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Nourishing Caregiver Collaborations

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Nawal Qarooni invites us to step beyond school-centric, one-off events and practices to create more authentic, engaging collaborations with caregivers.

Image courtesy of interviewee. June 6, 2024

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This video appears to be a transcript from a video discussing the author's insights from their book, "Nourishing Caregiver Collaborations." The author reflects on how the COVID-19 pandemic highlighted the essential role families play in caregiving and education, emphasizing shared goals between families and teachers in supporting children's literacy and learning.

Key themes include:

1. **Family Contributions**: Families naturally engage in activities that promote literacy and learning, such as rituals around mealtimes or celebrations, which align with educational goals.

2. **Learning from Mistakes**: The author stresses the importance of allowing children to make mistakes and learn from them as part of the educational process. The book has chapters dedicated to the importance of community and collective care—acknowledging that everyone contributes uniquely to their environment.

3. **Redefining Literacy**: The author encourages an expansive view of literacy that extends beyond reading text to include understanding emotions, art, and everyday experiences. They advocate for families to engage in discussions that develop critical thinking.

4. **Importance of Communication**: Building strong communication skills within families and classrooms is emphasized, with recommendations for incorporating discussion strategies and choice into learning.

5. **Support and Validation**: The book aims to validate the cultural practices families already engage in and to facilitate collaboration between home and school, reinforcing that both settings can play complementary roles in a child’s learning journey.

The overarching message is that nurturing relationships and intentional engagement by both families and teachers can enhance children's literacy and overall development.

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X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

00:00.205 --> 00:01.365
I decided to write this book

00:01.455 --> 00:05.805
after recognizing during the global pandemic of 2019,

00:06.385 --> 00:10.205
2020, the COVID-19 pandemic that

00:11.245 --> 00:14.005
families caregiving, taking care

00:14.005 --> 00:17.925
of your children was very synonymous with educating

00:18.505 --> 00:20.125
and that education

00:20.225 --> 00:21.365
and what we're trying to achieve

00:21.385 --> 00:24.605
as classroom teachers is not very different than

00:24.635 --> 00:26.405
what families are trying to achieve

00:26.505 --> 00:27.885
for their, for their children.

00:28.465 --> 00:30.965
Um, and so I, I realized basically

00:30.965 --> 00:33.405
that families were already contributing meaningfully in a

00:33.405 --> 00:37.045
myriad of ways by, making rituals,

00:37.345 --> 00:39.525
by having their own family structures

00:39.665 --> 00:44.365
around dinner routines, mealtimes, grieving,

00:44.645 --> 00:48.565
celebrations, births, and how so much literacy learning

00:48.865 --> 00:51.885
and so much nonfiction learning, and so much empathy

00:51.905 --> 00:56.245
and problem solving is all happening in the home

00:56.785 --> 01:00.405
or in the community alongside families, which is a lot of

01:00.405 --> 01:02.405
what we're trying to achieve as literacy teachers.

01:03.165 --> 01:05.445
I have an entire chapter in the book on process

01:05.635 --> 01:07.885
because it's critical that our kids

01:07.885 --> 01:10.125
and our families know that,

01:10.605 --> 01:12.325
learning happens when mistakes happen,

01:12.905 --> 01:16.245
and that mistakes are critical to getting

01:16.305 --> 01:17.485
to a place of knowledge.

01:17.985 --> 01:21.125
Um, our goal as classroom teachers is to provide space

01:21.545 --> 01:24.485
for kids to have safe,

01:24.835 --> 01:26.605
safe experiences in failing

01:27.195 --> 01:29.285
safe experiences, in mistake making.

01:29.745 --> 01:31.885
Um, and it's critical that families know that too.

01:32.515 --> 01:34.165
When we do writing workshop

01:34.165 --> 01:36.445
where we create a writing piece in the classroom,

01:36.785 --> 01:39.285
we don't just have students write something

01:39.285 --> 01:41.245
and then that's it, eureka, it's the end.

