8082 MD3 Assignment 1

Posted by   Marcia Phillips  

Title of the Article: “Culturally Responsive Pyramid Model Practices: Program-Wide Positive Behavior Support for Young Children”

A summary of the article

This article works to address racial disparities in disciplinary practices in early

childhood education with a conceptual framework that uses a positive behavior support system. This system is “the Pyramid Model which is used as a positive culturally responsive approach in the early childhood setting according to the authors (Allen & Steed, 2016)”. This article discusses the efforts of reducing disparate racial discipline practices in many early childhood programs.

            “The Pyramid Model is multi-tiered system of support comprised of universal, secondary, and tertiary strategies and supports, but with particular attention to the specific routines of early childhood settings, the philosophical approaches of early childhood educators, the complex, multi-agency funding and delivery of early care and education, and the unique social emotional developmental needs of every young child and their families (Dunlap & Fox, 2015).”

            The authors (Allen & Steed, 2016) found the disproportional discipline to be the critical issues in education (U.S. Department of Education Office for Civil Rights, 2014). Early childhood children that are enrolled in public preschool programs are suspended up to three times more than students from kindergarten through 12 grades, and African American children are expelled twice as often as White children (Gilliam, 2005). “A recent Office for Civil Rights report revealed that African American children, who comprise only 18% of the preschool population, but represent 42% of all preschoolers suspended once and 48% of all preschool children suspended two or more times (U.S. Department of Education Office for Civil Rights, 2014).” Children that are suspended can fall behind academically and tend to be labeled with emotional disorders more than non-suspended students (Costenbader & Markson, 1998)

            According to (Rashid, 2009; Vincent, Randall, Cartledge, Tobin, & swain-Bradway, 2011), school policies, preservice training, and professional development offerings fail to address the social and emotional needs of children from diverse backgrounds. To reduce the disproportionate discipline outcomes that start in preschool, the Pyramid Model is used to address preschool children’s social and emotional support needs for positive behavior support (PBS; Sugai & Horner, 2006; Utley, Kozleski, Smith & Draper, 2002); Vincent & Tobin, 2011).

            Once the Pyramid Model was implemented in early childhood programs, there is evidence of the effectiveness of educators’ strategies with the prevention of challenging behavior, improved social emotional skills, and academic skills (Benedict, Horner, & Squires, 2007; Branson & Demchak, 2010; Fullerton, Conroy, & Correa, 2009; Smith, Lewis, & Stormont, 2010; steed, Pomerleau, Muscott, & Rohde, 2013). With this information the Pyramid Model is viewed as a potentially effective framework for addressing the gap for children of color. The Pyramid Model was used to prevent challenging behaviors, social emotional instruction for “children birth through 5 years of age, through developmentally appropriate practice, and knowledge about the unique organizational structures inherent in early childhood programs (Frey, Park, Browne-Ferrigno, & Korfhage, 2010; Hemmeter et al., Stormont, Lewis, & Beckner, 2005).”

            When the Pyramid Model was implemented in the early childhood programs there were five essential elements included for educators to use “(a) positive relationships, (b) social emotional instruction and individualized support, (c) professional development, (d) leadership teams, and (e) data for decision making.” One example the authors (Allen & Steed, 2016) used, “learning about others cultures” to build positive relationships with the children and their families.

            The authors (Allen & Steed, 2016) used culturally responsive practices to associate positive children’s outcomes in the educational settings. When implemented into the classroom, educators recognize the children’s cultural backgrounds are foundational to instruction, selection of materials, and interactions with children and families (Gay, 2010). While building upon children’s home and school cultures by asking questions of the children and their families for a positive relationship.

            There are future directions in this area for research to include “(a) developing and piloting training materials in culturally responsive practices to enhance current Pyramid Model training efforts, (b) program evaluations of culturally responsive Pyramid Model in a variety of early childhood settings serving young children from diverse cultural and linguistic backgrounds and (c) empirical studies that evaluate the use of particular components of culturally responsive Pyramid Model and their effectiveness to decrease suspensions and expulsions, especially for young children of color.” (Allen & Steed, 2016)  

How this article reflects a rationale and at least one strategy forgetting to know children and families

            This article reflects a rationale forgetting to know children and their families through building positive relationships due to the research done on the importance of responsive and positive interactions between teachers and children and teachers and families that will establish high quality early learning children’s programs and desired child outcomes (National Research Council, 2001); Pianta, Steinberg, & Rollins, 1995). To build positive relationships between the teacher and children it is important to greet each child daily by their name and asking the children about what they are interested in and responding to children’s conversational initiations is one way. Another way to build positive relationship is with the families. Ask the families questions about their children’s interest and resources to enhance the social emotional development of the children. The family can help build the framework in a culturally responsive way.

