—
2 references other than the ones I provided please
EProf document is the requirement
APA 7 format
3 years ago 30
238171--ch13workingwithfamiliesfromdiversebackgroundsexcerpt--eced42163a2023w1supportingyoungchildrenthroughhomeschoolandcommunityrelationships--c.pdf
EProf.docx
238171--ch13workingwithfamiliesfromdiversebackgroundsexcerpt--eced42163a2023w1supportingyoungchildrenthroughhomeschoolandcommunityrelationships--c.pdf
F a i r D e a l i n g ( S h o r t E x c e r p t )
Reading: Ch. 13 Working with Families from Diverse Backgrounds (excerpt) (Home, School and Community Relations)
Author: Gestwicki, Carol
Editor: N/A
Publisher: Cengage Learning Publication Date: 2016 Pages: 351-353
Course: ECED 421 63A 2023W1 Supporting Young Children Through Home, School, and Community Relationships Course Code: 63A Term: 2023W1
Department: ECED
Copyright Statement of Responsibility This copy was made pursuant to the Fair Dealing Requirements for UBC Faculty and Staff, which may be found at http://copyright.ubc.ca/requirements/fair-dealing/. The copy may only be used for the purpose of research, private study, criticism, review, news reporting, education, satire or parody. If the copy is used for the purpose of review, criticism or news reporting, the source and the name of the author must be mentioned. The use of this copy for any other purpose may require the permission of the copyright owner.
For more information on UBC\'s Copyright Policies, please visit UBC Copyright
Powered by TCPDF (www.tcpdf.org)
CHAPTER 13 Working with Families from Diverse Sackgrounds I 551
Please complete the following sentences:
21 When my child is with a group of children, I woulc expect my child to
When my child reeds help from an adult, I would expect my child to__________ .
If my child is misbehaving in class, I would expect the teacher to _ __ .
If my child s unhappy in class. 1 would expect the teacher to__________
The most important thing my child can learn in class this year would be___________
Is there any other information you would like to give us about your family or your child7
Adapted ’rom Tabors. 0008
13-3 Resolving Cultural Conflict
It is inevitable and predictable that when teachers and parents from diverse cultural settings come together؛ conflict and differences will appear. Culture determines that families and teachers have strong viewpoints ahout what is good and necessary for children’s development. All the most basic acts of daily care and nurturing reflect the cultural values of parents and caregivers, and their expectations are unlikely to match. Although differences are inevitable, it is not inevitable that one cultural view becomes dominant over the other. Gonzalez-Mena (2008) identifies four possible out comes to cultural conflicts. Three of them involve activity and change to resolve the conflict.
FIGURE 13-17 An example of a cultural conflict could be the caregiver allow nq the toddler to feed herself when that was not the desire at home
13-3a Understanding and Negotiating The first possibility is that the conflict is resolved through understanding and negotiation, with both sides seeing the other's perspective and finding a compromise. An example here might be the familiar situation where the par ent objects to seeing his or her child messy and dirty, and the early educator provides many classroom opportunities for sensory exploration with water, sand, and paint. As the teacher communicates with the parent about why cleanliness is so important to this parent, she learns that this family equates sending children to school clean and well dressed with the parent’s respect for education and with the family maintaining decent standards within the community. The teacher is also able to help the parent learn something about good early childhood practice and the importance of sensory experience in early learning. The teacher agrees that he or she will change the child’s clothes or cover them well during messy play. The parent agrees to allow the child to do messy play as long as the clothes are protected Roth parties feel they are right (and the other is unnecessarily worried ahout something that does not seem very important), but they feel that the compromise is satisfactory (see Figure 13-17).
352 I SECTION IV Making a Partnership Work
13-3b I earning a New Perspective The second possibility is that the situation could be resolved when the caregiver learns a new perspective from the parent and subsequently changes his or her actions. The example Gonzalez-Mena offers is of a caregiver who is convinced that the best place for babies to sleep is in a crib in a quiet nap room; this seems to provide optima] rest for most infants, But a baby from a family who is used to sleeping in the midst of an active household is unable to sleep. When the parents express dismay that their child will be isolated and alone in his or her crib, the caregiver discovers their viewpoint and works with the licensing con sultant to accommodate parental requests and infant needs. The caregiver changes his or her actions because he or she recognizes and accepts the cultural difference.
