthening Families and the Head Start Parent, Family and Community Engagement Frameworks and their Self-Assessment Tools. OPRE Report 2015-56. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services; 2015. https://www.acf.hhs.gov/sites/default/files/opre/assessing_quality_in_family_provider_teacher_relationships_a.pdf. Accessed June 26, 2018
Content in the STANDARD was modified on 8/28/2018
COVID-19 modification as of January 07, 2022.