Early Childhood Family Education

Request a free one-on-one visit with an ECFE licensed parent educator!

• Current information on parenting and child development.
• Activities for young children.
• Information about resources in the community.

For more information, or to arrange a visit virtually, at your home, or at school, email ECFE@HopkinsSchools.org or call Harley Hopkins Family Center at 952-988-4081.

We know that parenting young children can be fun and rewarding. We also know how difficult and stressful it can be.

You are your child's first and most important teacher(s). The early years of life lay the groundwork for later relationships and learning. Parents come to ECFE to draw from the vast pool of knowledge and research about parenting, while focusing on topics that are most relevant at the moment.

What parents learn 

At ECFE, parents learn from each other: how to enhance self-esteem, various discipline options, what behaviors are "age appropriate," and so much more! In our setting, parents and children come together to explore, learn, and build a positive relationship together. Parents and children spend a portion of the program time playing together in our unique environment designed to offer stimulating and age-appropriate activities. A circle time offers a chance to share songs, finger plays, and movement activities to enhance language and attention. The remainder of the time is used for parent discussion.

Parents discuss topics based on their interests while building friendships as they become a member of a supportive group. Non-separating classes are available for babies and parents. In these classes, the discussion is held in the children's room. Some gradual separating classes are available for parents and young toddlers. In all other classes the parents move to a separate room for the parent discussion period. Learn more about what happens in a class through Parent-Child Time or Parent Discussion.

This special block of time is set aside in our parent-child classes and our play and learns so that you are able to focus on your child. We hope that you will be able to leave your worries behind and continue building a positive relationship with your child through play. The environment is designed to provide developmentally appropriate activities.

Our projects usually reflect our philosophy favoring process over product. We value the act of play and we hope that you will too! We encourage you to take a unique role with your child during this time. Be playful and allow your child to initiate activities. This is a great time to be messy, sensorial, curious, and playful!

Specific examples of ways to utilize the parent-child interaction period to the fullest

1. Make a meaningful connection with your child. Squat down to your child's level, make eye contact, and smile in a way that lets them know that you are glad to be there.
2. Say what you see — all activities become language experiences when you extend and expand on what they say or see. Describe what your child is doing and seeing. Avoid giving praise, criticizing, or asking questions.
3. Follow your child's cues. Let your child determine what activities you will do as well as the pace.
4. All children misbehave sometime. You needn't worry about being judged here. Remember to state what the child can do rather than say "no" repeatedly. When two children fight over a toy, offer a duplicate or substitute whenever possible.
5. Please help us clean up after parent-child interaction time. It takes only a minute when everyone helps.

Note: Children and parents are encouraged to wear old clothing. We want children to feel free to explore messy sensory and art materials.

The purpose of our parent discussion time is two-fold

One is to offer support through sharing a common experience with other parents, and the second is to provide research-based information that will build conversation about parenting and strengthen families. The parent educator works with the parents to create a curriculum that fits the needs of the group. An attitude of mutual respect is important so the experiences and resources of all group members are utilized.

Each group member is important in the learning process. In a society in which families are feeling more and more isolated, the support received from our ECFE program is becoming more important for healthy families. It is very helpful to know you are not alone in the problems facing young families today.

We want our discussion group to be:

• A place to be heard.
• A place to feel understood.
• A place to explore alternatives.
• A place for problem solving.

The facilitator will bring in an awareness of group process and knowledge based on reading, research, and experience with children and parents. Each group member also brings in a wealth of information and insight based on past and present experiences. These combined resources provide parents with many options. From these options parents can build parenting skills that fit for their family.

A variety of beliefs

It is normal that parents in a group will have different beliefs. Our similarities are the glue that helps us stick together as we utilize our differences. Out of disagreement often comes growth, change, and new insights. So, do not be afraid to disagree with another parent's opinion. There are a lot of good ways to be parents.

Our ECFE classes fall into three categories: non-separating, gradual-separating, or separating.

Non-separating classes

What you need to know about non-separating classes:

• Parents and children stay together in the classroom for the entire duration of the class.
• Parents remain in the same room with children and interact with them in varied learning and play activities.
• A licensed parent educator leads discussion on topics such as child growth and development, transition to parenthood, and how children learn and play.
• Discussion, sharing, and support take place within sight and sound of playing children.

Gradual-separating classes

What you need to know about gradual-separating classes:

• Parents and children follow the same format as listed in separating classes, except that parents start out meeting in the same room with the children, and then move to a separate room several weeks into the semester.
• Separate meetings begin with only short periods of time away from the children.
• Gradually, the periods are lengthened as children adjust to the separation.

Separating classes

What you need to know about separating classes:

• Parents and children interact and explore activities together for about 30 minutes of class time. This provides an opportunity to share and learn new ideas, games, songs, and activities that can be used at home.
• Following interaction time, parents meet in a separate classroom with a licensed parent educator for discussion of topics related to child development and parenting. They share ideas, information, and experiences with one another, gaining knowledge and encouragement.
• While parents meet with a licensed parent educator, children participate in age-appropriate activities with a licensed early childhood teacher and a teaching assistant. Children are provided experiences which encourage social, emotional, physical, and cognitive development.

Attachment to parents is a cornerstone to a person's personality. The trust children develop in their parents early in life will influence future relationships with others. Because the parent-child bond is naturally intense, young children may find it difficult to separate from their parents for the discussion portion of parent-child classes in our program. This normal phenomenon is called "separation anxiety."

How separation anxiety may manifest 

Separation anxiety is especially difficult from eight to eighteen months of age. In babies, the primary manifestation is crying. Separation anxiety recurs in most children. It is a process, not a single event. Older children may exhibit separation anxiety by throwing a temper tantrum, acting oppositional, being aggressive with peers, or crying.

