McCormick Institute for Early Childhood

BY Iris Corral, M.Ed. | April 6, 2021

A woman wearing glasses and a suit is smiling in front of a flag.

Sim Loh is a family partnership coordinator at Children’s Village, a nationally-accredited Keystone 4 STARS early learning and school-age enrichment program in Philadelphia, Pennsylvania, serving about 350 children. She supports children and families, including non-English speaking families of immigrant status, by ensuring equitable access to education, health, employment, and legal information and resources on a day-to-day basis. She is a member of the Children First Racial Equity Early Childhood Education Provider Council, a community member representative of Philadelphia School District Multilingual Advisory Council, and a board member of Historic Philadelphia.


Sim explains, “I ensure families know their rights and educate them on ways to speak up for themselves and request for interpretation/translation services. I share families’ stories and experiences with legislators and decision-makers so that their needs are understood. Attending Leadership Connections will help me strengthen and grow my skills in all domains by interacting with and hearing from experienced leaders in different positions. With newly acquired skills, I seek to learn about the systems level while paying close attention to the accessibility and barriers of different systems and resources and their impacts on young children and their families.”

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Center for Early Childhood Leadership.

“Welcome, come right in!” This is the message I needed to receive when my child was a preschooler. At that time, I was a preschool teacher working in an early care and education program, and my child was enrolled in the classroom next to mine. As a parent, I had comfort in knowing that she was close by, and when I felt the need to see her, I could just look through her classroom window. Yes, I was very lucky, and to this day, I am extremely grateful. However, the majority of families whose children are in care do not have that luxury. More than likely, they have to adjust their schedules to make time to visit their child’s program. A center’s open-door policy is supposed to allow families to visit at a time that is convenient to them and without restrictions. I’ve come across many open-door policies in my 25 years in the field, and some have given me the impression that families are not always welcomed into the program. Let me share some examples.


“Open the door and come in, but you can only stay for 20 minutes because your presence may disrupt our routine.” Statements like this one include mixed messages. “Please call ahead of time to ask when it’s a good time to visit.” Although this policy is not stopping families from entering the program, it is directing them to call and ask for a time that is convenient for the program. “We ask that you refrain from visiting your child during nap time.” I get it; a child who is awake during naptime may cry when it is time for the family member to leave. I understand that it may cause a disturbance and possibly wake the other children. Yet, for me, this was actually the time when I would go into my child’s classroom. I spent my lunch break every day next to my daughter’s cot, rubbing her back until she fell asleep. That was our routine, our quiet bonding time together. You see, I was attending evening undergraduate classes during these years, and her father would put her to bed every weeknight. I was not afforded this special time with my child in the evenings, so her naptime at the center was the only opportunity to make that important connection with her. The program had an open-door policy that allowed me to spend time with her without any restrictions. I needed that time as a parent to be with my daughter. I felt the program really valued me as a parent (not just as staff), and as a result, a true partnership was created.


An open-door policy without restrictions can make a difference between active engagement from families that form authentic family partnerships or a program where there is a lack of participation from families because they do not feel welcomed.


The COVID-19 pandemic has impacted policies across programs. Programs have implemented temporary restrictions and guidance that changed their drop-in procedures and on-site family engagement efforts. It may be a challenge to offer opportunities where families can still be involved and feel part of your program during these times. Give some thought to how they can be safely involved (e.g., video conferencing) or contribute in ways that do not require them to be physically present.


Now think ahead into the future when families will once again be allowed to visit programs. Does your open-door policy make them feel like you value their presence? Take a moment to review your policy and ask yourself; is your door closed, slightly open, or wide open? If your policy has any restrictions that send a message other than your door is wide open, then you may have some work to do.


The handout titled, Mixed Messages: How Your “Open” Door Policy Might Really Sound Closed, includes examples of open-door policies. Take time to reflect on the policies, what message they send, whether or not there are mixed messages, what you like, and what you do not like about each. We also suggest that you gather feedback from families within your own program about your open-door policy, so you know if it reflects your program’s beliefs and values regarding family support and engagement.


If you are interested in learning more about open-door policies and other leadership topics, check out the upcoming leadership academies on the McCormick Center website.


Iris Corral, M.Ed., is the Leadership Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, Iris conducts training for the leadership academies, the Business Administration Scale for Family Child Care (BAS), and the Program Administration Scale (PAS). Iris holds an associate degree in social service from Harold Washington College, a baccalaureate degree in integrative studies from Governor’s State University, and a master’s degree in early childhood administration from National Louis University. She has also earned her Illinois Director Credential-Level III. In addition to her role at the McCormick Center, Iris also serves as adjunct staff at Morton College, where she teaches early childhood education courses. Prior to joining our team, Iris spent eight years working as a preschool director in a Preschool for All (PFA) program. Iris also worked at Erie Neighborhood House in Chicago for eleven years as a teacher and the parent support/health coordinator.

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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