How the information gleaned from this article may inform your work related to learning about children and families in the early childhood setting and why this is important

            The information gleaned from this article may inform my work related to learning about children and families in the early childhood setting through practicing more social and emotional skills. This would include more communication with the families daily to find out what the children in my care need. For example, I would ask the families “what type of night and or morning the child had’ and ‘what expectations does the family want the children to learn while in my care”. I can build individualize activities for the children and send home activities for the families to do with their children. I will do more observations to enhance on my lesson planning with more developmentally appropriate activities related to the children cultural.

An APA citation of the article

Allen, R., & Steed, E. A. (2016). Culturally Responsive Pyramid Model Practices: Program-Wide Positive Behavior Support for Young Children. Topics in Early Childhood Special Education, 36(3), 165–175.

One resource cited in the article that you would like to read to extend your learning.

Posted by   Kelli Barnes  

Article

Capitalizing on Culture: Engaging Young Learners in Diverse Classrooms

By: Tyrone C. Howard

Summary

         In this article, Howard discusses the cultural capital that is the framework for essential success for each child.  Within the classroom community, the conceptual foundations of Yosso’s Cultural Wealth Model are discussed and laid out to exhibit how each child can be involved and engaged (Yosso, 2005).  This model contains six components.  They are aspirational, linguistic, familial, social, navigational, and resistant.  Howard breaks down each component and explain how each capital has been proven to help close the achievement gaps presented in students since the Civil Rights movements.  In addition, these specific capitals that are influenced strongly by culture, can address any challenges a student may be facing prior to the presentation of any achievement gap.  By talking with students and learning more about them, their dreams, their goals, their interests, as well as their families and their culture, we can begin to set a better stage for stronger development overall while getting to know our students and their families much better. Thus, before we instruct and lead our students, it is essential to know their culture and where our students and their families come from.  According to Howard, “To fully comprehend cultural capital, it is essential to grasp the concept of culture”. (2018, pg. 25.)

How this article reflects rationale and how to get to know children and families better

  In our ever-changing democratic classrooms across the country, it is now more imperative that ever to become aware and more versed in our students’ cultures.  Since the 1950’s, our schools have seen substantial changes not only to curriculums, but to standards and expectations.  In addition, family dynamics are certainly different and deserve more attention from schools.  While placing higher standards and expectations on our students, it is our duty to capitalize on their culture and their interest to foster a stronger relationship that aids in overall development and success.  One strategy mentioned in this article would be for educators to be more open to different forms of expression from students.  For example, a student may present a response to the teacher that may seem defiant, however at home, this is a normal practice of response with no intentional disrespect.  This is exhibited mostly during the linguistic capital concepts of culture.

Resource cited that can extend learning

To further my learning on getting to know my students and their families, I would like to read more on cultural diversity and the role that critical race theory plays.  The article Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education by Yosso is referenced by Howard in the article discussed and digs deeper into the six cultural capitals discussed and examines how race theory can drive our education system.  As a teacher, I want what is best for my students.  Getting to know them, their culture, and their families is not beneficial for overall growth development, but it opens countless windows of success for students, their families, and social change.

References

Posted by   Chukwunonyelum Eneje  

Blog: Getting to know children and their families

The title of the article is “ Culturally responsive literacy practices in an early childhood community” (Bennett et al., 2018,p.241).

The summary of the article

In the article, the author states that there are some countries such as  New Mexico, Hawaii, California, United States and Texas in 2011 that have large majority-minority of all age groups in their states and at the same time, has minority background of the population of younger age group. It states that the needs of all the students can be addressed with the implementation of culturally responsive teaching by the educators in the classroom because it includes the students’ cultures as a way for them to understand themselves and their peers, conceptualize learning and knowledge. Also, that culturally responsive educator learns and embraces their students’ cultures to be able to teach it in their instruction.