13-3c Resolving Through Parent Education A third possibility is to resolve the situation through parent education. Parents gain knowledge and learn ideas that might be different from their traditional cultural ideas, but they come to see that the new ideas could provide optimal developmental environ ments for their children. This requires thoughtful, respectful sensitivity on the part of the caregiver—to he very sure that the education relates to ideas that seem essential for children’s development, not merely to help the family conform to some arbitrary stan dard of what is “normal.” Gonzalez-Mena’s example regards the conflict between par ents of infants whose cultural beliefs are that babies should not be left free on the floor to play with toys but instead should be held and involved with human interaction. Rather than stopping floor freedom, the teacher helps the family understand the importance of physical freedom for muscle development and cognitive stimulation. When parents understand this importance, they are more open to learning how they can keep their children safe while they play on the floor. The teacher displays cultural sensitivity to the parents’ concerns but finds the developmental issue important enough to pursue.
13-3d Finding No Resolution The last—and indeed fairly common—possibility in cultural conflicts is that there may be no resolution of the conflict. The worst case scenario here is for neither family nor teacher to perceive or accept the other’s perspective and for both to persist in their
TeachSource Digital Download
IDEAS FOR TEACHERS.
Cultural Dilemmas When faced with cultural dilemmas, teachers should do the following
■ Analyze the situation What is the child's experience at home’ What is my belief about this? Is the child's welfare at stake"’
■ Do not blame the child or the family ■ Get information What does this hehav or mean to the parents? What de parents do in
this situation and why? ■ Realize the child canrot cope with being caught between two cultural expectations. ■ Respond to the chile and parents as ndividuals. ٠ Keep talking and trying to find common ground
CHAPTER 13 Working with Familips from Divprsp Backgrounds I 353
separate beliefs and practices. Children caught in the middle of such separation may he confused and uncomfortable when the practices in the school setting feel very different from what is done at home. The term culturally assaultive has been used to refer to such negative experiences because the family’s culture is in fact under attack.
A better outcome would he for families and teachers to gain an understanding of the other's ideas, which are treated with respect and sensitivity but without changing the strong beliefs. The achievement is for parent and teacher to learn to cope with the differ
culturally assaultive Behav ors that attack the culture of another by gnoring, failing to accept and respect demeaning, or attacking the hehaviors and beliefs of another
ences, each in a way that is acceptable to the individual. With sensitivity, communication, and working at problem solving, teachers and families may find ways of reconciling cul tural differences or at least becoming sensitive to separate perspectives.
ELls English language learners: ndividuals whose first language ؛s not English.
13.4 Common Cultural Issues That Arise in Classrooms
Sensitivity to important issues and family concerns helps teachers consider best practices to support culturally and linguistically different families.
13-4a Linguistic Diversity Communication with families and children is challenged when the primary language of a family is different from the teacher's and that used in the classroom. With the numher of immigrant children entering early childhood programs in America today, a vital atti- tude for teachers is to consider a “nondeficit perspective in relation to linguistic diversity'' (Rosegrant, 1992); that is, it is not so much that the child and parent are limited in English but that they are proficient in their primary language while learning a second language. Rather than seeing linguistically different children as less capable, less intelligent, and edu- cationally delayed and their parents as less able to sue- cessfully raise their children, teacliers must understand that abilities in languages other than English demon- strate competencies that will slowly apply to English language learners (ELLs) and also to learning the new cultural and social values associated with the classroom culture. Educators should consider what children could lose in both academic content and social-emotional adjustment if their home language is not supported. It is not a matter of giving up one language and culture in favor of adopting another, but adding other skills and experiences to those that already exist and are impor- tant in the lives of children and their families (see Figure 13-lS).
FIGURE 13-18 English larguage learners need spec al support as they earn a second language.
OPPORTUNE FOR SELF-REFIECTON
Can you recall a situation in which you have been involved in a cultural conflict regarding child rearing—whether in your professional ar personal life? What was the conflict’؛’ How was it resolved or not resolvec7 What insights does this give you about culturally deter mined differences of opin on7
EProf.docx
150-200 words for each question and 2 or more references for each question
Q1:
If you currently work in an early learning setting, observe specific ways the setting welcomes and includes all families. If you are not currently working in an early learning environment, have a discussion with a practicing educator you know, or a family (or your own family) who attends an early learning site, or a colleague in this course who has this experience, and invite their knowledge and experiences surrounding ways families are welcomed and included in the early learning setting.
