Social Science Mod. 1 Assignment (P)

Module 01 Challenges of Partnering with Families

· Partnerships Built on Trust and Respect

The goal of providing family centered care is that early childhood educators and families have reciprocal partnerships that are built on trust and respect. The road to get there is not always easy. Both early childhood educators and families would agree that there are many challenges in building a partnership.

Let's look at some challenges to forming partnerships between early childhood educators and families.

· lack of communication due to differences in language

· lack of time/resources

· families/early childhood educators have negative feelings or attitudes based on previous negative experiences

· mobility of families or early childhood educators

· cultural differences

· families may feel ill-equipped to be involved in their children's education

· early childhood educators may think that families are ill-equipped to be involved in children's education

· differences in goals for children

· differences in child-rearing or discipline practices

· families are unfamiliar with the early childhood setting's policies and procedures

· families focusing on many stressors, may not focus on the needs of children

· families believe that school is solely responsible for children's education and therefore see no need to partner or interfere with the program’s activities

Challenging Scenarios

The following scenarios examine what some of these challenges may look like in an early childhood setting.

Lack of time/resources

Mrs. Peters is always rushing during pick up and drop off times. She does not stop to exchange information with her child's teacher.

Differences in Language

Julie has a new child in her care whose parents speak a language other than English. Julie speaks only English.

Differences in child-rearing practices

Mr. Johnson wants Jonathan's teacher to spank him when he misbehaves. The teacher does not believe in spanking.

Differences in goals for children

Mr. Smith wants his two-year son's caregiver to teach him to write his name. His caregiver believes that two-year-old's should learn through play.

Differences in culture

Ms. Nelson wants a child’s mother to help him develop self-help skills at home, but the mother states she prefers to do everything for her son.

The belief that school is responsible for children's learning

Mr. Hill sends a take-home activity that his kindergarteners can do with their families. Joey's father feels that activities should be done at school and not be sent home.

The parent feels ill equipped to be involved the child's education

Ms. Mattie has custody of her 4-year grandson. His teacher wants her to come in and read stories to the children. She feels that she is not a very good reader.

Family focusing on the stressor, not on the needs of the child

Sasha's parents were laid off from their jobs and did not attend their daughter's parent-teacher conference.

Mobility of the family

As her parents are in the military, Melissa is in the third infant classroom within the last 6 months.

Parent dislikes early childhood educators due to previous experience

Ms. Vega had a bad experience with her child's toddler caregiver. Her child is now a preschooler and she is apprehensive in meeting the preschool teacher as she believes the preschool teacher will treat her unfairly.

Watch the following video, Developing Respectful Partnerships to learn about the different definitions and structure of families.

Click this link to view the  video .

Additional Resources to Explore

· The Parent Teacher Partnership

· Type the following in the search tool: The Parent Teacher Partnership

Module 01 Theory and Family Centered Care and Education

· Early Childhood Theory

Our role as early childhood educators includes not only working with young children but also working with children's families. Children are greatly influenced by their families; therefore, we must view children within the context of their families. As an early childhood educator who works with children, you will need to understand families.

Best practices in early childhood education dictate that for educators to promote children's optimal learning and development, they must provide family centered care.

The focus is on viewing children within their families, and not in isolation. The result of family centered care is reciprocal relationships between early childhood educators and families. Those relationships will promote successful children, families and early childhood education programs.

Let’s examine some of the many benefits of family centered care for children, their families, and early childhood educators.

· Families can receive support in meeting the needs of their children.

· Families that are at risk can be identified and be connected with community resources.

· Early childhood educators can gain knowledge of children's personalities, behaviors, and cultural styles to better plan for children's needs.

· Children can feel valued and respected when they see their teachers and families working together.

· Children can learn the give and take of relationships as they see adults modeling social skills.

· Through reciprocal relationships, early childhood educators can promote strong parent-child bonds and encourage family engagement in children's education.

· Families' engagement in their children's education in the early years will continue throughout their schooling.

Review of Key Areas of Early Childhood Theory

Let's take a few minutes to review key areas of early childhood theory in the following ungraded exercise. This will help you connect the important ideas in early childhood education with the concept of family centered care and education.

Watch the following video, What is Family, to learn about the different definitions and structure of families.

Click here to view the video.

Additional Resources to Explore

· Website: Read more about family centered practice from Child Welfare Information Gateway

· Type the following in the search tool: family centered practice.

Module 01 Challenges of Partnering with Families

· Partnerships Built on Trust and Respect

The goal of providing family centered care is that early childhood educators and families have reciprocal partnerships that are built on trust and respect. The road to get there is not always easy. Both early childhood educators and families would agree that there are many challenges in building a partnership.

Let's look at some challenges to forming partnerships between early childhood educators and families.

· lack of communication due to differences in language

· lack of time/resources

· families/early childhood educators have negative feelings or attitudes based on previous negative experiences

· mobility of families or early childhood educators

· cultural differences

· families may feel ill-equipped to be involved in their children's education

· early childhood educators may think that families are ill-equipped to be involved in children's education

· differences in goals for children

· differences in child-rearing or discipline practices

· families are unfamiliar with the early childhood setting's policies and procedures

· families focusing on many stressors, may not focus on the needs of children

· families believe that school is solely responsible for children's education and therefore see no need to partner or interfere with the program’s activities

Challenging Scenarios

The following scenarios examine what some of these challenges may look like in an early childhood setting.

Lack of time/resources

Mrs. Peters is always rushing during pick up and drop off times. She does not stop to exchange information with her child's teacher.

Differences in Language

Julie has a new child in her care whose parents speak a language other than English. Julie speaks only English.

Differences in child-rearing practices

Mr. Johnson wants Jonathan's teacher to spank him when he misbehaves. The teacher does not believe in spanking.

Differences in goals for children

Mr. Smith wants his two-year son's caregiver to teach him to write his name. His caregiver believes that two-year-old's should learn through play.

Differences in culture

Ms. Nelson wants a child’s mother to help him develop self-help skills at home, but the mother states she prefers to do everything for her son.

The belief that school is responsible for children's learning

Mr. Hill sends a take-home activity that his kindergarteners can do with their families. Joey's father feels that activities should be done at school and not be sent home.

The parent feels ill equipped to be involved the child's education

Ms. Mattie has custody of her 4-year grandson. His teacher wants her to come in and read stories to the children. She feels that she is not a very good reader.

Family focusing on the stressor, not on the needs of the child

Sasha's parents were laid off from their jobs and did not attend their daughter's parent-teacher conference.

Mobility of the family

As her parents are in the military, Melissa is in the third infant classroom within the last 6 months.

Parent dislikes early childhood educators due to previous experience

Ms. Vega had a bad experience with her child's toddler caregiver. Her child is now a preschooler and she is apprehensive in meeting the preschool teacher as she believes the preschool teacher will treat her unfairly.

Watch the following video, Developing Respectful Partnerships to learn about the different definitions and structure of families.

Click this link to view the  video .

Additional Resources to Explore

· The Parent Teacher Partnership

· Type the following in the search tool: The Parent Teacher Partnership