01:41.665 --> 01:44.445
But instead, we come up with a seed idea, a small idea

01:44.445 --> 01:46.605
that over time we're building, we're growing out,

01:46.655 --> 01:48.565
we're revising, we come back to it,

01:48.665 --> 01:52.565
we look at a mentor text, we try to strengthen our writing,

01:52.945 --> 01:54.005
we try to revise it

01:54.005 --> 01:56.845
and then edit it line by line to make it polished

01:57.065 --> 01:59.445
and we get some part of it to be audience ready.

02:00.105 --> 02:03.765
So part of the process in learning is really just enjoying

02:03.825 --> 02:06.325
the journey of it and also just asking more.

02:06.785 --> 02:09.725
Uh, families need to be armed with questions

02:09.785 --> 02:11.685
so they can ask more about the process

02:11.955 --> 02:13.365
that got to the final product.

02:13.425 --> 02:16.525
And we as classroom teachers should not be sending home just

02:16.525 --> 02:19.645
the final piece without anything behind it so

02:19.645 --> 02:23.525
that families understand how much went into the learning.

02:24.105 --> 02:28.245
Um, and truly innovation comes from innovation comes from

02:28.245 --> 02:31.405
creativity, comes from mistake making and trial and error.

02:31.705 --> 02:33.485
And if we don't give kids that safe space

02:33.485 --> 02:36.285
to do those things, then we are not

02:36.355 --> 02:38.645
achieving actual growth.

02:39.265 --> 02:41.605
And these tenets that we're going through are piece

02:41.625 --> 02:43.125
by piece, the chapters in my book,

02:43.265 --> 02:46.325
and there's an entire chapter on the, importance

02:46.325 --> 02:49.725
of the collective, the importance of community care,

02:50.145 --> 02:52.725
the importance of caring for one another,

02:52.905 --> 02:55.285
and understanding that within a classroom community

02:55.345 --> 02:57.565
or in a greater community of your town,

02:57.585 --> 02:58.765
of your city, of your

02:59.165 --> 03:02.845
Spiritual community, that each individual plays a role

03:02.845 --> 03:06.325
that is super important, that that would never exist if

03:06.325 --> 03:07.405
that person wasn't there.

03:08.065 --> 03:11.765
Um, it's, it's this mentality that individualism

03:12.465 --> 03:14.285
is important to a, to a degree,

03:14.625 --> 03:18.485
but really it's the cohesive connections

03:18.485 --> 03:21.005
between one another, that each

03:21.005 --> 03:24.205
of us brings our own gifts to the table that each of us has,

03:24.345 --> 03:26.365
has our own strengths and our own challenges,

03:26.745 --> 03:27.965
and that that's beautiful.

03:28.195 --> 03:30.885
It's part of the fabric of our gorgeous collective.

03:31.265 --> 03:33.045
Um, I think about my own family

03:33.285 --> 03:34.565
structure and I have four children.

03:35.605 --> 03:38.225
How different each of my children are ne none

03:38.225 --> 03:39.385
of them are exactly the same,

03:39.725 --> 03:41.705
but the whole entire dynamic of our,

03:41.885 --> 03:44.905
of our family would change if one of them wasn't there

03:44.905 --> 03:46.745
or wasn't different or didn't show their strengths

03:46.745 --> 03:47.905
or didn't show their challenges.

03:48.205 --> 03:50.065
So it's important that everybody gets to show up,

03:50.065 --> 03:52.225
whole show up the way that they really are

03:52.285 --> 03:53.945
and meant to be and are meant to be.

03:53.945 --> 03:55.265
And that's true in the classroom

03:55.265 --> 03:56.385
space, and that's true at home.

03:56.815 --> 03:58.825
What I really wanna message to families

03:58.845 --> 04:01.705
and to schools is that, alphabetic literacy

04:01.765 --> 04:05.585
or reading words on a page is not the only kind of reading

04:06.295 --> 04:09.825
that people are attuned to facial expressions.

04:10.445 --> 04:13.545
Uh, reading art, looking carefully at a piece of art

04:13.645 --> 04:15.065
and asking, what do I see?

