McCormick Institute for Early Childhood

BY Dr. Jill Bella | August 6, 2020


Note: Throughout this resource the term family is used to include parent(s) and guardian(s). 


Many of the families I know who are looking for family child care (FCC) take the responsibility of finding the right program for their children very seriously. Family child care providers must also carefully consider if a family is the right fit for their program. It is a two-way process and when families and providers are equally invested, everyone—children, families, and providers—wins.


Usually when a family begins looking for care, they receive references from people they know or a list of options from a child care resource and referral agency (CCR&R). They might also be directed to websites to get more information. Subsequently, they might have a phone conversation with a provider. If they consider the program a viable option, the next step is usually an onsite visit to meet with the provider and tour the program. During the current pandemic, both the meeting and tour may be done virtually. This enrollment process provides an opportunity for both the family and provider to learn more about one another. Indicator 5.3 in Item 7 of the Business Administration Scale for Family Child Care (BAS) states, “Before making the enrollment decision, an effort is made to determine whether the provider and the family are a good fit.” The BAS goes on to describe a good fit as “determined by a face-to-face exchange of information in which the provider explains the terms of the enrollment contract and program policies. [The] provider shares sample menus and contact information for two or more references” (Talan and Bloom, 2018).


The first meeting and tour are often a time when both the provider and the family are asking questions and explaining what is important to them. While providers share details about the program and their qualifications, they are also finding out more about the child’s likes, dislikes, and strengths along with what the family values and wants for their child. The family is finding out more about the provider’s beliefs, values, and personality, along with the daily operations, curriculum, activities, routines, meals served, and other unique features while determining if the program will meet their needs. And typically, it is at this point that a decision is made to enroll the child or not.


Indicator 7.3 in Item 7 of the BAS considers another step in the enrollment process. It requires “more than one visit by the family and child, providing a gradual transition” (Talan and Bloom, 2018). Creating an opportunity to gradually transition provides more information and can be beneficial for everyone. A family is able to see the provider respond to their child and other children in care, observe the routines of the day, watch how their child engages with other children, and see how their child relates to the provider. The provider can also learn a lot from the family during these visits. The provider has the opportunity to see the interaction between the family and the child. The provider can learn how best to soothe the child, and how the family encourages the child and handles challenging behaviors. The provider can learn common words and phrases used by the family. In addition, the provider and family can follow up informally on any questions during the second visit. Multiple visits allow the provider and family to recognize and respect one another’s knowledge and expertise. Equally as important in this process is allowing the child time to ease into this new environment, with a new caregiver, and new friends with the support of their family being present. During these visits the provider, family, and child are making connections and building a relationship. Multiple visits, as part of the enrollment process, serve as the beginning of a partnership that may last years.


If current COVID-19 restrictions prevent you from face-to-face visits, another option is setting up virtual visits. The provider can take the family on a virtual tour of the program. The family and the child can also join the provider in a video conference to observe different routines and activities throughout the day. Time to get to know one another better could be set aside after hours, or when other children are napping. If you decide to conduct virtual visits, be sure to either avoid having any faces of other children and families on camera, or receive written consent to do so beforehand.


If a gradual transition to care through multiple enrollment visits is new to you, use the following questions to reflect on this process:


  • What are times during the day that might be good for a family and their child to visit the program (consider at least two different times so that the provider and the family may engage in a variety of experiences)?
  • What does the provider need to know about the enrolling child and family that can best be explored during a gradual transition (i.e., eating habits, sleeping preferences, nicknames, soothing techniques, and important people in the child’s life)?
  • What knowledge and expertise do families have that would help the provider build a bridge between home and the program (i.e., are there common words or phrases that the family often uses to refer to important items, what interests does the child have that could be further explored at the FCC program, what are overlapping values and beliefs the family and provider share)?



The following exercise is designed to help the provider and family get to know one another. Set aside time to take turns answering each pair of questions.

A list of questions to ask the family and questions to ask the provider

Taking the time to discover more about the family and allowing the family to learn more about the provider and the provider’s program is an essential step for getting it right, from the start.


References

Talan, T.T. & Bloom, P.J. (2018). Business Administration Scale for Family Child Care (2nd ed.). New York: NY: Teachers College Press.

If you are a family child care provider and interested in learning more about business and professional practices apply for Taking the Lead, a nine-month leadership academy.

