NEED IN 10 HOURS or LESS

Respond to at least two of your peers’ posts. You will watch both videos recorded by your peer. You will assess if they covered the seven principles highlighted in Chapter 3 of your text and the NAEYC Standard 2, Building Family and Community Relationships.

Your response should be 250 words. Be specific in your feedback and cite examples (with evidence using timestamps from the new video) to support your response. You must have at least two examples in your response with documentation.

Discussion 1 – Communicating with Families (Jessica) To effectively communicate with families, it is essential to integrate the seven principles of strong partnerships, as outlined in Chapter 3 of our course text, while also aligning with the NAEYC Standard 2 for Building Family and Community Relationships. Below I have detailed each principle and incorporated the NAEYC Standard 2, then I will apply these principles into my mock interview with the family for “parent teacher conference.”

1. Communication: Establish ongoing, transparent interactions using mutually agreed-upon methods between parents and professionals (Wortham & Hardin, 2020). This ensures that all parties are informed and engaged, fostering a collaborative environment.

2. Professional Competence: Engage with well-trained professionals who are committed to lifelong learning and hold high expectations for children (Wortham & Hardin, 2020). This competence builds confidence among families, knowing that their children are in capable hands.

3. Respect: Maintain high regard for each other, promoting interactions that are honest and dignified (Wortham & Hardin, 2020). Respectful communication acknowledges the diverse characteristics of families and communities, as emphasized in NAEYC Standard 2a (n.d.-c).

4. Commitment: Demonstrate accessibility and sensitivity to the needs of families. This commitment involves being present and responsive, ensuring that families feel supported and valued (Wortham & Hardin, 2020).

5. Equality: Foster shared power and decision-making processes (Wortham & Hardin, 2020). By involving families in their children’s development and learning, as highlighted in NAEYC Standard 2c, (n.d.-c) we create a more inclusive and equitable partnership.

6. Advocacy: Form alliances based on identified needs and take action to address them (Wortham & Hardin, 2020). Advocacy involves supporting and engaging families and communities through respectful, reciprocal relationships, aligning with NAEYC Standard 2b (n.d.-c).

7. Trust: Build trust as the cornerstone of strong family-professional partnerships. Trust is cultivated through consistent, reliable interactions and is essential for effective collaboration (Wortham & Hardin, 2020).

You will find my questions are in black, followed by the parent answers in red, and then I will contribute a closing comment on the parent’s answer using the seven principles and NAEYC Standard 2 in black. At the end of each of my feedback comments, I will detail which Principles and/or Standards I believe my comments highlight.

1. How do you prefer to receive updates and information about your child's progress? “I prefer to get updates on my child through the family app TSG.” Okay great, we can continue to use the TSG app for regular communication for Andrew, thank you for confirming the best way to receive updates and information for him. (Principle 1, 4, 5 & Standard 2a).

2. What are your expectations for your child's learning and development this year? “My expectations are that my child be included in every opportunity to participate even though they have emotional outburst. I want to know that my child may still participate with the support he needs even during those times.” I hear what you’re saying and I agree with you completely. We know there is usually a function behind his behavior as we have identified triggers in our classroom that cause the incidents to occur. Furthermore, I wholeheartedly want him to participate and be involved in everything his peers do and I believe in the power of keeping him in our room and not sending him straight out into the hall when events occur. I realize this was a common occurrence in his classroom last year and this is simply not my philosophy. Andrew is a part of our classroom family, and I will ensure he gets the support he needs and can rejoin our activities and lessons once he is regulated and ready to rejoin. He will never not be included or overlooked because of how his day is going as I believe this type of “punishment” is more harmful than beneficial to the big picture. (Principle 4, 6, 7 & Standard 2b).

3. How can we best support your family's unique needs and circumstances? “You can support my family’s unique needs and circumstance by communicating anything about school to both his Dad and I since we share 50/50 custody of Andrew and we both are very active in his life and academics.” I can absolutely make sure to communicate everything to you both equally and regularly. I know how much you are both involved and I cannot tell you how important that is for Andrew and I appreciate it so much. It makes my work easier as an educator to have parents who are actively involved in their child’s wellbeing. This is best for Andrew all around and will give him the best chances for success in his life. (Principle 1, 5, 6, 7 & Standard 2c).