# Think of your family and share 2 ways that your own family would feel welcomed at an early learning environment (for example, it could be an artifact, practice, sounds, materials, scents, communication method etc)
Q2:
This is a 2-part exercise (A & B).
A) Read the following note sent home to families:
|
June 13 email sent to all families, 3:30PM: Dear Parents, You are invited to a special Mothers Day event on May 15 at 10:00 AM - be prompt. The children have prepared songs, poems and special gifts to honor their mom. Food will be provided (pulled pork buns and chips) for $5.00 per person. We are asking that all families participate by sending a plate of home baked treats to the event with their child to 'sweeten' the festivities. The children have been working toward decorating and preparing surprises for this special occasion and are looking forward to having you attend. See you there! RSVP required by June 14, 10:00AM |
Now, re-read and consider the note from the perspective of one of the following people:
· A single mom working 2 jobs and barely paying the bills and putting food on the table
· A family with gay parents
· A mom who is a survivor of residential schools and cannot comfortably enter any school building
· A family with lesbian parents
· A family with mom in prison
· A family with 2 full time working parents frequently travelling on business with a full- time nanny providing child care daily
· A family whose religious beliefs do not permit celebrations
· A family who is vegetarian or whose religious beliefs limit the consumption of specific food products
· a child living within any of the above family structures
B) Gather some intake, registration, consent forms that families complete for your early learning environment. Keeping in mind the information and perspectives from modules 2-5 – critically examine the forms to determine if they are inclusive, opt-in or opt-out, sensitive and respectful to the diversity of families.
Talking Point / Discussion Prompt
1. Comment briefly on one aspect of the Mother's Day note send home, OR one aspect of the administrative forms (whichever option you chose) and discuss as a group the various realizations you have made to the note home and/or the administrative forms
2. With the knowledge that parent involvement and parent education can be valuable,
· Identify one way (new to you) that you could respectfully try to increase the engagement of hard-to-reach families in a parent education opportunity
Q3:
What resources are available?
For this option, 'in-house' refers to resources or opportunities that are made available and provided/organized by the Early Learning site. These resources would be offered within the site.
If you have access to an ECCE site or know someone who could inform you of their site resources to consider the following points from the view of what is currently available. Consider some of the ideas below:
a) What in-house resources are available at an ECCE site to support families in a designated family resource space.
b) What in-house resources are offered and available at an ECCE site to support the educators.
c) What in-house resources are available onsite to support educators in integrating Indigenous ways of knowing into every day experiences in an early learning environment.
# Share 1 resource you found AND generally what your discoveries a -c above indicate to you about resources on site.
Q4:
Choose 2 of the points below and research 2 practical, respectful, inclusive practices that support positive and responsive family/ECCE partnerships within an ECCE setting.
1. Communication -(methods/modes/platforms for positive communication between educators & families)
2. Play materials - (open ended and inclusive)
3. Environmental considerations that reflect diversity of families - (decor, nutrition, sounds, scents, etc)
4. Invitations for family involvement in their child's education-(specific ways families could be involved)
# For each point (2) you researched in your inquiry activity, share one practical, respectful, inclusive practice that supports positive and responsive family/ECCE partnerships within an ECCE setting with your peers. Briefly note how you see each idea supporting ECCE/family partnerships & Indigenous awareness.
Q5:
Review the ' Handbook of Best Practices in Aboriginal Early Childhood Programs ' (BCACCS, 2008) - available online.
Think about 2 'new to you', practical and specific ways you as an educator in your early learning setting, may offer positive action in support of Indigenous families and the Truth and Reconciliation Act.
# Share your 2 'new to you' discoveries from above.
This week, briefly reflect together about all the posted practical daily efforts that are possible to take to ensure your learning spaces are culturally safe every day for every child and family that attends, whatever the presence of cultural heritage, beliefs and world views of the group as a whole may be.
Note any highlights and challenges you may have encountered in completing this inquiry exercise and how they were either embraced or resolved.
Q6:
Research to discover the large community partners serving your neighbourhood (Burnaby BC Canada) that serves young children & their families. Please find partners other than those noted in the readings and include partners engaged in Indigenous knowledge education. Keep in mind that in this exercise you are looking for the large partners rather than programs/services offered by those partners. For example, public libraries offer many services and programs for young children & their families. In this exercise you would be identifying the library itself as the partner, not the particular offerings. Also, this exercise does not include private for profit organizations.
Examine the mission statement of one of those partners.
