Cd 38 chapter 12 pp.ppt revised oct 2016

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Text of Cd 38 chapter 12 pp.ppt revised oct 2016

  • Chapter 12: Working With Families and CommunitiesPlanning and Administering Early Childhood ProgramsTenth EditionNancy FreemanCelia A. DeckerJohn R. Decker

    Prepared by:Nancy K. FreemanTere HolmesKris Curtis

    Adapted by: Katy Kelley

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Opening Reflection12-*The most challenging aspects of working with families/parents is.The most rewarding aspects of working with families/parents is

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Early childhood educators collaborate with familiesMany definitions of quality emphasize the importance of partnering with families:Head Start Performance StandardsNAEYC Accreditation Standards Program Administrator Core CompetenciesNAEYC Code of Ethical ConductSeveral NAEYC Position Statements NAEYC Professional Preparation Accreditation CriteriaEnvironmental Rating Scales

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Three Approaches to Working with FamiliesParent InvolvementParents take initiative to fit into schools existing programs School/Family PartnershipsFamilies & schools work together on projects and initiatives that benefit both Family Engagement Creates reciprocal strengths-based partnerships between families and schools

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Video Clip-Best Practices in Family Engagement

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Video-clip: Small Group Discussion What strategies did you see the program use to engage with families? How did the strategies work together to connect families?What strategies do you (or your program) use to engage with families?Are there any new strategies that you might want to implement?

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Benefits for childrenHealthy relationships linking homes, schools, and communities create villages to raise childrenFamily/school partnerships smooth childrens entry into school Family involvement can support learning and improve behaviorFamilies and teachers can advocate for services to meet childrens special needsChildren see that families and schools have shared goals

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Benefits for familiesParticipating in their childs school can enhance family members self-esteem and chances for employmentObserving teachers interactions with children can help make parents expectations be more developmentally appropriateSuccessful interactions build parents confidence in their parenting skills

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Benefits for families (continued)Parents can leave children confidently when they trust teachersInvolved families understand that they are their childs most important teacherInvolved families form friendships with each other they create networks of support

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Benefits for ProgramsSchool personnel who understand families cultures work from a strengths perspectiveInvolved families are more likely to understand program offeringsPrograms are enhanced by better adult-child ratiosFamilies can serve as classroom resources

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Benefits for Programs (continued)Program personnel feel respected when families are involvedInvolved families are likely to be the biggest program supportersFamily members can be program decision-makers

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Potential challenges to family involvementProgram personnel may need help understanding:Children and families from diverse cultural backgroundsThe challenges created by various socioeconomic backgrounds Linguistically diverse children and families Diverse family structures

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Some family structures are especially likely to be stressful for childrenSingle mothers including those living with a partner who is not the childs father Children from gay or lesbian families who are often not positively portrayed in the classroom Grandparents as primary guardians, often because of a family crisis

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Meeting challenges of collaborationDevelop positive attitudes about working collaboratively with families including those whose structure or culture are not like your own Have realistic expectations-not all families can/want to participate True family engagement is a developmental process be patient Develop positive relationships will all families, including difficult families

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*To communicate effectively with familiesBe consistently available to all familiesMatch your communication style to families linguistic, cultural and educational backgroundsShow interest, respect and caring for each familySupport staffs efforts to communicate with all familiesEach classroom should have a family communication center

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Topics for family bulletin boards or newslettersProgram informationspecial events, staff introductionsMaterials for families from professional organizations NAEYC, ZERO TO THREE, etc.Recommend books, toys, mediaCommunity events & resourcesWords to favorite songs/finger playsRecipes for family projects/ crafts

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Vehicles for communicating with familiesSpring and fall orientationsOpen house or curriculum nightsSpecial topics meetingsRegular individual conferencesSpecially called individual conferencesHome visitsClassroom visitsWorkshops or workdaysPhone callsSocial media: Facebook, twitter, etc.

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Video Clip-Teacher and Parent Communication

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Program administrators can help families access needed servicesTemporary Assistance for Needy Families (TANF) Subsidized child careInfant screening programs to identify childrens potential special needsAssistance finding a medical home Information about unemployment benefitsResources for families who are homeless, in violent settings, needing help with adoption or foster care, etc.

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Tapping in to Community ResourcesInvite community members to participate in the centers Advisory Committee and/or Governing Board. Look for varied skills & expertiseInclude:Parents of enrolled childrenRepresentative from licensing or other government agencyCommunity residentBusiness owner

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    12-*Advisory Boards Determine the issues they will addressDetermine the number of members neededIdentify stakeholders and expertise needed on the boardsCreate expectations about their operations

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Group Activity Please get into groups of 3-4 peopleBrainstorm & then write down your programs approach to family engagement. Discuss & then write down the strategies you would utilize in order to develop a parent engagement plan (surveys, daily exchanges, etc.)Next, create a draft parent engagement plan/calendar Lastly, describe how you will ensure that your plan is effective

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. A