04:15.335 --> 04:17.185
What do I notice? What do I wonder?

04:17.965 --> 04:20.625
Oh, I think this author or this storyteller,

04:20.645 --> 04:22.625
or this artist is telling a story.

04:22.735 --> 04:23.825
This is how I know.

04:24.165 --> 04:26.385
And then showing evidence from that piece of art.

04:26.455 --> 04:30.265
Like I believe that this character is extremely sad

04:30.415 --> 04:33.905
because their face is showing me that they're crumbling

04:33.925 --> 04:36.825
and the figure beside him is showing me

04:36.825 --> 04:39.385
that something ominous is in the background.

04:39.805 --> 04:41.065
That's a kind of reading,

04:41.445 --> 04:42.625
and it's a kind of reading

04:42.775 --> 04:45.145
that can grow our alphabetic literacy

04:45.145 --> 04:47.585
or reading words on a page because it makes our critical

04:47.585 --> 04:49.505
thinking muscles already strong.

04:50.045 --> 04:51.545
So families can do this work

04:51.605 --> 04:54.185
by asking questions about the world around their kids.

04:54.215 --> 04:55.825
What do you see? What do you notice? What do you wonder?

04:56.085 --> 04:58.545
And we can have a more expansive definition for

04:58.545 --> 05:00.145
what literacy is or what reading is.

05:00.165 --> 05:03.345
So it's not just relegated to reading pages of a book,

05:03.395 --> 05:05.705
which is important and which will also come

05:05.925 --> 05:07.665
and which will also be part of the way

05:07.665 --> 05:08.825
that we teach reading.

05:09.205 --> 05:11.225
Um, of course, in addition

05:11.225 --> 05:12.785
to phonics and foundational skills.

05:13.245 --> 05:17.665
But reading the world, knowing who's in your orbit,

05:18.205 --> 05:22.705
what's beside you, how it got there, who paid for it,

05:22.805 --> 05:23.865
who benefits from it.

05:24.075 --> 05:25.385
These kind of critical thinking

05:25.385 --> 05:29.025
and critical questions are very important for families

05:29.025 --> 05:30.905
to be interacting with their kids about.

05:31.885 --> 05:33.375
Talk is so critically important.

05:33.835 --> 05:37.695
Uh, and discussion is critically important no matter

05:38.105 --> 05:40.215
where you are, whether you are in the workplace,

05:40.215 --> 05:42.415
whether you are in a soccer team, whether you are

05:42.415 --> 05:43.535
with a family member,

05:43.995 --> 05:46.455
or if you are in a classroom community,

05:47.275 --> 05:50.375
we can strengthen our students' abilities to talk

05:50.995 --> 05:55.575
by leaning into, real tangible manipulative.

05:55.715 --> 05:57.645
So putting blocks on a table

05:57.945 --> 06:00.365
and asking kids to build the discussion tower

06:00.585 --> 06:01.805
as they build on each other's

06:01.805 --> 06:03.165
conversation and ask questions.

06:03.825 --> 06:07.805
Um, and we can provide lots of talking stems for families so

06:07.805 --> 06:09.565
that they can pause, slow down

06:10.145 --> 06:11.845
and interact with their children a little more.

06:12.035 --> 06:15.485
Studies do show that, you know, as kids get older,

06:15.955 --> 06:18.445
they are speaking less and less to their family members.

06:18.585 --> 06:22.205
And so really pausing and having the power of slowing down.

06:22.205 --> 06:24.005
Sometimes families feel frustrated.

06:24.005 --> 06:27.365
They have a ton going on. Um, we're rushing from day to day.

06:27.485 --> 06:29.045
I know that as a mother of four young kids.

06:29.425 --> 06:33.365
Um, and so I provide some, some stems

06:33.385 --> 06:36.845
and some ideas in my book for how we can take a breath.

06:37.425 --> 06:40.045
Uh, sometimes say things like, I don't know the answer to

06:40.045 --> 06:42.205
that, but I'm willing to find it alongside you.