# 1) Share one of your findings from the inquiry exercise and the partner's mission statement.
2) How do you suppose the large community partners determine the needs of any given community?
Q7:
Research and identify 2 specific community services/programs, offered by 2 different community partners, that you consider valuable for families in your neighbourhood (Burnaby BC Canada). Last week you looked at the large community partners themselves. This week, you are looking at the programs/services those partners offer.
Think broadly about this. These could address a wide spectrum of assistance for a diversity of families with many varying types of situations and needs - such as parent supports, child supports, food security, literacy, economics, transitions & settlement etc. Find resources that are in your area of work/community and that are of interest to you and/or perhaps the families you work with.
Note: this does not include private for profit programs/services
Talking Point / Discussion Prompt
A) Share 1 community service/program and note:
-name of program/service
-name of hosting community partner
-contact information, location
-service provided, cost if any, target population
-funding source(s)
B) We have thought about families, educators, the early learning environment, community partners and community programs/services. Now, we begin thinking about how all these parties might come together in multi-collaborations. For this week's discussion board guiding focus, write about your
a) understanding of what 'collaboration' means
b) when a collaboration process occurs, is there one uninvolved party (or not), and is there one party as the dominant leader (or not)
c) who benefits in a collaborative effort
Q8:
Several readings suggest that it is beneficial to plan a space in the early learning environment for parents. Think about your own early learning space or one you know of/imagine, and where that parent space may be possible. Then, make a list of what you would ideally have in the space for the parents. When completing this exercise think outside the boundaries of what your workplace may look like (or what you have seen/lived) and jump into the world of 'possibilities'. If you can imagine it - that is the first step to realizing it. As a starting point think about:
· how big is the space, shape of it, location in context with the rest of the centre
· what are the physical additions (seating, equipment, light, decor etc)
· resources available- what would these be? 9book lists, personnel, availability)
OK - now you are started - be creative! Consider & expand on the knowledge you have gained so far in previous modules to understand the rationale behind your choices.
#: 1) Share your ideas or a sketch of the space from the inquiry exercise on the discussion board so a collection of possibilities can be created for everyone.
2) If you were to initiate a collaborative experience involving families, early learning sites and community partners - where would you start? choose and post one factor that would you need to consider.
Q9:
take a moment to identify about one key common thread that weaves through all levels of child/family/ECEC partnerships. It
238171--ch13workingwithfamiliesfromdiversebackgroundsexcerpt--eced42163a2023w1supportingyoungchildrenthroughhomeschoolandcommunityrelationships--c.pdf
F a i r D e a l i n g ( S h o r t E x c e r p t )
Reading: Ch. 13 Working with Families from Diverse Backgrounds (excerpt) (Home, School and Community Relations)
Author: Gestwicki, Carol
Editor: N/A
Publisher: Cengage Learning Publication Date: 2016 Pages: 351-353
Course: ECED 421 63A 2023W1 Supporting Young Children Through Home, School, and Community Relationships Course Code: 63A Term: 2023W1
Department: ECED
Copyright Statement of Responsibility This copy was made pursuant to the Fair Dealing Requirements for UBC Faculty and Staff, which may be found at http://copyright.ubc.ca/requirements/fair-dealing/. The copy may only be used for the purpose of research, private study, criticism, review, news reporting, education, satire or parody. If the copy is used for the purpose of review, criticism or news reporting, the source and the name of the author must be mentioned. The use of this copy for any other purpose may require the permission of the copyright owner.
For more information on UBC\'s Copyright Policies, please visit UBC Copyright
Powered by TCPDF (www.tcpdf.org)
CHAPTER 13 Working with Families from Diverse Sackgrounds I 551
Please complete the following sentences:
21 When my child is with a group of children, I woulc expect my child to
When my child reeds help from an adult, I would expect my child to__________ .
If my child is misbehaving in class, I would expect the teacher to _ __ .
If my child s unhappy in class. 1 would expect the teacher to__________
The most important thing my child can learn in class this year would be___________
Is there any other information you would like to give us about your family or your child7
Adapted ’rom Tabors. 0008
13-3 Resolving Cultural Conflict
It is inevitable and predictable that when teachers and parents from diverse cultural settings come together؛ conflict and differences will appear. Culture determines that families and teachers have strong viewpoints ahout what is good and necessary for children’s development. All the most basic acts of daily care and nurturing reflect the cultural values of parents and caregivers, and their expectations are unlikely to match. Although differences are inevitable, it is not inevitable that one cultural view becomes dominant over the other. Gonzalez-Mena (2008) identifies four possible out comes to cultural conflicts. Three of them involve activity and change to resolve the conflict.