They mentioned five frameworks that represent the foundation of culturally responsive pedagogy in an early childhood environment and how these frameworks are interconnected, supports conversation and discussions between the educators, children, and the families. “The frameworks are developing a culturally responsive classroom community, family engagement, and critical literacy within a social justice framework, multicultural literature, and culturally responsive print-rich environments” (Bennett et al., 2018,p.242). The authors mentioned strategies that educators can use to develop a culturally responsive classroom community such as educators being conscious of each student’s own culture and others.

Strategies that educators can use to implement culturally responsive practices in the classroom such as creating an inclusive environment, offering the children opportunities to gain recognition, take responsibility for and ownership of their learning, and developing relationships with the children that is built upon respect, care, empathy, and trust. This type of setting supports teamwork and collaboration where children will feel inspired, self-confident, relaxed, and cherished.

Early childhood educators should encourage families they work with to get involved in their children’s educational setting because it encourages diverse values and views within the community, and increases the opportunity for their children to learn. For example reading books with their children, sending their children’s assignments home for their parents to participate in their children’s education.

 Early childhood educators should encourage literacy in conjunction with a variety of instructional strategies in their classroom, treat the children fairly, support print-rich activities to encourage children interactions and conversations, and have a goal of taking action on social problems and how to solve them together with the children (Bennett et al., 2018).

How this article reflects a rationale and at least one strategy for getting to know children and families

This paper reflects and states reasons early childhood educators has to know the children and families they work with, which are for them to learn the children and their families cultures, and have the belief that all children can succeed.

The strategies early childhood educators can use to know and learn about the children and their families in their classrooms is through meetings, inviting families to read with their children in the classroom, inviting the families to come and watch their children’s shows, facilitating dialogues and conversations through the use of children’s literature that is multicultural, book talks, and peer reading. Other strategies are the use of morning meetings where children can share their views and knowledge, talk about their families, and describe something positive about their peers, their hobbies, and how they spent their days outside school time.

Also, Tammy (n.d), stated that when educators take the time to get to know and understand their students well, it gives them the ability to manage the classroom effectively and save them time in the long run. The website by Tammy (n.d.) mentioned approaches educators can use to learn more about the children they work with, and these include having a one-to-one discussion with the children, a pow and a wow meetings, observation, using a survey, activities that involves writing, learning their children through the parents’ survey, listening actively during conversations with the children, having a time together with the children outside of school time, and activities that involve the community, children and you (the educator) (Tammy, n.d.).

How the information gleaned from this article may inform your work related to learning about children and families in the early childhood setting and why this is important

The information that I learned from this article is that it will help me to be a culturally responsive educator that is familiar with the cultures of the families and children I work with because it will enlighten me about how to coordinate my teaching using the children’s culture. I will learn and embrace their culture and have the ability to scaffold them into the classroom instruction and curriculum to meet their learning needs. The reason, this information is important and may inform my work related to learning about children and their families in the early childhood environment is that it will create meaningful relationships between school, home, and community and makes learning possible for every child as instructions are connected with the child’s culture.

One resource cited in the article that you would like to read to extend your learning

The resource in the paper that I would like to read to increase my knowledge about getting to know the children I work with is by Ladson-Billings (1995) stated that “Culturally Responsive Teaching incorporates student’s culture in the classroom as a way for students to understand themselves and others and to conceptualize learning and knowledge” (Ladson-Billings, 1995,p.241).

                                                       References

Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal , 46 (2), 241-248. https://doi.org/10,007/s10643-017-0839-9

             Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal , 32, 465-491. https://doi.org/10.3102/00028312032003465

             Tammy. (n.d.). 10 ideas to get to know your students. The OWL Teacher. https://theowlteacher.com/know-your-students/

Posted by   Eleanor Maduako  

Article Title: Home Visiting Programs: Supporting Families Education and Collaboration

Authors: Peterson, Carla A., Dooley, Leslie L., Fan, Liuran

                                          Summary

The article begins with one of the tenets of the National Association for the Education of Young Children (NAYEC); Babies are born eager to learn." This article highlights home visits as a differentiated way to support families in their children's development and holistic growth, including offering services that enhance their developmental domains. The concept of home visits has been around for 100 years (Weiss 2019). More than two million children and their families are currently serving in the United States (Lanier, Maguire-Jack, & Welch 2015). With economic challenges growing and impacting families differently, home visits have become one way to bring support to the doorsteps of these families. It promises to be a great way to alleviate the difficult task of raising children and ensuring optimal developmental outcomes regardless of economic status.