06:42.505 --> 06:45.765
So that we as adults are not deemed the own, you know,

06:45.765 --> 06:49.885
the owners of all expert thought or know knowledge bearers,

06:49.905 --> 06:51.805
but that like we're learning alongside kids

06:51.945 --> 06:55.725
and position ourselves as, flawed and nuanced

06:55.825 --> 06:59.045
and trying to kind of work things out alongside kids.

06:59.425 --> 07:00.725
Um, there are a lot of ways

07:00.725 --> 07:02.445
that we can build discussion in the classroom

07:02.835 --> 07:06.005
that e includes making eye contact, that includes turning,

07:06.225 --> 07:08.085
you know, turning our bodies towards one another so

07:08.085 --> 07:09.285
that we show with our body language

07:09.285 --> 07:10.765
that we're paying a paying attention.

07:11.505 --> 07:13.085
And that includes deep listening.

07:13.545 --> 07:17.405
Um, I firmly believe that deep listening, means

07:17.405 --> 07:20.085
that you're asking clarifying questions instead

07:20.085 --> 07:21.605
of rushing to solve.

07:22.225 --> 07:24.725
And so one of the questions that I love to ask kids

07:24.745 --> 07:27.125
before we have a discussion is, would you like to be

07:27.785 --> 07:30.005
helped hugged or heard?

07:31.085 --> 07:32.905
If you think about adults as learners,

07:33.035 --> 07:34.825
think about yourself as a learner.

07:34.845 --> 07:37.505
Nobody wants to be told what to do all day long.

07:37.925 --> 07:40.905
Uh, we do better when we're given choice in what we eat.

07:41.365 --> 07:44.145
We do better when we are given choice in the order

07:44.205 --> 07:46.385
of our day, whether we first brush our teeth

07:46.385 --> 07:48.825
or we brush our teeth after we get dressed.

07:49.285 --> 07:51.065
Um, it's true for kids too,

07:51.065 --> 07:52.745
and it's true for learning as well.

07:53.325 --> 07:56.345
Um, the more choice we can give kids either in the way

07:56.345 --> 07:57.465
that they express themselves.

07:57.605 --> 08:00.625
So do you wanna share your thinking in visual form,

08:00.805 --> 08:02.665
in written form or in oral form?

08:02.955 --> 08:04.705
Would you like to sit on this place

08:04.725 --> 08:06.545
or in this place to read your book?

08:07.075 --> 08:09.105
Would you like to choose a book about sharks

08:09.105 --> 08:10.985
or would you like to choose a book about dogs?

08:11.605 --> 08:13.385
The more choice we give our kids,

08:13.645 --> 08:15.505
the more likely they are going

08:15.525 --> 08:17.545
to be motivated to want to learn.

08:17.845 --> 08:19.985
And so families can do this in a myriad ways.

08:20.405 --> 08:23.505
Um, I like to give my children a yes day.

08:24.165 --> 08:28.105
So each child has a choice of, you know, each child gets

08:28.125 --> 08:30.345
to have one day where they choose most of the things

08:30.345 --> 08:32.385
that we either do or eat or say, right?

08:32.385 --> 08:33.865
Like throughout the day.

08:34.325 --> 08:37.065
And I think that, you know, there are small ways

08:37.065 --> 08:39.585
that families can just do this in increments.

08:39.995 --> 08:41.705
Would you like to wear this or would you like to wear this?

08:41.705 --> 08:43.345
Would you like to go to Abuela's house first?

08:43.365 --> 08:45.745
Or would you like to go to a Buenos house afterwards so

08:45.745 --> 08:48.945
that kids feel that they have some agency over their

08:48.945 --> 08:50.105
days and over their learning?

08:50.655 --> 08:53.145
Well, I hope that the book Nourishing

08:53.145 --> 08:54.825
Caregiver collaborations is,

08:55.545 --> 08:58.885
Um, not only inspirational for how we can continue

08:58.885 --> 09:01.765
to give amazing care to our children at home

09:01.865 --> 09:04.925
and in our communities, but also a framework

09:04.945 --> 09:07.005
and a beautiful kind of bridge between

09:07.115 --> 09:09.405
what happens in classrooms and what happens in schools

09:09.465 --> 09:11.165
and what happens authentically at home.

