What Is It?
Group socializations offer many benefits for infants, toddlers, and their families. For children, the group setting provides new learning opportunities and experiences they may not otherwise have: novel sights, sounds, textures, sensory experiences, play equipment, and play experiences. Parents/families also benefit. For some, simply getting out of the house and decreasing their isolation is tremendously valuable. Many parents/families appreciate the opportunity to develop friendships with other parents and broaden their social support systems. Still others enjoy learning new ideas about parenting from other parents, home-based staff, and community partners.
Yet, many home visitors and home-based supervisors face the challenge of low family attendance at group socializations. This may be something you have experienced in your program. There are many possible reasons for low attendance. For example,
- there may be a language or cultural barrier between the parents and home visitor;
- parents may not fully understand the role that socializations play and how socializations might benefit them and their children;
- parents may feel that what happens during socializations does not connect to what happens during home visits;
- parents may feel they have no voice in what happens during socializations;
- parents may feel that the topics and experiences do not capitalize on their cultural and linguistic diversity, resources, knowledge, and skills or relate to their interests or needs;
- parents may feel they get limited attention if the group size is too large;
- parents may feel lost if translation is not provided or if their home visitor is not there; or
- parents may feel disconnected from the program in general.
Scheduling and logistics may also be factors. Times for socializations may not work for some families, transportation to and from the socialization facility or space may be challenging, and even the physical space itself may be off-putting if it feels crowded or sterile. There may also be cultural beliefs or practices that limit participation.
Work with home visitors and parents/families to find out what may be causing low attendance and look for solutions. But also plan proactively to minimize issues that may cause low attendance. As a supervisor, you know that it’s not just offering food and door prizes that make group socializations effective (although those are useful incentives!); effective socializations need strong relationships among families, their home visitor, and other program staff. Relationships make group socializations meaningful for families.
Home-based programs have used the following strategies to create effective group socializations:
Ensure that parents/families understand the purpose of group socializations and how attending them connects to the home visits and supports child and family well-being. Tell families,
- "Socializations focus on both you and your child. There's something for everyone!"
- "Socializations allow you to meet and learn from other parents who are experiencing the same things with their children that you are."
- "Socializations give us more time to focus on goals you've said are important for your child."
- "Socializations offer training on topics you've said you want to learn more about."
- "Socializations give you an opportunity to learn more about your child-how your child interacts with the environment and with other children."
Encourage home visitors to talk about socializations during home visits. They might say,
- "Jose really enjoyed playing next to the other children in the last group."
- "Margaret asked about you after the group where you two were talking."
- "Wasn't that fun watching Omar stack the blocks and getting so excited about it at the group socialization?"
Home visitors and parents can also explore questions such as,
- "What new experiences would you like for your child? How might we put them into action? What supplies or materials do we need?"
- "What did you learn about your child during the last socialization?"
- "How is your child relating to you or other children during the group experience?"
- "What information do you want or need?"
- "Can you get to the socialization? If not, let's figure out some travel options?"
Send out notices about upcoming socializations using parents' preferred means (e.g., verbal reminders during home visits, phone calls, emails, texts, notices on the program's Facebook page, tweets). Follow your programs' protocol for using technology to communicate with families.
Choose a name that conveys your program’s philosophy about the purpose of group socializations. For example, programs have chosen names such as “play groups,” “buddy groups, “family day,” and “family time.”
Offer group socializations in Spanish or other languages that families speak. Make sure translation is provided in mixed-language groups.
Limit the size of the socialization group. Smaller groups provide the intimacy and intensity of interaction that facilitates trust, predictability, and responsive caregiving. Smaller groups allow children, families, and staff greater opportunities for individual attention and meaningful interaction.
In addition to inviting parents to be part of the planning process, get feedback from parents after every socialization. One program created a short form for parents to fill out that asked them to describe their experience—what they liked, what they thought worked well, what they would change—and for ideas and suggestions for future socialization topics and culturally specific information, materials, and resources they could share. Then make sure that parent feedback and suggestions are incorporated into future planning!
Focus group experiences on topics that coincide with what home visitors are doing on home visits.
Use socializations to create a sense of belonging. Warmly welcome each child and family member and provide name tags for children and adults. Set up the physical space to support closeness and conversation. Display photos of participating children and family members. Provide comfortable, adult-sized and child-sized seating.
Invite parents to partner with home visitors to plan and organize activities, assemble materials, and prepare snacks. When possible and appropriate, invite parents to co-lead songs, storytelling, or group discussions—or to lead them when they are ready.
Engage parents in actively observing their child. Invite them to journal, video, and photograph their child as the child interacts and learns. One program uses the photographs to create a scrapbook that illustrates the child’s and parents’ growth over time. It is also a way to get observation information for ongoing child assessment.
Consider parents’ languages and literacy levels when providing print materials such as song lyrics or informational handouts. Make sure that print materials are written in ways that are clear and understandable.
Consider offering socializations based on children’s ages, for example, young infants, mobile infants, and toddlers. This has the added benefit of grouping parents with similar life experiences. However, mixed-age socializations are also beneficial, especially for families with multiple children under 3 years old.
Parents usually feel more comfortable when their home visitor attends the socializations; whenever possible, ensure that home visitors’ schedules allow them to be at their families’ socializations.
Survey parents to find the best times/days to offer socializations. Check in periodically to see if the days/times still work or if changes need to be made.
Assure parents that other family members who are actively involved in the child’s care (e.g., grandparents) can attend socializations. However, make sure to balance that with the need to keep group socializations small, intimate, and focused on parent–child interactions.
Consider holding socializations at different locations when the purpose of a different location fits with your program’s goals for socializations, school readiness, and family outcomes as well as with parents’ interests and needs as outlined in their family partnership agreements.
Socializations are more than just an opportunity for peer group interactions for infants and toddlers enrolled in the home-based option. They can be designed to provide experiences that build skills for school success in all domains and reinforce program school readiness goals. Socializations involve the coordinated services of all EHS service areas and support family engagement. This presentation provides a creative and comprehensive look at socializations, including a walk-through of the process for developing an intentional experience.
This resource distinguishes between socializations for infants and toddlers and those for preschool children; describes five principles of high quality socialization experiences; and shares examples from several EHS programs illustrating how they have implemented the principles in their socialization experiences. It also includes questions for program staff to consider as they plan and implement socialization experiences.
Learn strategies for creating an effective environment for group socializations with infants, toddlers, and their parents. Early Head Start home visitors will find this information useful. This material expands specific areas addressed in ACYF-IM-HS-00-22: Child Development Services During Home Visits and Socializations in the Early Head Start Home-Based Program Option.
Considerations for including grandparents in home visits and socialization experiences are identified. The considerations serve as a useful guide for grantee and program administrators. Applicable Program Performance Standards and resources provide additional information.
This Tip Sheet discusses whether field trips are appropriate socialization experiences for Early Head Start home-based programs. Home visitors, managers, and program leaders may find this information useful in planning and implementing their home-based program.