EDU 234 Teacher-Family Scenarios Assignment Rubric [Instructors may add the point value] Proficient Acceptable UnsatisfactoryContent PerspectivesScenario evaluations are complete, detailed and addresses all areas of the assignment thoroughly.Scenario evaluations are complete, but may lack detail or be very brief.Scenarios are not complete, lacks detail and does not address all areas of the assignment. Developmentally Appropriate Perspectives contains clear, meaningful, developmentally appropriate references to course materials. Perspectives care complete and address developmentally appropriate but may lack detail or be very brief.Perspectives are incomplete or do not demonstrate developmental appropriateness.Conventions and References Grammar, spelling, sentence structure and word choice are correct throughout.Fewer than 5 errors are present.More than 5 errors are present. Directions: Using the Family-Teacher Perspectives Reframing Scenarios form you will evaluate each scenario and complete each of the columns identifying the Teacher’s Perspective, the Family Perspective and then in the final column you will detail how you as the teacher would work to resolve the differences in perspective. When writing your perspectives statement, you should consider a child’s developmental stages related to the age provided. The resources below given can help you develop your resolution. EDU 234 – Family-Teacher Perspectives Reframing Scenarios Situation Teacher Perspective Family Perspective As the teacher, what do you do to resolve these differences in perspective? EXAMPLE: Juanita’s mom picks up her toddler at the end of the day. It’s the third day in a row her daughter has come home messy and with dirty clothes (grass stains and finger paint). It’s important to offer toddlers multiple sensory experiences throughout the day. Sensory experiences support early learning, growth and development. We spend money on her clothes and we need to keep them looking nice. We do not go right home after I pick her up and I do not want people thinking I do not keep my daughter clean. As the teacher I would share that we have many opportunities throughout our day to explore the world around us and that sometimes those activities are messy. However, I do understand her concerns and can make sure that she is in clean clothes prior to pick-up. I can also encourage mom to consider play clothes for school if possible. I can also ensure that Juanita wears a smock during painting and other messy play. 1. Micah, 1 ½ years old, is biting multiple children in the classroom every day. 2. Sarah, 17 months old, has been bitten by another child multiple times this week. 3. When she dropped off her 20-month-old, Malika, that morning, she mentioned to her friend, Angela (who cares for Malika), how impossible Malika has been in the mornings. She drags her feet, doesn’t want to get dressed, pitches a fit about which outfit to wear—it’s been practically impossible to get her ...

1. EDU 234 Teacher-Family Scenarios Assignment Rubric
[Instructors may add the point value]
Proficient
Acceptable
UnsatisfactoryContent PerspectivesScenario evaluations are
complete, detailed and addresses all areas of the assignment
thoroughly.Scenario evaluations are complete, but may lack
detail or be very brief.Scenarios are not complete, lacks detail
and does not address all areas of the assignment.
Developmentally
Appropriate Perspectives contains clear, meaningful,
developmentally appropriate references to course materials.
Perspectives care complete and address developmentally
appropriate but may lack detail or be very brief.Perspectives are
incomplete or do not demonstrate developmental
appropriateness.Conventions and References Grammar, spelling,
sentence structure and word choice are correct
throughout.Fewer than 5 errors are present.More than 5 errors
are present.
Directions: Using the Family-Teacher Perspectives Reframing
Scenarios form you will evaluate each scenario and complete
each of the columns identifying the Teacher’s Perspective, the
Family Perspective and then in the final column you will detail
how you as the teacher would work to resolve the differences in
perspective. When writing your perspectives statement, you
should consider a child’s developmental stages related to the
age provided. The resources below given can help you develop
your resolution.
EDU 234 – Family-Teacher Perspectives Reframing Scenarios
Situation
Teacher Perspective

2. Family Perspective
As the teacher, what do you do to resolve these differences in
perspective?
EXAMPLE:
Juanita’s mom picks up her toddler at the end of the day. It’s
the third day in a row her daughter has come home messy and
with dirty clothes (grass stains and finger paint).
It’s important to offer toddlers multiple sensory experiences
throughout the day. Sensory experiences support early learning,
growth and development.
We spend money on her clothes and we need to keep them
looking nice. We do not go right home after I pick her up and I
do not want people thinking I do not keep my daughter clean.
As the teacher I would share that we have many opportunities
throughout our day to explore the world around us and that
sometimes those activities are messy. However, I do understand
her concerns and can make sure that she is in clean clothes prior
to pick-up. I can also encourage mom to consider play clothes
for school if possible. I can also ensure that Juanita wears a
smock during painting and other messy play.
1. Micah, 1 ½ years old, is biting multiple children in the
classroom every day.
2. Sarah, 17 months old, has been bitten by another child
multiple times this week.
3. When she dropped off her 20-month-old, Malika, that
morning, she mentioned to her friend, Angela (who cares for
Malika), how impossible Malika has been in the mornings. She
drags her feet, doesn’t want to get dressed, pitches a fit about
which outfit to wear—it’s been practically impossible to get her
out the door. Angela seemed really surprised. “Wow, she is an

3. angel here. I tell her it’s time to go out and she runs over to the
coat hook, pulls down her coat, and puts it on. She is really
cooperative.”
4. Aldo stopped arrived to pick up his toddler, Blanca. When he
tells Blanca it is time to go home, she shouts, “No! Stay with
Ms. Nita!” and goes to hide under the table. After calling to her,
Aldo finally had to crawl reach under the table and pull her out.
Blanca was screaming the whole time.
5. George is 13 months old. His mom comes into the room and
asks you when you think her child will be ready to move to
toddlers. She is a bit upset and stressing that she doesn’t want
her child to stay with all of these babies when he is almost
walking.
Adapted from: csefel.vanderbilt.edu
Resources for scenarios:
· https://www.virtuallabschool.org/infant-toddler/family-
engagement/lesson-3
·
https://www.childrenslearninginstitute.org/media/81298/module
1_zhandout_responsivecaregivingscenarios.pdf