09:12.085 --> 09:15.845
I feel and hope that the book is validating to families

09:15.955 --> 09:18.965
that they are carrying beautiful, rich, amazing culture

09:19.425 --> 09:22.445
and traditions and rich language uses

09:22.835 --> 09:25.285
that bleed into everything they do naturally.

09:25.585 --> 09:27.365
And that with a little bit more intentionality,

09:27.505 --> 09:30.245
we can continue to collaborate between schools

09:30.385 --> 09:33.045
and home so that it's not a top-down approach

09:33.505 --> 09:35.885
of you must do this to support your kid,

09:36.025 --> 09:37.765
but we changed the language

09:37.865 --> 09:41.165
to you're already doing incredible work with your children,

09:41.555 --> 09:44.125
naturally by loving them, by caring for them,

09:44.265 --> 09:45.565
by communicating with them.

09:46.065 --> 09:48.045
And this is what we're trying to achieve in the,

09:48.065 --> 09:49.445
in the literacy classroom too.

09:49.965 --> 09:50.085
I.

"Blending Education and Caregiving: Lessons from the Pandemic"

00:00:00 - I decided to write this book after recognizing during the global pandemic of 2019, 2020, the COVID-19 pandemic that families caregiving, taking care of your children was very synonymous with educating and that education and what we're trying to achieve as classroom teachers is not very different than what families are trying to achieve for their, for their children. and so I, I realized basically that families were already contributing meaningfully in a myriad of ways by, making rituals, by having their own family structures around dinner routines, mealtimes, grieving,
00:00:48 - and so much nonfiction learning, and so much empathy and problem solving is all happening in the home or in the community alongside families, which is a lot of what we're trying to achieve as literacy teachers. I have an entire chapter in the book on process because it's critical that our kids and our families know that, learning happens when mistakes happen, and that mistakes are critical to getting to a place of knowledge. our goal as classroom teachers is to provide space for kids to have safe,
00:01:27 - safe experiences, in mistake making. and it's critical that families know that too. When we do writing workshop where we create a writing piece in the classroom, we don't just have students write something and then that's it, eureka, it's the end. But instead, we come up with a seed idea, a small idea that over time we're building, we're growing out, we're revising, we come back to it, we look at a mentor text, we try to strengthen our writing, we try to revise it and then edit it line by line to make it polished and we get some part of it to be audience ready. So part of the process in learning is really just enjoying the journey of it and also just asking more.
00:02:09 - so they can ask more about the process that got to the final product. And we as classroom teachers should not be sending home just the final piece without anything behind it so that families understand how much went into the learning. and truly innovation comes from innovation comes from creativity, comes from mistake making and trial and error. And if we don't give kids that safe space to do those things, then we are not achieving actual growth. And these tenets that we're going through are piece by piece, the chapters in my book, and there's an entire chapter on the, importance of the collective, the importance of community care,
00:02:52 - and understanding that within a classroom community or in a greater community of your town, of your city, of your Spiritual community, that each individual plays a role that is super important, that that would never exist if that person wasn't there. it's, it's this mentality that individualism is important to a, to a degree, but really it's the cohesive connections between one another, that each of us brings our own gifts to the table that each of us has, has our own strengths and our own challenges, and that that's beautiful. It's part of the fabric of our gorgeous collective.
00:03:33 - structure and I have four children. How different each of my children are ne none of them are exactly the same, but the whole entire dynamic of our, of our family would change if one of them wasn't there or wasn't different or didn't show their strengths or didn't show their challenges. So it's important that everybody gets to show up, whole show up the way that they really are and meant to be and are meant to be. And that's true in the classroom space, and that's true at home. What I really wanna message to families and to schools is that, alphabetic literacy or reading words on a page is not the only kind of reading that people are attuned to facial expressions. reading art, looking carefully at a piece of art