FIGURE 13-17 An example of a cultural conflict could be the caregiver allow nq the toddler to feed herself when that was not the desire at home
13-3a Understanding and Negotiating The first possibility is that the conflict is resolved through understanding and negotiation, with both sides seeing the other's perspective and finding a compromise. An example here might be the familiar situation where the par ent objects to seeing his or her child messy and dirty, and the early educator provides many classroom opportunities for sensory exploration with water, sand, and paint. As the teacher communicates with the parent about why cleanliness is so important to this parent, she learns that this family equates sending children to school clean and well dressed with the parent’s respect for education and with the family maintaining decent standards within the community. The teacher is also able to help the parent learn something about good early childhood practice and the importance of sensory experience in early learning. The teacher agrees that he or she will change the child’s clothes or cover them well during messy play. The parent agrees to allow the child to do messy play as long as the clothes are protected Roth parties feel they are right (and the other is unnecessarily worried ahout something that does not seem very important), but they feel that the compromise is satisfactory (see Figure 13-17).
352 I SECTION IV Making a Partnership Work
13-3b I earning a New Perspective The second possibility is that the situation could be resolved when the caregiver learns a new perspective from the parent and subsequently changes his or her actions. The example Gonzalez-Mena offers is of a caregiver who is convinced that the best place for babies to sleep is in a crib in a quiet nap room; this seems to provide optima] rest for most infants, But a baby from a family who is used to sleeping in the midst of an active household is unable to sleep. When the parents express dismay that their child will be isolated and alone in his or her crib, the caregiver discovers their viewpoint and works with the licensing con sultant to accommodate parental requests and infant needs. The caregiver changes his or her actions because he or she recognizes and accepts the cultural difference.
13-3c Resolving Through Parent Education A third possibility is to resolve the situation through parent education. Parents gain knowledge and learn ideas that might be different from their traditional cultural ideas, but they come to see that the new ideas could provide optimal developmental environ ments for their children. This requires thoughtful, respectful sensitivity on the part of the caregiver—to he very sure that the education relates to ideas that seem essential for children’s development, not merely to help the family conform to some arbitrary stan dard of what is “normal.” Gonzalez-Mena’s example regards the conflict between par ents of infants whose cultural beliefs are that babies should not be left free on the floor to play with toys but instead should be held and involved with human interaction. Rather than stopping floor freedom, the teacher helps the family understand the importance of physical freedom for muscle development and cognitive stimulation. When parents understand this importance, they are more open to learning how they can keep their children safe while they play on the floor. The teacher displays cultural sensitivity to the parents’ concerns but finds the developmental issue important enough to pursue.
13-3d Finding No Resolution The last—and indeed fairly common—possibility in cultural conflicts is that there may be no resolution of the conflict. The worst case scenario here is for neither family nor teacher to perceive or accept the other’s perspective and for both to persist in their
TeachSource Digital Download
IDEAS FOR TEACHERS.
Cultural Dilemmas When faced with cultural dilemmas, teachers should do the following
■ Analyze the situation What is the child's experience at home’ What is my belief about this? Is the child's welfare at stake"’
■ Do not blame the child or the family ■ Get information What does this hehav or mean to the parents? What de parents do in
this situation and why? ■ Realize the child canrot cope with being caught between two cultural expectations. ■ Respond to the chile and parents as ndividuals. ٠ Keep talking and trying to find common ground
CHAPTER 13 Working with Familips from Divprsp Backgrounds I 353
separate beliefs and practices. Children caught in the middle of such separation may he confused and uncomfortable when the practices in the school setting feel very different from what is done at home. The term culturally assaultive has been used to refer to such negative experiences because the family’s culture is in fact under attack.
A better outcome would he for families and teachers to gain an understanding of the other's ideas, which are treated with respect and sensitivity but without changing the strong beliefs. The achievement is for parent and teacher to learn to cope with the differ
culturally assaultive Behav ors that attack the culture of another by gnoring, failing to accept and respect demeaning, or attacking the hehaviors and beliefs of another
ences, each in a way that is acceptable to the individual. With sensitivity, communication, and working at problem solving, teachers and families may find ways of reconciling cul tural differences or at least becoming sensitive to separate perspectives.
