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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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I decided to write this book

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after recognizing during the global pandemic of 2019,

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2020, the COVID-19 pandemic that

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families caregiving, taking care

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of your children was very synonymous with educating

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and that education

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and what we're trying to achieve

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as classroom teachers is not very different than

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what families are trying to achieve

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for their, for their children.

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Um, and so I, I realized basically

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that families were already contributing meaningfully in a

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myriad of ways by, making rituals,

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by having their own family structures

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around dinner routines, mealtimes, grieving,

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celebrations, births, and how so much literacy learning

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and so much nonfiction learning, and so much empathy

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and problem solving is all happening in the home

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or in the community alongside families, which is a lot of

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what we're trying to achieve as literacy teachers.

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I have an entire chapter in the book on process

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because it's critical that our kids

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and our families know that,

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learning happens when mistakes happen,

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and that mistakes are critical to getting

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to a place of knowledge.

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Um, our goal as classroom teachers is to provide space

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for kids to have safe,

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safe experiences in failing

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safe experiences, in mistake making.

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Um, and it's critical that families know that too.

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When we do writing workshop

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where we create a writing piece in the classroom,

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we don't just have students write something

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and then that's it, eureka, it's the end.

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But instead, we come up with a seed idea, a small idea

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that over time we're building, we're growing out,

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we're revising, we come back to it,

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we look at a mentor text, we try to strengthen our writing,

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we try to revise it

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and then edit it line by line to make it polished

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and we get some part of it to be audience ready.

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So part of the process in learning is really just enjoying

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the journey of it and also just asking more.

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Uh, families need to be armed with questions

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so they can ask more about the process

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that got to the final product.

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And we as classroom teachers should not be sending home just

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the final piece without anything behind it so

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that families understand how much went into the learning.

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Um, and truly innovation comes from innovation comes from

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creativity, comes from mistake making and trial and error.

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And if we don't give kids that safe space

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to do those things, then we are not

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achieving actual growth.

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And these tenets that we're going through are piece

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by piece, the chapters in my book,

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and there's an entire chapter on the, importance

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of the collective, the importance of community care,

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the importance of caring for one another,

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and understanding that within a classroom community

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or in a greater community of your town,

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of your city, of your

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Spiritual community, that each individual plays a role

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that is super important, that that would never exist if

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that person wasn't there.

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Um, it's, it's this mentality that individualism

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is important to a, to a degree,

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but really it's the cohesive connections

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between one another, that each

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of us brings our own gifts to the table that each of us has,

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has our own strengths and our own challenges,

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and that that's beautiful.

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It's part of the fabric of our gorgeous collective.

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Um, I think about my own family

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structure and I have four children.

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How different each of my children are ne none

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of them are exactly the same,

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but the whole entire dynamic of our,

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of our family would change if one of them wasn't there

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or wasn't different or didn't show their strengths

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or didn't show their challenges.

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So it's important that everybody gets to show up,

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whole show up the way that they really are

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and meant to be and are meant to be.

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And that's true in the classroom

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space, and that's true at home.

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What I really wanna message to families

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and to schools is that, alphabetic literacy

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or reading words on a page is not the only kind of reading

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that people are attuned to facial expressions.

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Uh, reading art, looking carefully at a piece of art

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and asking, what do I see?

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What do I notice? What do I wonder?

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Oh, I think this author or this storyteller,

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or this artist is telling a story.

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This is how I know.

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And then showing evidence from that piece of art.

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Like I believe that this character is extremely sad

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because their face is showing me that they're crumbling

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and the figure beside him is showing me

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that something ominous is in the background.

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That's a kind of reading,

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and it's a kind of reading

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that can grow our alphabetic literacy

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or reading words on a page because it makes our critical

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thinking muscles already strong.

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So families can do this work

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by asking questions about the world around their kids.

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What do you see? What do you notice? What do you wonder?

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And we can have a more expansive definition for

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what literacy is or what reading is.

