PRINCIPLE 3 Learn each child’s unique ways of communicating (cries, words, movements, gestures, facial expression, body positions), and teach them yours. Don’t underestimate children’s ability to communicate even though their verbal language skills may be nonexistent or minimal. Emily has cerebral palsy. It was her first day in the family child care home and her provider was still trying to get to know her. She realized in the first five minutes that it would be a challenge to learn to read Emily’s facial expressions and body language. Happily, Emily’s mother anticipated the difficulty the provider would have so she offered to stay with her daughter the first few times so she could teach the provider the unique ways Emily has of communicating. The provider paid close attention to Emily and listened to her mother’s interpretations of what she was seeing and hearing. Otherwise, the provider never would have known what pleased Emily and what didn’t. Her facial expressions weren’t what the provider was used to. Several times she guessed, but she was wrong. “She’s hungry” her mother decided at one point, based on when Emily had last eaten and her present agitation. “Let me show you how to feed her,” she offered. Feeding didn’t look so hard, but reading the hunger signs did. After Emily had eaten she started to whimper. The provider turned to the mother to understand what Emily was trying to convey.

1		Would this scene be different in any way if it were in a center rather than in a family child care home?
2		Some providers and caregivers ask parents not to stay very long because they want the child to get used to them. What do you think of that approach? Would that have worked in this case?
3		What about a child who doesn’t have diagnosed special needs? Should a parent stay the first few times to help the provider or caregiver get to know the child?
4		How would you feel about taking care of a child with Emily’s condition? Related Web Links