Family profile project. 5page paper

Child Development

Department of Early Childhood Studies

3214

Austin Street, Houston, TX

77004

713

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718

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6303

phone

713

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718

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6235

fax

TECA 1303 Family, School, and Community

Family Profile Project

(Key Assessment)

NAEYC Standard 1: Promoting Child Development and Learning

b. Students know and understand the multiple influences on development and learning.

NAEYC Standard 2: Building Family and Community Relationships

a. Students know about and understand family and community characteristics.

b. Students can support and empower families and communities through respectful, reciprocal, relationships.

c. Students involve families and communities in children’s development and learning.

NAEYC Supportive Skills

SS3 Written and Verbal Communication: Well-prepared associate degree graduates have strong skills in written and verbal communication. Students are technologically literate.

SS4 Making Connections Between Prior Knowledge/Experience and New Learning: Well-prepared associate degree graduates are able to respect and draw upon their past or current work experience. In addition, they are able to reflect critically upon their experience, enriching and altering prior knowledge with new insights.

Required Component – This assignment (family profile project - key assessment) is required for completion of this course. If this assignment is not completed with 70% of possible points, you will not receive a passing grade in this class.

Family Profile Project Description

In order to better understand families, children, and the contexts in which they live, you will conduct research, gather data, and complete a 4-5 page written report that answers several different descriptive, exploratory, and explanatory questions. Using a set of guiding questions, you will first conduct an interview with or administer a survey to your selected family to find out more information about the child, the family, the home/neighborhood/ community, and the family’s interaction with a selected school or early childhood program. Then you will demonstrate your ability to engage and involve parents in the educational process by describing ways you would: a) involve the family and its community in the child’s learning, b) communicate with the family to address any potential instructional or behavioral concerns; c) connect the family to community resources that you have identified as being potentially helpful or beneficial in supporting the family or in addressing the child’s needs. The following outline may be of some assistance in putting to together the report.

Family Profile Project Outline

Section I (Standard 1b)- In this section you should,

· Clearly describe the child you have selected in terms of his or her physical, social/emotional, and cognitive development and how the child’s abilities or performance relates to established milestones or benchmarks. Be sure to refer to the milestone or benchmark source that you used.

· Clearly identify and discuss the child’s needs and strengths in each of these three domains.

TECA 1303 family profile project – page 2

Section II (Standard 2a)-In this section you should clearly describe, in detail (using the system level labels as subheadings), the characteristics of the child’s family structure, background and the community where he or she resides. Using the Bronfenbrenner’s Ecological Systems Theory, be sure to discuss the following systems that are operating and affecting the child’s development:

· Microsystems-The most significant contexts in which the child interacts (e.g. family, school, peer groups, and community)

· Mesosystems- The child’s significant contexts of development that are linked to one another (e.g. home and school, school and community, home and peers, etc).

· Exosystems- The settings in which the child does not participate directly but which influence his or her development in one of their microsystems (parents’ workplace and/or schedules, parental social support networks, parental income, community resources, decisions made by school boards or city councils).

· Macrosystems- The characteristics of the larger society that influence child’s development (religious, cultural, or other belief systems, lifestyles, patterns of social interaction, and life changes adopted by the child’s nuclear or extended family).

Section III (Standard 2b)- In this section you should,

· Clearly identify and discuss the overall strengths of the family.

· Tell how these strengths can contribute to the child’s continued growth and development.

· Describe how you (as a teacher or caregiver of the child) might establish a relationship with, communicate with, and provide support to this family.

Section IV (Standard 2c)-In this section you should,

· Make several suggestions about ways to engage and involve the family in the selected child’s learning and educational progress.

· Explain how you would encourage their participation in the child’s educational program and the suggestions or recommendations you would give them so that they might better address or respond to the child’s needs and strengths that have been identified.

· Be sure to give many clear examples and ideas.

Revised -- August 2010

TECA 1303 family profile project – page 3

Developmental Benchmarks (Resources for Family Profile Project)

Use these files as a resource for section one of the Family Profile Project. This section is about how the child's development (child that you're writing about in your paper) is related to developmental norms/benchmarks for his/her age.