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So it's not just relegated to reading pages of a book,

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which is important and which will also come

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and which will also be part of the way

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that we teach reading.

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Um, of course, in addition

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to phonics and foundational skills.

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But reading the world, knowing who's in your orbit,

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what's beside you, how it got there, who paid for it,

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who benefits from it.

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These kind of critical thinking

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and critical questions are very important for families

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to be interacting with their kids about.

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Talk is so critically important.

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Uh, and discussion is critically important no matter

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where you are, whether you are in the workplace,

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whether you are in a soccer team, whether you are

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with a family member,

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or if you are in a classroom community,

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we can strengthen our students' abilities to talk

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by leaning into, real tangible manipulative.

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So putting blocks on a table

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and asking kids to build the discussion tower

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as they build on each other's

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conversation and ask questions.

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Um, and we can provide lots of talking stems for families so

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that they can pause, slow down

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and interact with their children a little more.

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Studies do show that, you know, as kids get older,

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they are speaking less and less to their family members.

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And so really pausing and having the power of slowing down.

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Sometimes families feel frustrated.

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They have a ton going on. Um, we're rushing from day to day.

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I know that as a mother of four young kids.

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Um, and so I provide some, some stems

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and some ideas in my book for how we can take a breath.

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Uh, sometimes say things like, I don't know the answer to

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that, but I'm willing to find it alongside you.

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So that we as adults are not deemed the own, you know,

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the owners of all expert thought or know knowledge bearers,

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but that like we're learning alongside kids

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and position ourselves as, flawed and nuanced

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and trying to kind of work things out alongside kids.

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Um, there are a lot of ways

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that we can build discussion in the classroom

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that e includes making eye contact, that includes turning,

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you know, turning our bodies towards one another so

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that we show with our body language

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that we're paying a paying attention.

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And that includes deep listening.

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Um, I firmly believe that deep listening, means

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that you're asking clarifying questions instead

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of rushing to solve.

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And so one of the questions that I love to ask kids

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before we have a discussion is, would you like to be

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helped hugged or heard?

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If you think about adults as learners,

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think about yourself as a learner.

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Nobody wants to be told what to do all day long.

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Uh, we do better when we're given choice in what we eat.

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We do better when we are given choice in the order

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of our day, whether we first brush our teeth

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or we brush our teeth after we get dressed.

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Um, it's true for kids too,

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and it's true for learning as well.

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Um, the more choice we can give kids either in the way

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that they express themselves.

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So do you wanna share your thinking in visual form,

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in written form or in oral form?

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Would you like to sit on this place

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or in this place to read your book?

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Would you like to choose a book about sharks

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or would you like to choose a book about dogs?

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The more choice we give our kids,

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the more likely they are going

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to be motivated to want to learn.

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And so families can do this in a myriad ways.

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Um, I like to give my children a yes day.

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So each child has a choice of, you know, each child gets

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to have one day where they choose most of the things

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that we either do or eat or say, right?

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Like throughout the day.

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And I think that, you know, there are small ways

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that families can just do this in increments.

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Would you like to wear this or would you like to wear this?

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Would you like to go to Abuela's house first?

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Or would you like to go to a Buenos house afterwards so

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that kids feel that they have some agency over their

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days and over their learning?

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Well, I hope that the book Nourishing

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Caregiver collaborations is,

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Um, not only inspirational for how we can continue

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to give amazing care to our children at home

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and in our communities, but also a framework

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and a beautiful kind of bridge between

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what happens in classrooms and what happens in schools

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and what happens authentically at home.

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I feel and hope that the book is validating to families

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that they are carrying beautiful, rich, amazing culture

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and traditions and rich language uses

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that bleed into everything they do naturally.

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And that with a little bit more intentionality,

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we can continue to collaborate between schools

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and home so that it's not a top-down approach

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of you must do this to support your kid,

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but we changed the language

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to you're already doing incredible work with your children,

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naturally by loving them, by caring for them,

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by communicating with them.

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And this is what we're trying to achieve in the,

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in the literacy classroom too.

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I.

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