A Child's First Teacher: Strong Foundations for Family Stability

Experts at a Union County Community Meeting emphasized that while teachers and childcare providers play a critical role, parents remain at the center of a child’s learning journey. As panelist Jennifer Thomas, Associate Director of FACT, Inc., put it, “We always want to let our families know that they are their child's first teacher…that parent is the constant. We're just a variable in this journey with them.”

Panelists agreed that parents bring irreplaceable knowledge of their children’s needs and that collaboration between parents and educators is essential. Without consistency between home and school, Thomas warned, “It’s very confusing for the child…we don’t want to make life harder for children. We want to make it smoother, easier for them.”

The panel also acknowledged the very real pressures families face today. Many parents juggle multiple jobs, long hours, and constant demands that leave them exhausted, making it difficult to remain fully present with their children.

One panelist reflected on her own experience of returning home to a toddler after military service. Reestablishing that bond was not easy, and she soon realized her son needed both the structure of early childhood education and her continued involvement at home. Determined to stay engaged in his learning, she returned to school herself while balancing work and family responsibilities. The season was exhausting, but it underscored the importance of intentional planning, communication, and perseverance in supporting a child’s development despite the challenges.

Another parent reflected on the daily struggles of balancing work and parenting: “I'm a mom of two littles, and I work 40 hours a week. My kids are two and three. And one thing I struggled with is, coming home and cooking supper and all the things. Its a challenge. And I found myself, like, fighting with - Why are they acting this way?…And so one thing that helped me is asking myself what my triggers are from my own children and then what their triggers are.”

Beyond the critical role of parents, panelists highlighted the value of early childhood education itself. Thomas emphasized the importance of early years, noting that “these are the best years of a child's life.” She underscored that learning should be natural and joyful: “It ought not to be a task or a chore for children, and…every moment is a teaching opportunity.”

Susan Spicher, Retired Early Childhood Associate Professor, reinforced this point by reminding the audience that what looks like play is, in fact, essential learning. She explained that preschool settings should never be thought of as babysitting. Instead, playtime builds critical skills that prepare children to thrive in elementary school and beyond. Spicher also echoed the theme of language development, noting that children absorb words and concepts through everyday interactions, whether at home, in the grocery store, or out in the yard.

Panelists highlighted the need for language-rich environments at home and in childcare settings. They pointed to research showing a “30 million word gap” between children in higher-income households and those in lower-income families, where language is often used more as directives for survival than for interactive learning.

Missy Inman, Eagle Foundation Director of Elementary Education, drawing on her years as a first-grade teacher, added that even small changes in communication make a difference: “Just introducing everything with a three year old, everything you get, give them that experience, give them that vocabulary.”

Tanisha Lawston, Director of Victory Childcare, emphasized open-ended questions and giving children space to communicate: “We need to ask those children those open ended questions, giving them the opportunity to to be able to think.” She also stressed the importance of parent involvement: “Wherever we can to try to get those trainings up there and let the parents be able to see what we're doing so that they can do the same thing…for the children.”

Panelists acknowledged that both children and parents need support with regulation and stress management. Thomas described how they use the Conscious Discipline curriculum: “If you teach them how to self regulate those high emotions that they're feeling... they'll be able to self regulate. The same strategies that we use for our children, we also work with our families as well.”

They also emphasized the importance of safe, nurturing environments. “If a child does not feel safe, learning is out the door because they're always going to be in fight or flight mode,” Thomas explained. Instead, positive environments and consistent routines help children develop the security they need to thrive.

The overarching message of the meeting was one of hope and partnership: that by working together—educators, parents, and communities—families can help children build the strong foundations necessary for lifelong success. As one speaker summed it up, “language, consistency, structure”—these are the cornerstones of early childhood development.