The article highlighted some types of home visits; Early Head Start, the Nurse-Family Partnership, and Healthy Families America, all with a common goal of providing families services targeted at enhancing early childhood development that helps society in the long run. 

 The authors portrayed quality home visits as satisfying these criteria.

1. carried out in a community that understands the program and supports its development 

2. Program staff that are well trained and supported through high-quality supervision

3. Strong administrative support

4. Ongoing evaluation of program implementation 

5.  local services are coordinated across programs and providers to maximize the use of resources

6. A spirit of collaboration with other early childhood programs

7. Local solid leadership to nurture the development of the services 

Embedded in the article are numerous sources citing benefits of the program like Increased family self-sufficiency, reduced health care costs for children and families, and reduced need for remedial education services (Pew Charitable Trusts 2015). Additionally, parents in the program provided more stimulating home environments. They reported less parenting stress and greater involvement in education and training activities than their community peers (ACF 2006), thus increasing their children's chances of leading healthy, well-adjusted lives. Positive impacts of Early Head Start's home visiting program continued to be highlighted throughout the article. Study shows that if continued, children at kindergarten entry were more likely to display positive approaches to learning, less likely to exhibit behavior problems, and more likely to have attended a formal preschool setting (2006).

 Similarly, since the program is structured, another source cites those activities during visits are designed to promote children's healthy growth and development by showing parents how to help their children learn, Peterson et al. (2018). The benefits for families appear to be twofold, for children and their parents. Parental health and self-sufficiency are incorporated into families' support, thus connecting them to community resources (Pew Charitable Trusts 2015). Additionally, participating parents provided more stimulating home environments and reported less parenting stress and greater involvement in education and training activities than their community peers who did not (ACF 2006).

 Research shows some longitudinal studies that children who participated had positive outcomes behaviorally, academically, and socially influence attachment, emotional regulation, communication, physical development, and ability to engage in learning (Sroufe, Coffino, & Carlson 2010). 

Programs have increased family self-sufficiency, reduced health care costs for children and families, and reduced the need for remedial education services (Pew Charitable Trusts 2015

 Finally, the positive impacts of Early Head Start's home visiting program persisted throughout early childhood. At kindergarten entry, children were more likely to display positive approaches to learning, less likely to exhibit behavior problems, and more likely to have attended a formal preschool setting (2006).

How this article reflects a rationale and at least one strategy for getting to know children and families

The strategy for getting to know families is meeting with them in a familiar, cozy setting, their home. This article supports the notion that all families, like individual children, are unique, therefore, have needs unique to their circumstances. It further illustrates the importance of having families as partners in the education and development of young children.

How the information gleaned from this article may inform your work related to learning about children and families in the early childhood setting and why this is important.

I am not a stranger to home visits. For two years in my district, it was mandated as part of teachers' evaluation to conduct a specific number of visits in a child's home through a partnership with Flamboyant. In the third year, COVID hit, and teachers pivoted to virtual visits. I found it to be more authentic and families more trusting due to their vulnerability by welcoming teachers in their homes. This was not as rigidly monitored as the PreK years in the elementary school. Based on this article, I see a more structured and purposefully intended outreach going forward in my practice. If I am not directly involved, I will partner with the ECE classes in my elementary school to ensure that children are benefiting from available programs. The delineated standards for measuring effective programs touchpoints my There were also structures to measure and evaluate a home visit that met the standards.

One resource cited in the article that I would like to read to extend my learning.

Many resources cited that would benefit any ECE professional, but what caught my eye was Shonkoff, J. P. (2017), Breakthrough Impacts: What Science Tells Us About Supporting Early Childhood Development. YC Young Children, 72(2), 8–16. As a recurrent name in pediatric early childhood advocacy and brain science,  Shonkoff brings credibility to the subject of positive early childhood experiences and their impact as they become society's adults. Although I was unsuccessful in opening the full text in different formats, the preview showed that it had excellent information that would benefit the reader.

