A.   Bulletin Board with a variety of information relating to child development, outside services, community events and educational opportunities in a variety of languages.

B.   Regularly scheduled meeting dates and special family events posted.

C.   Teachers greeting children and family members upon arrival and dismissal.

D.   Bulletin Board with a variety of information relating to child development, outside services, community events and educational opportunities in a variety of languages, regularly scheduled meeting dates and special family events posted, and teachers greeting children and family members upon arrival and dismissal.

A.   FALSE

B.   TRUE

A.   Parent survey about what events you attended last year.

B.   A family event based on the collaboration of the program teachers and families with changes made from the previous year's event.

C.   Arranging a magician for a family night.

D.   Attending a Mother's Day Tea during the day.

A.   She greeted students in the language they use at home and used other simple phrases in class, her notes home were translated into other languages, and translators were made available for parent-teacher meetings.

B.   She greeted students in the language they use at home and used other simple phrases in class.

C.   She only had students in her classroom that could speak languages she knew.

D.   Translators were made available for parent-teacher meetings.

E.   Her notes home were translated into other languages.

A.   Adapting new ways to resolve cultural differences and support all children and families.

B.   Asking families specifically about cultural beliefs and family values.

C.   Avoiding activities that display any specific cultural beliefs.

D.   Acknowledging that cultural differences exist in programs.

A.   Only speak English at home in order to improve English language skills.

B.   Let other families partake in the leadership or family engagement roles for the program.

C.   Share their cultural and linguistic abilities with the program and/or teacher.

D.   Only speak English while at a care center or school.

A.   Phone calls

B.   In-Person Meetings

C.   Email/Text

D.   Parent Questionnaire

A.   Seek advice from family members when trying to address an incident with a child that has occurred while in the program setting.

B.   Invite families to share areas of expertise or interests with the children, teacher or other families.

C.   Do not meet with parents only when there is a problem, instead hold conferences regularly to check in and allow families to share feedback as well.

D.   Allow families to drop in at all times in order to gain a more complete representation of the daily activities.

E.   Seek advice from family members when trying to address an incident with a child that has occurred while in the program setting, invite families to share areas of expertise or interests with the children, teacher or other families, allow families to drop in at all times in order to gain a more complete representation of the daily activities, and do not meet with parents only when there is a problem, instead hold conferences regularly to check in and allow families to share feedback as well.

A.   Strengthening family engagement in the early years shows that families are more likely to maintain involvement throughout schooling.

B.   They should start teaching children as young as six months.

C.   Only English should be taught in early care programs and educational settings.

D.   Strengthening family engagement in the early years shows that families are more likely to maintain involvement throughout schooling, they should start teaching children as young as six months, and only English should be taught in early care programs and educational settings.

A.   communication

B.   confidentiality

C.   distance

D.   indiscretion