Linking Kit Activity and Assessment to Decisions About
Practitioner Training

It is certainly not appropriate to simply send a kit home with a child, followed by a phone call or note encouraging parents to try it. Many caregivers need some direction and support, which can best be offered during face to face communication. Such contact goes a long way to develop parental confidence in and understanding of how to use literacy based play activities with young children.

There should be clear communication about the who, why, what, and when of the feedback sheet accompanying the kit. Parents respond positively when they know that their ideas and opinions about kit use are important to help the program develop. Details about how to fill out the feedback form and when and how kits are to be returned, are all important preliminary details that can be clarified.

For some parents, previewing the child's book with another person is an important first step in increasing confidence and enthusiasm about using kit materials. Consequently, it was decided that in order for the kits to be maximally effective, preparation sessions with parents were necessary, either through home visits or arranged visits to centres.

In thinking about how to introduce the kit activity, our team found that related practitioner training issues emerged. Literacy practitioners want suggestions on how to communicate positively with parents in such face to face meetings, suggestions on how to adopt an instructional role which is nonthreatening, and activities that will guide parents to participate in kit reading activities with their children. It was necessary to take additional steps to adequately prepare practitioners for parent meetings on how to use the kits. Consequently, we prepared an agenda and scripted discussion topics to assist practitioners structure initial and follow up conversations with parents. This resource is found at the end of this chapter.