ELls English language learners: ndividuals whose first language ؛s not English.
13.4 Common Cultural Issues That Arise in Classrooms
Sensitivity to important issues and family concerns helps teachers consider best practices to support culturally and linguistically different families.
13-4a Linguistic Diversity Communication with families and children is challenged when the primary language of a family is different from the teacher's and that used in the classroom. With the numher of immigrant children entering early childhood programs in America today, a vital atti- tude for teachers is to consider a “nondeficit perspective in relation to linguistic diversity'' (Rosegrant, 1992); that is, it is not so much that the child and parent are limited in English but that they are proficient in their primary language while learning a second language. Rather than seeing linguistically different children as less capable, less intelligent, and edu- cationally delayed and their parents as less able to sue- cessfully raise their children, teacliers must understand that abilities in languages other than English demon- strate competencies that will slowly apply to English language learners (ELLs) and also to learning the new cultural and social values associated with the classroom culture. Educators should consider what children could lose in both academic content and social-emotional adjustment if their home language is not supported. It is not a matter of giving up one language and culture in favor of adopting another, but adding other skills and experiences to those that already exist and are impor- tant in the lives of children and their families (see Figure 13-lS).
FIGURE 13-18 English larguage learners need spec al support as they earn a second language.
OPPORTUNE FOR SELF-REFIECTON
Can you recall a situation in which you have been involved in a cultural conflict regarding child rearing—whether in your professional ar personal life? What was the conflict’؛’ How was it resolved or not resolvec7 What insights does this give you about culturally deter mined differences of opin on7
EProf.docx
150-200 words for each question and 2 or more references for each question
Q1:
If you currently work in an early learning setting, observe specific ways the setting welcomes and includes all families. If you are not currently working in an early learning environment, have a discussion with a practicing educator you know, or a family (or your own family) who attends an early learning site, or a colleague in this course who has this experience, and invite their knowledge and experiences surrounding ways families are welcomed and included in the early learning setting.
# Think of your family and share 2 ways that your own family would feel welcomed at an early learning environment (for example, it could be an artifact, practice, sounds, materials, scents, communication method etc)
Q2:
This is a 2-part exercise (A & B).
A) Read the following note sent home to families:
|
June 13 email sent to all families, 3:30PM: Dear Parents, You are invited to a special Mothers Day event on May 15 at 10:00 AM - be prompt. The children have prepared songs, poems and special gifts to honor their mom. Food will be provided (pulled pork buns and chips) for $5.00 per person. We are asking that all families participate by sending a plate of home baked treats to the event with their child to 'sweeten' the festivities. The children have been working toward decorating and preparing surprises for this special occasion and are looking forward to having you attend. See you there! RSVP required by June 14, 10:00AM |
Now, re-read and consider the note from the perspective of one of the following people:
· A single mom working 2 jobs and barely paying the bills and putting food on the table
· A family with gay parents
· A mom who is a survivor of residential schools and cannot comfortably enter any school building
· A family with lesbian parents
· A family with mom in prison
· A family with 2 full time working parents frequently travelling on business with a full- time nanny providing child care daily
· A family whose religious beliefs do not permit celebrations
· A family who is vegetarian or whose religious beliefs limit the consumption of specific food products
· a child living within any of the above family structures
B) Gather some intake, registration, consent forms that families complete for your early learning environment. Keeping in mind the information and perspectives from modules 2-5 – critically examine the forms to determine if they are inclusive, opt-in or opt-out, sensitive and respectful to the diversity of families.
Talking Point / Discussion Prompt
1. Comment briefly on one aspect of the Mother's Day note send home, OR one aspect of the administrative forms (whichever option you chose) and discuss as a group the various realizations you have made to the note home and/or the administrative forms
2. With the knowledge that parent involvement and parent education can be valuable,
· Identify one way (new to you) that you could respectfully try to increase the engagement of hard-to-reach families in a parent education opportunity
Q3:
What resources are available?
For this option, 'in-house' refers to resources or opportunities that are made available and provided/organized by the Early Learning site. These resources would be offered within the site.
If you have access to an ECCE site or know someone who could inform you of their site resources to consider the following points from the view of what is currently available. Consider some of the ideas below:
a) What in-house resources are available at an ECCE site to support families in a designated family resource space.
b) What in-house resources are offered and available at an ECCE site to support the educators.
c) What in-house resources are available onsite to support educators in integrating Indigenous ways of knowing into every day experiences in an early learning environment.