By Cara Murdoch February 16, 2026
In early childhood education and care (ECEC), we know that some of the simplest ideas can carry the biggest lessons—and many of us have been singing “The Ants Go Marching” for years without realizing it might also be a leadership guide. Ants may be tiny, but their colonies run on teamwork, communication, flexibility, and a clear sense of purpose—all things ECEC programs rely on every day. By taking a closer look at how ants work together to support their colony, early childhood leaders can discover practical and familiar ways to strengthen teamwork, value every role, and lead programs where everyone is marching in the same direction for children and families. Ants are busy creatures; they work with a purpose and know their jobs in the colony. Ants exhibit teamwork and collective effort. Ant colonies demonstrate intelligence, division of labor, communication systems, and cooperative behaviors. They can recognize and respond to the colony's needs. They overcome their challenges through trial and error, learning from their experiences, and sometimes even develop innovative strategies. In the ant colony, individual ants work together as a unit, each with a unique role that determines the colony's survival and success. The ant colony functions just like a superorganism, where the actions of each individual ant are a part of the highly efficient system that supports the whole colony. This concept of collective action is closely related to human teamwork! Ants have a lot to teach us, as we work in ECEC. teamwork Just as ants collaborate, relying on their communication and coordination to complete tasks, humans thrive when working together, as each individual brings their own unique skills and perspectives to their “colony.” Ants depend on each other. Each ant has a specialized job, and the colony relies on the cooperation and coordination of all its members to thrive and survive. Each ant’s contribution, no matter how small it may seem, is vital to the success of the colony as a whole, and the strength of the group is built on the cooperation of each individual. Similarly, in ECEC programs, teamwork — working together and helping one another —leads to better results than trying to do everything alone! When we collaborate, we pool our strengths, share our knowledge, and support each other, which can lead to more creative and efficient solutions. Each person in the program brings unique skills and perspectives, filling gaps and helping compensate for one another’s weaknesses. This shared effort allows your program to tackle tasks and achieve goals that would be difficult, if not impossible, for one individual to accomplish on their own... just like in an ant colony! Adapting to face challenges Ants are highly adaptable creatures. Have you ever watched a disrupted colony hurry to move the uncovered eggs to a protected space? They respond quickly to changes or disruptions in their environment. Their ability to quickly assess new situations and adjust their behavior will help the colony continue to function efficiently, even when the unexpected happens. Their adaptability is the key to their survival, allowing them to overcome obstacles and thrive. Early childhood programs also need to adapt to challenges. When unexpected changes occur, each person needs to be flexible and find new ways to contribute to the program's success. Just as ants adjust, programs must reassess their strengths, collaborate, and develop alternative solutions. Adaptability is essential for proper teamwork! honoring individual roles In an ant colony, different ants take on very specific roles. There are worker ants, soldier ants, and the queen ant. Each ant’s role is crucial to the success and survival of the colony, and all roles are interdependent; they work together to achieve common goals. This division of labor that exists in an ant colony can be compared to the different roles and unique talents found in an ECEC program. Just as ants rely on each other to perform specific tasks, each ECEC team member brings their own expertise and skills to the program. In a project or workplace setting, one person may excel at brainstorming creative ideas, another might be skilled at organizing tasks and managing timelines, and someone else may be particularly adept at technical skills or problem-solving. This diversity of roles within a team ensures that every aspect of a project or goal receives focused attention. In center-based programs, there are the director, teachers, kitchen staff, and other roles as needed. The diversity of roles in a program helps to ensure that the program is successful and thrives. clear purpose and goals In an ant colony, survival is the common goal. The colony’s success depends on each member performing its specific role. Their unwavering focus on the survival of the colony is connected to their success. It demonstrates the power of their collective action, driven by a clear and unified goal. ECEC programs thrive when they are aligned around a shared and clear purpose and goals. When program members understand and commit to their common goals, the well-being and growth of children and families, their efforts will become more effective and coordinated. Just as ants bring different strengths to the program, each person brings different strengths to the program. It is alignment around shared goals that enables the program to overcome challenges and succeed. When everyone in the program is clear on the goals and helps work together toward them, the whole program becomes more focused, resilient, and motivated - just as an ant colony becomes stronger when every member is working toward survival! Ants work together harmoniously to achieve their common goals; they set aside individual competition in favor of colony cooperation. Each ant focuses on its specialized task. This spirit of ant cooperation is key to the colony's survival and success, as it enables the colony to accomplish more complex tasks than any single ant could manage alone. ECEC programs can benefit from adopting a similar approach that emphasizes collaboration and shared goals over individual achievement. In an ECEC program, when members support each other and work together, they can leverage each person’s strengths to accomplish more than they could individually. Instead of competing for recognition or resources, each member can focus on the program’s success, fostering a more positive and productive environment. learning from ants Ants have so much to teach ECEC programs when it comes to cooperating and working together as an effective team. Whether it's knowing your own role and abilities, supporting each of your fellow team members, communicating clearly and effectively, being flexible, or avoiding competition, the ant colony is an excellent example of these qualities! Let your ants go marching!!! Ant Life, author unknown I am just an ant, A small life is what I live, But I have dreams for bigger things And so much more to give If only I could grow A foot or two would do I could live a life That others look up to.
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