"Expanding Literacy: Engaging Families in Critical Thinking and Meaningful Conversations"

00:04:15 - What do I notice? What do I wonder? I think this author or this storyteller, or this artist is telling a story. This is how I know. And then showing evidence from that piece of art. Like I believe that this character is extremely sad because their face is showing me that they're crumbling and the figure beside him is showing me that something ominous is in the background. That's a kind of reading, and it's a kind of reading that can grow our alphabetic literacy or reading words on a page because it makes our critical thinking muscles already strong. So families can do this work by asking questions about the world around their kids.
00:04:56 - And we can have a more expansive definition for what literacy is or what reading is. So it's not just relegated to reading pages of a book, which is important and which will also come and which will also be part of the way that we teach reading. of course, in addition to phonics and foundational skills. But reading the world, knowing who's in your orbit, what's beside you, how it got there, who paid for it, who benefits from it. These kind of critical thinking and critical questions are very important for families to be interacting with their kids about. Talk is so critically important. and discussion is critically important no matter
00:05:40 - whether you are in a soccer team, whether you are with a family member, or if you are in a classroom community, we can strengthen our students' abilities to talk by leaning into, real tangible manipulative. So putting blocks on a table and asking kids to build the discussion tower as they build on each other's conversation and ask questions. and we can provide lots of talking stems for families so that they can pause, slow down and interact with their children a little more. Studies do show that, you know, as kids get older, they are speaking less and less to their family members.
00:06:22 - Sometimes families feel frustrated. They have a ton going on. we're rushing from day to day. I know that as a mother of four young kids. and so I provide some, some stems and some ideas in my book for how we can take a breath. sometimes say things like, I don't know the answer to that, but I'm willing to find it alongside you. So that we as adults are not deemed the own, you know, the owners of all expert thought or know knowledge bearers, but that like we're learning alongside kids and position ourselves as, flawed and nuanced and trying to kind of work things out alongside kids.
00:07:00 - that we can build discussion in the classroom that e includes making eye contact, that includes turning, you know, turning our bodies towards one another so that we show with our body language that we're paying a paying attention. And that includes deep listening. I firmly believe that deep listening, means that you're asking clarifying questions instead of rushing to solve. And so one of the questions that I love to ask kids before we have a discussion is, would you like to be helped hugged or heard? If you think about adults as learners, think about yourself as a learner. Nobody wants to be told what to do all day long. we do better when we're given choice in what we eat.
00:07:44 - of our day, whether we first brush our teeth or we brush our teeth after we get dressed. it's true for kids too, and it's true for learning as well. the more choice we can give kids either in the way that they express themselves. So do you wanna share your thinking in visual form, in written form or in oral form? Would you like to sit on this place or in this place to read your book? Would you like to choose a book about sharks or would you like to choose a book about dogs? The more choice we give our kids, the more likely they are going to be motivated to want to learn. And so families can do this in a myriad ways. I like to give my children a yes day.

Empowering Family Agency in Child Development

00:08:28 - to have one day where they choose most of the things that we either do or eat or say, right? Like throughout the day. And I think that, you know, there are small ways that families can just do this in increments. Would you like to wear this or would you like to wear this? Would you like to go to Abuela's house first? Or would you like to go to a Buenos house afterwards so that kids feel that they have some agency over their days and over their learning? Well, I hope that the book Nourishing Caregiver collaborations is, not only inspirational for how we can continue to give amazing care to our children at home and in our communities, but also a framework
00:09:07 - what happens in classrooms and what happens in schools and what happens authentically at home. I feel and hope that the book is validating to families that they are carrying beautiful, rich, amazing culture and traditions and rich language uses that bleed into everything they do naturally. And that with a little bit more intentionality, we can continue to collaborate between schools and home so that it's not a top-down approach of you must do this to support your kid, but we changed the language to you're already doing incredible work with your children, naturally by loving them, by caring for them, by communicating with them.
00:09:49 - in the literacy classroom too. I.

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