# Share 1 resource you found AND generally what your discoveries a -c above indicate to you about resources on site.
Q4:
Choose 2 of the points below and research 2 practical, respectful, inclusive practices that support positive and responsive family/ECCE partnerships within an ECCE setting.
1. Communication -(methods/modes/platforms for positive communication between educators & families)
2. Play materials - (open ended and inclusive)
3. Environmental considerations that reflect diversity of families - (decor, nutrition, sounds, scents, etc)
4. Invitations for family involvement in their child's education-(specific ways families could be involved)
# For each point (2) you researched in your inquiry activity, share one practical, respectful, inclusive practice that supports positive and responsive family/ECCE partnerships within an ECCE setting with your peers. Briefly note how you see each idea supporting ECCE/family partnerships & Indigenous awareness.
Q5:
Review the ' Handbook of Best Practices in Aboriginal Early Childhood Programs ' (BCACCS, 2008) - available online.
Think about 2 'new to you', practical and specific ways you as an educator in your early learning setting, may offer positive action in support of Indigenous families and the Truth and Reconciliation Act.
# Share your 2 'new to you' discoveries from above.
This week, briefly reflect together about all the posted practical daily efforts that are possible to take to ensure your learning spaces are culturally safe every day for every child and family that attends, whatever the presence of cultural heritage, beliefs and world views of the group as a whole may be.
Note any highlights and challenges you may have encountered in completing this inquiry exercise and how they were either embraced or resolved.
Q6:
Research to discover the large community partners serving your neighbourhood (Burnaby BC Canada) that serves young children & their families. Please find partners other than those noted in the readings and include partners engaged in Indigenous knowledge education. Keep in mind that in this exercise you are looking for the large partners rather than programs/services offered by those partners. For example, public libraries offer many services and programs for young children & their families. In this exercise you would be identifying the library itself as the partner, not the particular offerings. Also, this exercise does not include private for profit organizations.
Examine the mission statement of one of those partners.
# 1) Share one of your findings from the inquiry exercise and the partner's mission statement.
2) How do you suppose the large community partners determine the needs of any given community?
Q7:
Research and identify 2 specific community services/programs, offered by 2 different community partners, that you consider valuable for families in your neighbourhood (Burnaby BC Canada). Last week you looked at the large community partners themselves. This week, you are looking at the programs/services those partners offer.
Think broadly about this. These could address a wide spectrum of assistance for a diversity of families with many varying types of situations and needs - such as parent supports, child supports, food security, literacy, economics, transitions & settlement etc. Find resources that are in your area of work/community and that are of interest to you and/or perhaps the families you work with.
Note: this does not include private for profit programs/services
Talking Point / Discussion Prompt
A) Share 1 community service/program and note:
-name of program/service
-name of hosting community partner
-contact information, location
-service provided, cost if any, target population
-funding source(s)
B) We have thought about families, educators, the early learning environment, community partners and community programs/services. Now, we begin thinking about how all these parties might come together in multi-collaborations. For this week's discussion board guiding focus, write about your
a) understanding of what 'collaboration' means
b) when a collaboration process occurs, is there one uninvolved party (or not), and is there one party as the dominant leader (or not)
c) who benefits in a collaborative effort
Q8:
Several readings suggest that it is beneficial to plan a space in the early learning environment for parents. Think about your own early learning space or one you know of/imagine, and where that parent space may be possible. Then, make a list of what you would ideally have in the space for the parents. When completing this exercise think outside the boundaries of what your workplace may look like (or what you have seen/lived) and jump into the world of 'possibilities'. If you can imagine it - that is the first step to realizing it. As a starting point think about:
· how big is the space, shape of it, location in context with the rest of the centre
· what are the physical additions (seating, equipment, light, decor etc)
· resources available- what would these be? 9book lists, personnel, availability)
OK - now you are started - be creative! Consider & expand on the knowledge you have gained so far in previous modules to understand the rationale behind your choices.
#: 1) Share your ideas or a sketch of the space from the inquiry exercise on the discussion board so a collection of possibilities can be created for everyone.
2) If you were to initiate a collaborative experience involving families, early learning sites and community partners - where would you start? choose and post one factor that would you need to consider.
Q9:
take a moment to identify about one key common thread that weaves through all levels of child/family/ECEC partnerships. It