It can be set off by a number of things, including a change in teachers or child care providers, or simply a new cognitive awareness of what is happening. Although parents are urged to find time away from their children right from the start, separation anxiety should be treated with sensitivity. Learning to separate is like learning to say hello and goodbye. The way in which early separations are dealt with may influence future relationships.

Prepare your child

Before your first class session, prepare your child for what they may experience. A typical session will include: a parent-child activity period, choice time, snack time, and music time with parents and children. If you are enrolled in a "separating" class, explain that you will be leaving to go to a meeting with other parents. Be sure to emphasize that you will return.

When you leave the children's classroom, do not linger. Be consistent, making a ritual of the steps you take as you leave. Always say goodbye. Slipping out of the room violates your child's trust.

Having difficulty?

If your child is having difficulty with separating, check to be sure that you have a positive attitude about separating. Sometimes a parent's need to be needed unconsciously creates a problem. This does not serve the child. Talk to the children's teacher and assistant each day so that your child can see that you trust and know them. Bring your child's special attachment objects to class for comfort (i.e. a blanket, a pacifier, a picture of parents). Let your child see the parent room and point out where you'll be sitting. Tell her what you'll be doing there (i.e. "I'll be drinking coffee and talking to the other parents"). Acknowledge the feelings your child is having (i.e. "I know you feel sad/angry. I will come back. You can play and have fun here. The teachers will help you."). Most important, leave with a confident smile. You are cueing your child that you expect things will go well and that you are assured they will be well cared for.

Siblings of children enrolled in ECFE classes are offered child care by our experienced child care staff. Sibling care is available for children six months to kindergarten age. Sibling care will be open for ten minutes before and after class to facilitate relaxed transition periods. If you wish to socialize with other parents, please do so elsewhere so that children's rooms can be cleaned up and prepared for future classes.

When you drop off your child in sibling care, spend a minute or two sharing with the staff your child's needs and schedule. Write down any specific instructions you wish to leave. Children in diapers should be left in a clean diaper. Staff change diapers only when a child has a bowel movement. Please label your child's diaper bag and other items such as extra clothing or attachment items (bottles, pacifier). Because sibling care staff usually care for many children, it is not possible for them to hold any child continuously throughout a class period. If a child can not be made comfortable after ten or fifteen minutes of crying, the child will be brought to the parent. We do not want any child to become traumatized and believe this procedure to be in the best interest of children.

Note: The guidelines for separation, safety and security, and other relevant topics also apply to children in sibling care.

We want ECFE to be a place where you and your child feel safe and healthy. We ask that the following procedures be followed:

Immunizations

Immunization forms must be on file for each child in our ECFE program, including siblings enrolled in sibling care. These forms must be updated yearly.

Attending the program

Parents, guardians, or other significant adults (grandparent, nanny, etc.) must attend the program with their child. By law, children can not come to the program without a parent or guardian. Separation is difficult for young children and consistency is important. For this reason we request that only parents, significant adults, or guardians bring children to class.

Sick children

Sick children should remain at home until they can participate without infecting others. We want our setting to be a safe place for everyone. Children who are no longer infectious but can not be comforted because they are still recovering should not attend either. Children with any of the following symptoms shall not attend classes: fever over 100ºF, runny nose with yellow-green mucus, diarrhea, vomiting, undiagnosed cough, undiagnosed rash, or pink eye. Please allow a 24 hour period to pass following a fever, diarrhea, vomiting, or pink eye before children return to ECFE classes. Please call the office if you will be absent (952-988-5000). You are important group members!

Cleaning

Washing hands and cleaning toys are important parts of our program. Disease is carried in mucous and saliva. Please wash your child's hands before snack. This is the most effective means of reducing colds and other illnesses. If you see your child mouthing a toy, place it in the sink to be washed when they are done playing with it. We wash toys with a disinfectant and wipe the table surfaces before and after snack.

Diaper changes

Diaper changing is done in designated areas to prevent the spread of disease. Please wash your hands thoroughly after changing a diaper. Parents are summoned when a child's diaper is messy and needs changing. Please bring your own diapers and other supplies in a labeled diaper bag.

Hazardous weather

Hazardous weather conditions may at times prevent us from holding classes. When Hopkins School District 270 schools are closed or delayed, ECFE classes will not meet. Listen to WCCO radio, 830 AM, for school closings, or go to the main Hopkins School District web site.

Safety drills

Fire, tornado, and safety drills are conducted in school buildings to ensure the safety of everyone. 

Solicitations

Selling of any items may be intrusive to some families participating in the program. We ask that you refrain from doing this during class time.

Mandated Reporters

The State of Minnesota has, by law, mandated that all professional teaching staff, nurses, social workers, psychologists, school administrators, those engaged in social services or law enforcement, and their delegates, who have knowledge of or reasonable cause to believe a child is being neglected or physically or sexually abused, shall immediately report the information to the appropriate authorities.

Early Childhood PTO 

Our PTO fosters relationships between our staff and families. We review policies, procedures, and program offerings in an attempt to reflect the community's needs. The PTO also facilitates a variety of volunteer opportunities for parents within the program. We look forward to working with you!

Hopkins Early Childhood PTO Mission 

Hopkins Early Childhood PTO is organized for the purpose of supporting the education of children by fostering relationships among parents/caregivers and staff. We will advise and advocate on behalf of all Hopkins Early Childhood Programs which include: Early Childhood Family Education, Early Childhood Screening, Preschool, and Early Childhood Special Education, with inclusion for all.

Anyone interested in joining the Early Childhood PTO should contact Sara Chovan at 952-988-5003.