Talking with families about behaviours observed in early learning settings can feel vulnerable, for both educators and caregivers. These conversations often touch deep emotional places: worries about a child’s development, fears of being judged, or uncertainty about what’s happening behind the scenes.

If you’ve ever hesitated before bringing up a concern, you’re not alone. These moments require compassion, professionalism, and preparation.

Here are some gentle strategies to guide the conversation:

• Lead with empathy and strength-based language

Begin with what’s going well. Share observations that highlight the child’s strengths and relationships. This helps build trust and ensures families feel seen, not criticized. Instead of: “Your child won’t listen or clean up their toys,” try: “We’ve noticed how much your child enjoys building with blocks and we’re also seeing that transitioning away from playing with the blocks is tough right now.”

• Be clear, honest, and specific

Stick to what you’ve observed. Describe behaviours, not interpretations. Avoid labels or assumptions.

• Respect that caregivers may feel overwhelmed, surprised, or resistant

You might meet defensiveness or discomfort. Try to stay calm, listen carefully, and keep the focus on collaboration. It’s okay to pause the conversation and return later.

• Ask for support when needed

If a conversation feels especially complex or isn’t going well, talk to your director or supervisor. They can help you prepare, join the conversation, or follow up with families as needed.

• Protect dignity, for everyone

These conversations are not just about behaviour. They’re about relationships. Approach each one with respect, curiosity, and a shared goal: supporting the child.

When educators and families come together with trust and openness, small conversations can lead to big progress.

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