4. In what ways would you like to be involved in decision-making processes regarding your child's education? “I would like to be involved by regular communication, even if his day is going great. I know normally “no news is good news” but I even want to know when good days happen so I know to build him with encouragement on the good choices he made that day and celebrate the good day together.“ Yes, I can definitely do that! As a mother myself, I enjoy hearing about my child’s day, good or bad. Educators are very busy and may overlook the significance in taking the time to update and inform parents even for minuet, mundane things that happen in the school day. Therefore, I can absolutely make sure to give you additional details to help you gain insight on how Andrew’s day went so you can keep this momentum and positive feedback going for him at home. This is a great way to connect school and home for him and your family! (Principle 3, 5, 7).

5. What are some areas where you feel advocacy is needed for your child or family? “I feel like there might be more to this than just emotional outbursts. I sometimes wonder if he should see a therapist or school psychologist or someone like that where he can communicate the things he is feeling. I know our divorce has been hard on him and his sister. I would be strongly open to getting a formal evaluation done for him.” I can completely understand there would be some big feelings like confusion, and frustration for children when a huge change and shift in the family dynamic happens such in your case, a divorce and move for the children. I will put in a referral for evaluation immediately to our school counselor and psychologist for Andrew to be formally evaluated. I have been making notes of events and have a log ready in my records. I have plenty to do a child study on him and we can move forward right away. I will communicate any updates to you and his dad so we can collectively be on the same page and in regular contact with our evaluation team. Thank you for coming in today. (Principle 2, 5, 6 & Standard 2c).

My reflection on the 2 videos: I feel much more comfortable this second time around because first, the week we filmed I was doing my first round of PTC for this school year and after that I did many more and feel more prepared from that. But mostly, I felt more prepared and ready this week, because we have since then did so much more with the outlines, peer discussions, feedback, and the extensive reading of our course book and the other required resources. I also can see direct connections within the seven principles and the NAEYC Standards that allowed me to apply them to this video and mock interview.

References

National Association of the Education of Young Children. (n.d.-c). Summary of the NAEYC professional preparation standardsLinks to an external site.Links to an external

site.. https://www.naeyc.org/accreditation/higher-ed/standards/summaryLinks to an external site.

Wortham, S. C., & Hardin, B. J. (2020). Assessment in early childhood education (8th ed.). Pearson.

Respond to at least two of your peers’ posts. You will watch both videos recorded by your peer. You will assess if they covered the seven principles highlighted in Chapter 3 of your text and the NAEYC Standard 2, Building Family and Community Relationships.

Your response should be 250 words. Be specific in your feedback and cite examples (with evidence using timestamps from the new video) to support your response. You must have at least two examples in your response with documentation.

Discussion 1 – Communicating with Families (Jessica) To effectively communicate with families, it is essential to integrate the seven principles of strong partnerships, as outlined in Chapter 3 of our course text, while also aligning with the NAEYC Standard 2 for Building Family and Community Relationships. Below I have detailed each principle and incorporated the NAEYC Standard 2, then I will apply these principles into my mock interview with the family for “parent teacher conference.”

1. Communication: Establish ongoing, transparent interactions using mutually agreed-upon methods between parents and professionals (Wortham & Hardin, 2020). This ensures that all parties are informed and engaged, fostering a collaborative environment.

2. Professional Competence: Engage with well-trained professionals who are committed to lifelong learning and hold high expectations for children (Wortham & Hardin, 2020). This competence builds confidence among families, knowing that their children are in capable hands.

3. Respect: Maintain high regard for each other, promoting interactions that are honest and dignified (Wortham & Hardin, 2020). Respectful communication acknowledges the diverse characteristics of families and communities, as emphasized in NAEYC Standard 2a (n.d.-c).

4. Commitment: Demonstrate accessibility and sensitivity to the needs of families. This commitment involves being present and responsive, ensuring that families feel supported and valued (Wortham & Hardin, 2020).

5. Equality: Foster shared power and decision-making processes (Wortham & Hardin, 2020). By involving families in their children’s development and learning, as highlighted in NAEYC Standard 2c, (n.d.-c) we create a more inclusive and equitable partnership.

6. Advocacy: Form alliances based on identified needs and take action to address them (Wortham & Hardin, 2020). Advocacy involves supporting and engaging families and communities through respectful, reciprocal relationships, aligning with NAEYC Standard 2b (n.d.-c).

7. Trust: Build trust as the cornerstone of strong family-professional partnerships. Trust is cultivated through consistent, reliable interactions and is essential for effective collaboration (Wortham & Hardin, 2020).

