BUILDING BRIDGES: STRENGTHENING RELATIONSHIPS BETWEEN EDUCATORS AND FAMILIES
What I’ve Learned About Educator-Family Relationships as Both a RECE and a Parent
Written by Ally Scott, Strive Manager
Before I was a parent, I was an educator. I started as a supply educator during university and college, worked full-time in the summers as an intern, became a preschool educator, and eventually a director. Back then, I saw the relationship between educators and families very differently.
Now that I am a parent, my priorities have shifted. It’s hard to separate my “parent hat” from my RECE hat - but I’ll try.
Documentation
RECE Hat:
I used to think the more in-depth, the better. I analyzed every move a child made during play to capture the learning taking place. I snapped countless photos, wrote pages of detailed documentation, and posted it all around the classroom and hallways hoping families would read it.
Parent Hat:
My favorite documentation so far? A simple note after a rough drop-off:
“She settled down quickly and is having her snack with a big smile,” accompanied by a photo of my child.
As a parent, I already know that children learn through play. What I need most is reassurance: that my child is happy, cared for, and loved by her educators. Of course, I still enjoy reading longer documentation about her play, but what truly matters are the smaller, more frequent points of connection that let me know she is seen and truly known.
“Discover the unique characteristics and gifts of each child by talking with his or her family, observing, and documenting (e.g., in addition to what the children are interested in, notice what brings them joy)” (Ministry of Education, 2014)
Pick-Ups
RECE Hat:
I used to make sure I always had a little story ready for each child’s family. Even if a child wasn’t in my group, I made sure I knew about their naps, meals, and bathroom routines so I could answer any question a parent had at the end of the day.
Parent Hat:
I’m not going to lie, I still long for this as a parent. It’s disheartening to hear:
“I don’t know if he napped today; he wasn’t in my group,” or
A vague, “He had a great day.”
When parents leave their child in care, they wonder about their child dozens of times a day. I know I think to myself often: I wonder what Mack is doing? I wonder if he made a friend? I wonder if his educator gave him a hug when he fell down?
At pick-up, all we need is a small moment of reassurance: that our child was cared for, noticed, and loved. Even one personal anecdote makes all the difference.
Emails/Written Communication
RECE Hat:
I used to spend ages drafting emails, scrutinizing every word before hitting send.
Parent Hat:
Now, what I look for is professionalism. Emails don’t need to be long—just clear, respectful, and free from typos. A short, well-written note communicates the message effectively while showing families that their child (and their time) is valued.
Building Stronger Relationships
These daily moments of communication—documentation, pick-ups, emails—are where we can strengthen relationships with families. Every family’s needs are different, so it’s worth asking:
Do they prefer written communication or quick chats?
Is drop-off a better time to connect than pick-up?
Are there language or cultural considerations that could make communication more meaningful?
At the heart of it, parents want to know that their child is safe, happy, and loved. They want to see that their child’s educators notice them, celebrate them, and light up when they arrive in the morning.
Building these bridges is the most important part of our work. Because when families feel seen and supported, children thrive.
References
Ministry of Education. (2014). How does learning happen? Ontario pedagogy for the early years. Queen’s Printer for Ontario. https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf
How are you building bridges with families as an educator? Let us know in the comments below!