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Chapter 14: Partnering with 21st Century Families
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Chapter 14: Partnering with 21st Century Families

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Early Childhood Education: Learning Together

Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing

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Chapter 14: Partnering with 21st Century Families Chapter 14: Partnering with 21st Century Families Presentation Transcript

  • Part Five: Linking to Home and Community Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Chapter 14: Partnering with Twenty-first Century Families Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Families
    • Create the culture the child lives in
    • Know their children best
    • Can contribute valuable information
    • Can work with teachers to strengthen their connection with the children
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • 3 Types of Relationships
    • Teachers teach families
    • Teachers involve families
    • Teachers and families collaborate
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Parent Education Programs
    • Teach parents new skills for raising their children
    • Programs solicit ideas and topics from parents
    • Includes discussion groups and classes
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Family Support Programs
    • More focus on providing mutual support for different groups
    • Service ideas include:
      • Parent Education
      • Drop-in play programs
      • Home visiting
      • Child Abuse Prevention
      • Counseling
      • Information and resources
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Family-School Continuity Goals and Assumptions
    • Children learn best when teachers and families work together
    • Parents and teachers must respect one another’s views
    • Parents and teachers are responsible for developing the child
    • Teachers must learn about the child’s life outside of the classroom
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Resistance to Parent Interactions
    • Parents might feel threatened by the time the teacher spends with child
    • Teachers might feel threatened by being “put on the spot” as an expert
    • Parents might have a distrust of schools
    • Teachers might have too many other responsibilities
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Family
    • The people who surround the child at home and who love and care for the child
    • Family might include members that are not biologically or legally related to the child, but assist in their upbringing
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Family Factors
    • Adult work issues
    • Language spoken in home
    • Income levels
    • Family mobility
    • Presence or absence of members
    • Health or disability issues
    • Housing
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Institutional Racism
    • Racism found in:
      • Government
      • Schools
      • Health care
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Family Diversity
    • Recognizing that each child comes from a unique family environment can help teachers appreciate differences in children
    • Children may have a difficult time understanding their own family culture in the context of the outside world
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Definitions of Father
    • Cohabitating fathers
      • Fathers who live in a family
    • Nonresidential biological father
      • Fathers who don’t live in the family
    • Social fathers
      • Men who have fathering roles with children
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Family Configuration
    • Refers to the structural make-up of family
    • Types include:
      • Nuclear
      • Extended
      • Single-parent household
      • Blended families
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Lesbian- and Gay-Headed Families
    • Use correct or true language
      • Describe the couple as Lesbian or Gay
      • Discuss multiple types of family structures
      • Invite families in to discuss their family structure
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Gathering Personal Information
    • Respect the family member’s right to privacy
    • Use tact and discretion
    • Maintain Confidentiality
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Finding Optimal Distance
    • An attempt to form a relationship that is neither too close or too distant to the child
    • An attempt to identify the boundaries between professional and personal lives
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Communication with the Family
    • Respect a family’s beliefs
    • Honor family members’ perspectives
    • Respect a family’s choices
    • Avoid assumptions or judgments
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Demonstrating Respect
    • Express interest and caring
    • Be sensitive to cultural differences
    • Be aware of the parents’ perspectives
    • Be responsive to parents’ reactions
    • Control personal reactions
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Active Listening
    • Concentrate on what is said
    • Think about what is said
    • Use non-verbals to indicate interest
    • Use previous knowledge
    • Examine own biases
    • Ask for clarification
    • Summarize what was said
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Third Space
    • A concept that attempts to bring two opposing perspectives closer
    • Offers an opportunity to step back and consider alternatives
    • Offers an opportunity to rekindle communication
    • Attempts to create a “new space” for discussion
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Family Interactions
    • Home Visits
      • Allows more intimate communication
      • Bridges the gap between school and home
    • Classroom Visits
      • Familiarize children and families with classroom routines
      • Can aid in transitions
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Parent-Teacher Conference
    • Ask what is on parent’s mind
    • Share child’s work highlighting strengths and weaknesses
    • Include child in the conference
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Sharing Information
    • Is beneficial to both teacher and parent
    • Can be done informally through chance encounters
    • Can be done formally through emails or conferences
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Facing Serious Issues
    • Ask parents to keep you aware of any major changes at home
    • Share your observations with parents about serious incidents
    • Keep communication lines open, even if you are resistant
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
  • Being an Advocate
    • Is an integral part of professional development
    • Can be supported by the:
      • Community
      • State
      • National organizations and coalitions
      • Foundations and partnerships
      • Agencies that promote child welfare
    Copyright 2010 McGraw-Hill Companies, Inc. New York, New York