You will find my questions are in black, followed by the parent answers in red, and then I will contribute a closing comment on the parent’s answer using the seven principles and NAEYC Standard 2 in black. At the end of each of my feedback comments, I will detail which Principles and/or Standards I believe my comments highlight.

1. How do you prefer to receive updates and information about your child's progress? “I prefer to get updates on my child through the family app TSG.” Okay great, we can continue to use the TSG app for regular communication for Andrew, thank you for confirming the best way to receive updates and information for him. (Principle 1, 4, 5 & Standard 2a).

2. What are your expectations for your child's learning and development this year? “My expectations are that my child be included in every opportunity to participate even though they have emotional outburst. I want to know that my child may still participate with the support he needs even during those times.” I hear what you’re saying and I agree with you completely. We know there is usually a function behind his behavior as we have identified triggers in our classroom that cause the incidents to occur. Furthermore, I wholeheartedly want him to participate and be involved in everything his peers do and I believe in the power of keeping him in our room and not sending him straight out into the hall when events occur. I realize this was a common occurrence in his classroom last year and this is simply not my philosophy. Andrew is a part of our classroom family, and I will ensure he gets the support he needs and can rejoin our activities and lessons once he is regulated and ready to rejoin. He will never not be included or overlooked because of how his day is going as I believe this type of “punishment” is more harmful than beneficial to the big picture. (Principle 4, 6, 7 & Standard 2b).

3. How can we best support your family's unique needs and circumstances? “You can support my family’s unique needs and circumstance by communicating anything about school to both his Dad and I since we share 50/50 custody of Andrew and we both are very active in his life and academics.” I can absolutely make sure to communicate everything to you both equally and regularly. I know how much you are both involved and I cannot tell you how important that is for Andrew and I appreciate it so much. It makes my work easier as an educator to have parents who are actively involved in their child’s wellbeing. This is best for Andrew all around and will give him the best chances for success in his life. (Principle 1, 5, 6, 7 & Standard 2c).

4. In what ways would you like to be involved in decision-making processes regarding your child's education? “I would like to be involved by regular communication, even if his day is going great. I know normally “no news is good news” but I even want to know when good days happen so I know to build him with encouragement on the good choices he made that day and celebrate the good day together.“ Yes, I can definitely do that! As a mother myself, I enjoy hearing about my child’s day, good or bad. Educators are very busy and may overlook the significance in taking the time to update and inform parents even for minuet, mundane things that happen in the school day. Therefore, I can absolutely make sure to give you additional details to help you gain insight on how Andrew’s day went so you can keep this momentum and positive feedback going for him at home. This is a great way to connect school and home for him and your family! (Principle 3, 5, 7).

5. What are some areas where you feel advocacy is needed for your child or family? “I feel like there might be more to this than just emotional outbursts. I sometimes wonder if he should see a therapist or school psychologist or someone like that where he can communicate the things he is feeling. I know our divorce has been hard on him and his sister. I would be strongly open to getting a formal evaluation done for him.” I can completely understand there would be some big feelings like confusion, and frustration for children when a huge change and shift in the family dynamic happens such in your case, a divorce and move for the children. I will put in a referral for evaluation immediately to our school counselor and psychologist for Andrew to be formally evaluated. I have been making notes of events and have a log ready in my records. I have plenty to do a child study on him and we can move forward right away. I will communicate any updates to you and his dad so we can collectively be on the same page and in regular contact with our evaluation team. Thank you for coming in today. (Principle 2, 5, 6 & Standard 2c).

My reflection on the 2 videos: I feel much more comfortable this second time around because first, the week we filmed I was doing my first round of PTC for this school year and after that I did many more and feel more prepared from that. But mostly, I felt more prepared and ready this week, because we have since then did so much more with the outlines, peer discussions, feedback, and the extensive reading of our course book and the other required resources. I also can see direct connections within the seven principles and the NAEYC Standards that allowed me to apply them to this video and mock interview.

References

National Association of the Education of Young Children. (n.d.-c). Summary of the NAEYC professional preparation standardsLinks to an external site.Links to an external

site.. https://www.naeyc.org/accreditation/higher-ed/standards/summaryLinks to an external site.

Wortham, S. C., & Hardin, B. J. (2020). Assessment in early childhood education (8th ed.). Pearson.