· Developmental_Benchmarks_6_to_8_years.pdf

· Developmental_Benchmarks_9_to_11_yearss.pdf

· Developmental_Benchmarks_Birth_to_Adolescence.pdf

· Developmental_Benchmarks_elaborate.pdf

· General_Developmental_Sequence_Toddler_through_Preschool.pdf

Student Name Date

TECA 1303

FAMILY PROFILE PROJECT (Key Assessment)

Criteria for Grading	Meets Project Expectations (20 points)	Approaches Project Expectations (14 points)	Falls Below Project Expectations (8 points)	Points Awarded
Standard 1b: The student knows and understands the multiple influences on development and learning; SS4: The student makes connections with prior learning	Document clearly describes the child and provides explanation for the child’s behavior and characteristics; knowledge and understanding of child development theories, milestones, and/or benchmarks is clearly applied; the needs and strengths of child are fully and clearly identified	Document somewhat describes the child; attempts to provide explanation for the child’s behavior and characteristics by applying some knowledge and understanding of child development theories, milestones, and/or benchmarks; some of the needs and strengths of child are identified	Document does not at all describe the child in all aspects; little explanation for the child’s behavior and characteristics is provided; applies little knowledge or understanding of child development theories, milestones, and/or benchmarks; does not adequately identify child’s needs and strengths at all
Standard 2a: The student knows about and understands family and community characteristics.	Document clearly and thoroughly describes the family, background, and community characteristics; discusses and labels at least 4 of the 5 levels in the family systems or ecological theory of child development operating within the family context	Document somewhat describes the family, background, and community characteristics; discusses (but does not label) the family systems or ecological theory of child development and/or misses one or two of the 5 levels within family context	Document somewhat describes the family, background, and community context BUT does not at all discuss the family systems or ecological theory of child development and totally omits reference to any of its 5 levels
Standard 2b: The student can support and empower families and communities through respectful, reciprocal, relationships.	Document clearly and thoroughly identifies the strengths of the family and community; clearly tells how these strengths can contribute to the child’s growth, development, and learning; fully discusses in detail how the student (as a teacher) would respond to, communicate with, and support the selected family in ways that are respectful, responsive, and reciprocal	Document somewhat identifies the strengths of the family and community; needs more clarity in telling how these strengths can contribute to the child’s growth, learning, or development; discussion of how the student (as a teacher) would respond to, communicate with, and support the selected family in ways that are respectful, responsive, and reciprocal is limited and needs elaboration	Document identifies few or none of the strengths of the family and/or community; does not at all tell how these strengths can contribute to the child’s growth, learning or development; does not discuss at all how the student (as a teacher) would respond to, communicate with, or support the selected family in ways that are respectful, responsive, and reciprocal
Standard 2c: The student involves families and communities in children’s development and learning.	Document clearly and thoroughly provides many examples and ideas of ways to engage and involve the selected family in the educational program; clearly tells how the family can address the child’s needs or build upon the child’s strengths; gives many suggestions and relevant recommendations as to what the family can do to support child’s development and learning	Document provides some examples and ideas of ways to engage and involve the selected family in the educational program somewhat tells how the family can address the child’s needs or build on child’s strengths; this area could be enhanced or use a little improvement as some suggestions and/or recommendations made; more elaboration is needed	Document provides few general examples or ideas of ways to engage or involve the selected family in the educational program; very brief or no real discussion of how the family can address the child’s needs or build on child’s strengths; this area needs much enhancement or great improvement as few, if any, suggestions or recommendations are made
SS3: The student employs written communication skills.	Document has no more than 3-4 errors in paragraph structure, spelling, grammar, punctuation, or capitalization	Document has no more than 5-6 errors in paragraph structure, spelling, grammar, punctuation, or capitalization	Document has 7 or more errors in paragraph structure, spelling, grammar, punctuation, or capitalization

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