Highlighting the benefits of supporting children and their families during the critical years, Shonkoff writes, "the capacities developed during childhood are building blocks of a well-functioning, prosperous, and sustainable society, from positive school achievement and economic self-sufficiency to responsible adult behavior and lifelong health. In addition,  he writes that home visiting programs embrace a family-centered, culturally responsive philosophy built on research showing that loving, responsive, parent-child interactions occurring in the context of daily routines provide optimal learning opportunities (Shonkoff 2017).

 7

                                                                     References

HRSA (Health Resources and Services Administration). 2018. "Home Visiting." HRSA, Maternal and Child Health. https:// mchb.hrsa.gov/maternal-child-health-initiatives/home-visitingoverview

Peterson, C. A., Dooley, L. J., & Fan, L. (2018). Home Visiting Programs. YC: Young Children, 73(4), 36–41.

Building Positive Student-Teacher Relationships

Posted by   Laura Herring  

Title of the Article: The Gender Achievement Gap: Do Teacher-Student Relationships Matter? 

Posted by   Katheryn Gonzales  at Tuesday, December 28, 2021 11:18:44 PM

Blog: Getting to Know Children and their Families

            Creating a supportive learning environment is creating a community of learners. Building a community of learners requires a positive environment where students and teachers have warm, respectful interactions where students and teachers learn from and with each other (Texas Childcare Quarterly, 2016). To better learn with and from each other, teachers can focus on personalized learning. Hughey’s (2020) article Individual Personalized Learning refers to personalized learning as a student-centered approach to learning. Other frameworks will refer to it as flexible learning, student agency, demonstrated mastery of competencies, and holistic perspective to the whole child. According to Hughey (2020), personalized learning is designed to close achievement gaps by engaging students, building on their interests and aptitudes to create intrinsic motivation to be successful.

            Hughey’s (2020) article continues to evaluate how educators can create personalized learning for students. Sparking innate curiosity with students and offering an interactive environment is one way to personalize learning for students. The article also discusses using technology as a platform to meet individual student needs and create virtual learning environments that can cut across cultural differences. Hughey (2020) explains that the role of a teacher should be one of a facilitator, coach, or guide. To create a personalized learning environment in the classroom with a community of learners, the teacher will need to build relationships with students and families. Research from the article suggests that creating a positive, safe, and caring environment that focuses on the child’s interests has proven to show academic achievement (Hughey, 2020).

            Hughey (2020) also goes over the importance of teacher education when creating a personalized learning environment. Professional development in micro-credentials allows teachers to build up badges of knowledge and expertise. According to Hughey (2020), “This form of professional development allows learners of all ages and educational levels, to select a specific skill or area of competency to develop for the purpose of advancing their professional trajectory or reach a personal goal” (p. 4). The depth of learning is enhanced when the learner chooses the micro-credential earned. Overall, personalized learning is a beneficial way to engage students on topics that interest them, leading to increased motivation and engagement.

            Hughey’s (2020) article reflects a rationale and strategy for getting to know children and families because the article points to the importance of personalized learning opportunities. Relationships between teachers and students and a positive learning environment in a community of learners will allow educators the insight to know what interests their students may have. One strategy for personalized learning is sparking curiosity to increase levels of engagement in students. This strategy almost always increases intrinsic motivation. However, teachers need to build relationships to know what will interest students. Teachers can build relationships with families by going on home visits or inviting families into the classroom. Teachers can post photos of students as they interact with the curriculum and invite families to participate in curriculum-based events to see how their child has personalized their learning (Parnell et al, 2018).

            The information gleaned from this article may help me with my work with children and families by examining my practices for building relationships and learning how to ignite curiosity in my students. To create an environment that will engage students, I need to know their interests. I can do this by creating knowledge surveys, games that require students to share about themselves, and open the classroom to invite families to share their interests and culture. Building relationships with my students and families is essential because it allows me to better my students by engaging in personal learning activities and lessons that intrinsically motivate them to succeed academically and socially.